YaleCourses

YaleCourses
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Yale's philosophy of teaching and learning begins with the aim of training a broadly based, highly disciplined intellect without specifying in advance how that intellect will be used. The Yale Courses channel provides entry into the core of the University--its classrooms and academic programs--including complete sets of lectures from the Open Yale Courses initiative. Complementary syllabi, transcripts, and other resources may also be accessed from the Open Yale Courses website listed below.Links:online.yale.edu: http://online.yale.edu

  1. 8m ago

    503 | The Customer Profile: Identify Your End Users and Stakeholders - Social Entrepreneurship Course

    In this lesson, we explore the crucial concept of customer profiling in social entrepreneurship, differentiating between various stakeholders like the end user, decision maker, and economic buyer. It highlights the importance of creating distinct value propositions for each group and provides essential questions to guide the development of comprehensive customer personas, recommending tools such as the DIY toolkit's Personas template.🎯 Learning Objectives• Understand the different types of "customers" or stakeholders (end user, decision maker, economic buyer) in social entrepreneurship.• Learn how to develop a unique value proposition for each identified customer group.• Identify key questions to ask when creating a detailed customer profile or persona.• Explore the utility of tools like the Personas template for sketching out customer engagement and challenges.• Recognize the importance of validating customer profiles through conversations.📚 About the Course Have you ever wondered what it would be like to create real change? You don't have to start your own organization to make a difference in the world. Everyone can learn the social entrepreneurship mindset and skillset to build social impact. In this course, you will immerse yourself in a social or environmental challenge you want to tackle. You'll start by researching your topic of choice, talking to people, and ideating a potential solution that you can contribute. Then, you'll build a business model around that solution, understanding concepts like measuring social change, ensuring financial viability, funding and pitching. This course is a safe space to experiment and explore. You'll be guided by a ten stage framework to help structure your journey. Along the way, you'll hear from social entrepreneurs around the world through case studies and campus conversations. These include Yale alumni, members of the New Haven community, and global changemakers. Everyone is welcome to join this course! You can apply your lived, learned, or professional experience to discover how you're going to make a difference. 📺 Watch the full playlist on YouTube: https://www.youtube.com/playlist?list=PLh9mgdi4rNezbi0aRJeVnt99ynTVZG1PL🎓 Enroll on Coursera for assessments and a certificate: https://online.yale.edu/courses/creating-change-through-social-entrepreneurship🌐 Explore more learning opportunities on Yale Online: https://online.yale.edu/courses/creating-change-through-social-entrepreneurship#SocialEntrepreneurship #YaleCourse #Impact #Changemakers #BusinessPlan #DesignThinking Learn more about your ad choices. Visit megaphone.fm/adchoices

    503 | The Customer Profile: Identify Your End Users and Stakeholders - Social Entrepreneurship Course

  2. 14m ago

    America at 250: A History, DeVane Lecture, Class 23 - Race, Rights, and Resistance

    The 1960s brought prosperity, violence, and protests. Professor Beverly Gage brings into focus some of the important trends and events.Recorded in Yale’s Battell Chapel. This one-time-only course examines U.S. history from 1776 to the present, in advance of the nation’s semiquincentennial (or 250th birthday) in 2026. Taught jointly by Professors Joanne Freeman, David Blight, and Beverly Gage, the course emphasizes the history of the nation-state and the contested nature of American national identity. All three scholars will deliver the course’s first and final lectures together, as an introduction and a wrap-up. In between, they will each deliver eight lectures individually based on their areas of expertise. Joanne Freeman, the Alan Boles, Class of 1929 Professor of History and American Studies, and an expert in the revolutionary and early national periods of American history, will cover the period from the Revolution up through the 1830s, touching on such topics as the birth of party politics, the nature of “Jacksonian democracy,” and the rise of the reform and protest movements.David Blight, Sterling Professor of History and African American Studies and one of the country’s foremost authorities on the history of slavery and the Civil War, will cover the Civil War era up through Reconstruction and the emergence of the Jim Crow laws.Beverly Gage, John Lewis Gaddis Professor of History, who is currently writing a book on the nation’s past to mark the 250th anniversary of the signing of the Declaration of Independence, will pick up in the 1890s and continue through the end of the 20th century, addressing debates around immigration, wealth inequality, and the creation of the social welfare state. The course explores U.S. political history broadly conceived–not just as a realm of presidents and elections and wars (though there will be plenty of those) but as a conversation across time between citizens about what the United States is, was, and was meant to be. It proceeds from the premise that the American Revolution was the first but not the last radical act of national reimagining in U.S. history. The DeVane Lecture series was established in 1969 to honor William Clyde DeVane, dean of Yale College from 1939 to 1963. A copy of the course syllabus with required readings can be downloaded at the bottom of the page at this link: https://president.yale.edu/committees-programs/devane-lectures/america-at-250-a-history To view all the classes in the DeVane Lecture series, go to this playlist link: https://youtube.com/playlist?list=PLh9mgdi4rNezTQrY_6XMNBWaZqLRdgpoq&feature=shared Learn more about your ad choices. Visit megaphone.fm/adchoices

    America at 250: A History, DeVane Lecture, Class 23 - Race, Rights, and Resistance

  3. 57m ago

    4.5 | Master the Medical Software Risk Management Process — Medical Software Course

    In this lesson, we delve into the essential steps of the medical software risk management process. We explore how to identify potential hazards, understand the unique nature of software failure probabilities, and learn to estimate risk using both quantitative and qualitative methods, ultimately aiming to ensure patient safety and product reliability.🎯 Learning Objectives• Outline the key steps in the medical software risk management process.• Explain how hazards are identified and the unique nature of software failure probability.• Learn to estimate risk using both quantitative and qualitative assessment methods.• Identify common factors that increase the probability of software failure in medical devices.• Understand the concept of acceptable risk and the importance of risk reduction techniques. Learn more about your ad choices. Visit megaphone.fm/adchoices

    4.5 | Master the Medical Software Risk Management Process — Medical Software Course

  4. 1h ago

    26. Suicide, Part III: The morality of suicide and course conclusion

    Death (PHIL 176)The lecture begins by examining the consequences a suicide has on both the person committing it and those around this person. The question is raised, however, whether this factor is the only that counts morally, as utilitarians claim, or whether other factors matter morally as well, as deontologists claim. The moral relevance of a deontological prohibition against harming the innocent is considered. A concluding summary of the course is offered.00:00 - Chapter 1. Introduction: The Consequences of Suicide 08:25 - Chapter 2. Utilitarianism on the Morality of Suicide 13:21 - Chapter 3. Deontology and Prohibition against Harming the Innocent 28:33 - Chapter 4. Factoring Consent into Committing Suicide 41:17 - Chapter 5. Summary and Conclusion Complete course materials are available at the Yale Online website: online.yale.eduThis course was recorded in Spring 2007. Learn more about your ad choices. Visit megaphone.fm/adchoices

    26. Suicide, Part III: The morality of suicide and course conclusion

  5. 1h ago

    25. Students' Choice Novel: Jonathan Safran Foer, Everything is Illuminated (cont.)

    The American Novel Since 1945 (ENGL 291)In her final lecture of the course, Professor Hungerford evaluates Jonathan Safran Foer's Everything is Illuminated with respect to one of her areas of expertise, American writing about the Holocaust. She points out how the novel takes on some of the questions of trauma theory in its examination of both the pain and the healing power of repetition. The most innovative characteristic of Foer's novel is, for Hungerford, the way it addresses the inheritance of the Holocaust for third-generation Jews in America. The novel finds new ways to provide witness for and connection to their grandparents' experiences in Europe, but also displaces a traditional Holocaust discovery narrative from the Jewish child of survivors to the Eastern European grandchild of those complicit in the destruction of shtetl life.00:00 - Chapter 1. How to Define a Period of Literature: Locating Foer's Significance05:57 - Chapter 2. Trauma Theory and the Holocaust: Foer's Use of the Witness16:40 - Chapter 3. The Double Remove: A Third Generation of Memory31:54 - Chapter 4. Metafictional Authorship38:32 - Chapter 5. From Victims to PerpetratorsComplete course materials are available at the Open Yale Courses website: http://open.yale.edu/coursesThis course was recorded in Spring 2008. Learn more about your ad choices. Visit megaphone.fm/adchoices

    25. Students' Choice Novel: Jonathan Safran Foer, Everything is Illuminated (cont.)

  6. 2h ago

    17. The badness of death, Part II: The deprivation account

    Death (PHIL 176)This lecture continues to explore the issue of why death may be bad. According to the deprivation account, what is bad about death is the fact that because one ceases to exist, one becomes deprived of the good things in life. Being dead is not intrinsically bad; it is comparatively bad and one is worse off only by virtue of not being able to enjoy the things one enjoyed while alive, such as watching the sunset, listening to music, and discussing philosophy.00:00 - Chapter 1. Introduction: The Central Badness of Death 04:35 - Chapter 2. The Deprivation Account of Badness in Death 13:22 - Chapter 3. Epicurus: "When Does Death Become Bad?" 21:21 - Chapter 4. The Existence Requirement: Is It Necessary? 32:48 - Chapter 5. Should Death Be Bad for the Loss of the Unborn Person? 49:41 - Chapter 6. Conclusion Complete course materials are available at the Yale Online website: online.yale.eduThis course was recorded in Spring 2007. Learn more about your ad choices. Visit megaphone.fm/adchoices

    17. The badness of death, Part II: The deprivation account

  7. 2h ago

    1. Course introduction

    Death (PHIL 176)Professor Kagan introduces the course and the material that will be covered during the semester. He aims to clarify what the class will focus on in particular and which subjects it will steer away from. The emphasis will be placed on philosophical questions that arise when one contemplates the nature of death. The first half of the course will address metaphysical questions while the second half will focus on value theory.00:00 - Chapter 1. What This Class Is NOT, and What This Class Is06:38 - Chapter 2. Common Views on Death Are Wrong: How This Class Is Taught14:20 - Chapter 3. Course Requirements, Materials, and Format21:03 - Chapter 4. On Grading Thoughts on Death38:50 - Chapter 5. Student Evaluations and Invitation Complete course materials are available at the Yale Online website: online.yale.eduThis course was recorded in Spring 2007. Learn more about your ad choices. Visit megaphone.fm/adchoices

    1. Course introduction

  8. 3h ago

    23. How to live given the certainty of death

    Death (PHIL 176)In this lecture, Professor Kagan invites students to pose the question of how one should live life knowing that it will certainly end in death. He also explores the issue of how we should set our goals and how we should go about achieving them, bearing in mind the time constraints. Other questions raised are how this ultimately affects the quality of our work and our accomplishments, as well as how we decide what is worth doing in life.00:00 - Chapter 1. How Carefully Should We Live? 11:21 - Chapter 2. Time Constraints and Goals: Finding Appropriate Contents for Life 17:30 - Chapter 3. Quantity of Life: The More, the Better? 32:38 - Chapter 4. Semi-Immortality through Accomplishments 40:21 - Chapter 5. Life Is Suffering: An Alternative Approach to Living Complete course materials are available at the Yale Online website: online.yale.eduThis course was recorded in Spring 2007. Learn more about your ad choices. Visit megaphone.fm/adchoices

    23. How to live given the certainty of death
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Yale's philosophy of teaching and learning begins with the aim of training a broadly based, highly disciplined intellect without specifying in advance how that intellect will be used. The Yale Courses channel provides entry into the core of the University--its classrooms and academic programs--including complete sets of lectures from the Open Yale Courses initiative. Complementary syllabi, transcripts, and other resources may also be accessed from the Open Yale Courses website listed below.Links:online.yale.edu: http://online.yale.edu

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  • Creator
    YaleCourses
  • Years Active
    2026
  • Episodes
    545
  • Rating
    Clean