Institution: Youtube Lecturer: Professor Dave University Course Code: - Subject: #chemistry #chem #organicchemisrty #organicchem Year: 2015-2025 Description: Learn Organic Chemistry with Professor Dave! Together we will go through the main topics in this course, including IUPAC nomenclature, conformational analysis, stereoisomerism, as well as a survey of a variety of organic reactions. Use these videos to supplement your Organic Chemistry course!

Institution: Youtube Lecturer: Professor Dave Explains University Course Code: - Subject: #math #mathematics Year: 2017-2025 Description: Stop hating math! Learn math with Professor Dave and you'll love it as much as ice cream. In this series we go from arithmetic all the way to differential equations, so no matter what your level of ability, there's something here for you. See if you can watch them all!

Institution: Youtube Lecturer: Shawn Willsey University Course Code: - Subject: #geology #earthscience #lifescience #rocks #minerals Year: 2024-2026 Description: Introduction to Geology

Institution: Youtube Lecturer: Professor Dave University Course Code: - Subject: #botany #botanical #plants #gardening #farming #permaculture #vegetables #flowers #nativeplants Year: 2021-2025 Description: Hey you! Do you want to learn about plants? Yes? Well then you're in luck, this botany playlist is all about plants. Since we have now covered chemistry, biochemistry, and biology, we are now ready to tackle biological systems, and plants are particularly fascinating. What are they made of? How do they grow? How do they interact with their environment? And how did all these different plants get here? Let's answer these questions and more in this botany series!

Institution:

University of Toronto, Munk School of Global Affairs & Public Policy

Lecturer

Timothy Snyder

University Course Code

MUN180H1-S

Syllabus

https://munkschool.utoronto.ca/phl/hitler-and-stalin-today

Subject:

#authoritarianism #colonization #colonialism #communism #democracy #fascism #genocide #history #holocaust #politics #soviet #worldhistory #20thcentury #democracyindanger #historymatters #hitler #hitlerandstalintoday #massatrocities #nazi #nazigermany #neveragain #riseofauthoritarianism #sovietunion #stalin #timothysnyder #totalitarianism #ukraine

Year:

2024

Description:

In Hitler and Stalin Today (MUN180H1-S), Timothy Snyder examines the Nazi and Soviet responses to the new globalized world they shared. The course begins with the colonial background that made totalitarianism possible, and which remains an essential element of our politics now. Their ideologies are described as worldviews and as practical politics, with an emphasis on the reasons for their appeal. Attention to their policies of mass killing, essential events of twentieth-century history, instructs us about how "it" can happen here. The study of dissident thought helps us to see connections between historical predicaments and our own, and instructs us about possible reactions as individuals and as citizens. The course asks what we have learned from the twentieth century and what lessons we should carry forward.

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Class 1: What is History?

We speak often about history, but we are careless with the past. When we choose not to know what has happened before, we are also choosing not to influence what will happen after. If we don't care about history, we find ourselves in an eternal present, denied any sort of imagination about the future, and nurtured on lies about a past in which we were innocent. History does not mean these misleading tales; it means a search for knowledge, using a certain set of tools; it means a process that enriches and humanizes, one that allows us to name things by their proper names.

Required Readings

• Tadeusz Borowski, "Here in Our Auschwitz and Other Stories", Here in Our Auschwitz)
• Snyder, "The War on History is a War on Democracy"

Free Alternatives

• Tadeusz Borowski, "Here in Our Auschwitz and Other Stories", Here in Our Auschwitz)
• Snyder, "The War on History is a War on Democracy"
  • Listen

Watch

Class 1: What is History?

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Class 2: A world of empire

Totalitarianism did not emerge from nowhere. It was a response to the world of the late nineteenth and early twentieth centuries, and more particularly to the empires that Europeans had created during the previous four or five centuries. In order to understand the aims of Hitler and other fascists, of Lenin and Stalin, we must first understand the world in which they matured, one in which Europeans dominated others and applied law only to themselves. In some ways the fascists and the Leninists sought to break this world order, in that they wanted to transcend other empires; in some ways they took imperial practices to a radical extreme.

Required Readings

• Marc Ferro, Colonization: A Global History, Chapter 1
• Frantz Fanon, Black Skin, White Masks, Chapter 5

Free Alternatives

• Ferro, Colonization: A Global History, Chapter 1
• Fanon, Black Skin, White Masks, Chapter 5

Watch

Class 2: A world of empire

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Class 3: What is fascism?

Guest Lecturer: Marci Shore

For about twenty years fascism seemed like the future for millions of people. It was a way of appealing to the past that was mystical and inspiring; it was a way of seizing the future by taking technology and pushing it towards dreams of rapid military conquest. Fascism reacted to and in some ways admired Bolshevism: it borrowed the idea of the one-party state and of a revolution based not so much on interests and history as on will and conjuncture. Fascism was a way of seeing the world that denied reason—preferring conspiratorial thinking and the arbitrary choice of enemies—and so is hard to define precisely; but what cannot be denied is that this way of seeing the world is gaining followers now.

Required Readings

• Zeev Sternhell in Iordachi, ed., Comparative Fascist Studies, 2010, pp. 53–59
• Jason Stanley, How Fascism Works, New York: Penguin, 2018, pp. 57–92
• Corneliu Codreanu, "A Few Remarks on Democracy," 1937

Free Alternatives

• Sternhell, Comparative Fascist Studies, pp. 53–59
• Stanley, How Fascism Works pp. 57–92
• Corneliu Codreanu, "A Few Remarks on Democracy," 1937

Watch

Class 3: What is fascism?

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Class 4: What is Communism?

Communism was a lived reality for hundreds of millions of people in the twentieth century and remains a lived reality for many in the twenty-first century. It is based in an analysis of capitalism and a theory of history proposed by Karl Marx, which is the main subject of this lecture. Marx's ideas were revised by Vladimir Lenin so as to allow the individual (or the party elite) much greater latitude to choose the timing and the place of revolution. Lenin's very success in making a revolution in a country that Marx regarded as backward led to the Stalinist program of accelerated development and associated starvation and mass terror. That model was then copied in China and elsewhere.

Required Readings

• Karl Marx and Friedrich Engels, The Communist Manifesto, 1848
• Vladimir Lenin, "What is to be done?", 1902
• Judt and Snyder, Thinking the Twentieth Century, 2012, ix–xvii, 75–105
  • duplicated in class 6, possibly added here in error

Free Alternatives

• Marx & Engels, The Communist Manifesto
• Lenin, "What is to be done?"
• Judt & Snyder, Thinking the Twentieth Century, 75–105
  • duplicated in class 6, possibly added here in error

Watch

Class 4: What is Communism?

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Class 5: What is Ukraine?

Ukraine has to be at the center of a class on Hitler and Stalin, because it was at the center of both men's mental worlds. Each of them saw Ukraine as the key to a global transformation: be it the Stalinist plan to collectivize agriculture and build industry, or the Hitlerian plan to treat Ukraine as a breadbasket. In both cases, hugely ambitious ideologies found their axial point in a certain place; and in both cases, the attempt to transform Ukraine led to mass death. Between 1933 and 1945, the most dangerous place in the world was Ukraine. All this, as I seek to show in the lecture, was the latest stage in an ancient history. Ukraine has been less a crossroads and more a source of human innovation for centuries and millennia and indeed tens of thousands of years. Ancient history associated with Mesopotamia, Greece, or Rome very often only makes sense in connection with lands that are now Ukraine. With the globalization associated with modern history, Ukraine became for the first time an object rather than a subject of history, as its special position at the connection of steppe and salt water became less important, and as empires with global reach sought to base their power in its resources.

Required Readings

• Yekelchyk, "Historical Roots of Modern Ukraine"
• Snyder, "The War in Ukraine is a Colonial War," The New Yorker, April 28, 2022

Free Alternatives

• Yekelchyk, "Ukraine : Birth of a Modern Nation", Chapter 1 - Historical Roots of Modern Ukraine
• Snyder, ""The War in Ukraine is a Colonial War""

Watch

Class 5: What is Ukraine?

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Class 6: Why was Communism appealing?

Guest Lecturer: Marci Shore

For much of the twentieth century the appeal of communism was simply a sociological fact; by now it is something that needs to be explained. Communism promised a future that was far better than the present and offered a way to achieve it; it presented a world full of darkness that could be broken by small circles of people who could see the light; and it provided those oppressed around the world with a beacon for their imaginations and hopes. The story of the appeal of communism is a reflection of the reality of suffering and atrocity; it is also one of betrayal, trauma, mass murder, and rethinking.

Required Readings

• Tony Judt and Timothy Snyder, Thinking the Twentieth Century, 2012, ix–xvii, 75–105

Free Alternatives

• Judt & Snyder, Thinking the Twentieth Century, 75–105

Watch

Class 6: Why was Communism appealing?

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Class 7: How was mass killing possible?

At the center of the history of Nazi Germany and the Soviet Union were their policies of mass killing. The Soviets began first with terror during and after the revolution, the construction of a huge system of concentration camps, and then mass starvation. An organized political terror followed in the late 1930s. The Germans, after Hitler came to power in 1933, were most able to repress and then murder people defined as enemies, Jews above all, after they destroyed the states around them. Their greatest crime was the Holocaust, the deliberate murder of almost six million Jews; they also starved about three million Soviet prisoners of war to death, killed around a million people in "anti-partisan" operations, and murdered hundreds of thousands of Sinti and Roma and perhaps a quarter of a million people deemed to be disabled. These crimes were committed by human beings, often at very close range, so they raise questions about the political conditions that are necessary for mass atrocity, but also about how people did and can react to those conditions.

Required Readings

• Timothy Snyder, Bloodlands: Europe between Hitler and Stalin, New York: Basic Books, 2022 (2010), vii–118
• Stalin-Kaganovich Correspondence, Stalin to Kaganovich, 11 August 1932

Free Alternatives

• Snyder, Bloodlands, vii–118
• Stalin-Kaganovich Correspondence, Stalin to Kaganovich, 11 August 1932, Document 57

Watch

Class 7: How was mass killing possible?

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Class 8: Back to Colonialism

After each World War, the structure of global empire changed. At the end of the First World War, the victorious maritime empires condemned the land empires—the Germans, the Habsburgs, the Ottomans—for their imperialism, and supported, with many qualifications, the rights of nations to have states. The maritime empires continued. In the Second World War, victory was not enough: in the decades that followed, all of the European maritime empires lost their direct overseas power. The cold war between the United States and the Soviet Union used the language of colonialism and imperialism, as each intervened in the territories closest to it on a regular basis, and as each presented itself as the antidote to the aggression of the other. With or without (or after) an allegiance to communism or the far Left, African-Americans and others could reasonably see the United States as a racial frontier empire; some found resemblances to Nazi practices, and made arguments that were also used by Hannah Arendt.

Required Readings

• Hannah Arendt, "We Refugees," 1943
• W.E.B. Du Bois, "The Negro and the Warsaw Ghetto," 1952
• Richard Wright, in Crossman, ed., The God that Failed, 1949, pp. 115–163
• Paul Robeson, "Genocide Stalks the U.S.A.", 1952
• James Baldwin, "An Open Letter to My Sister Angela Davis," NY Review of Books, 1971

Free Alternatives

• Hannah Arendt, "We Refugees," 1943
• W.E.B. Du Bois, "The Negro and the Warsaw Ghetto," 1952
• Richard Wright, in Crossman, ed., The God that Failed, 1949, pp. 115–163
• Paul Robeson, "Genocide Stalks the U.S.A.", 1952
• Baldwin, "An Open Letter to My Sister Angela Davis"

Watch

Class 8: Back to Colonialism

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Class 9: East European Dissident Thought

The victorious Soviet Union extended its empire westward after the Second World War. In addition to adding to its own territory, it created satellite regimes in much of eastern and central Europe. In both the Soviet Union and in central and eastern Europe, the death of Stalin in 1953 was a turning point, opening up the apparent possibility of revisiting Marxism; after 1968 and the Soviet (Warsaw Pact) invasion of Czechoslovakia this avenue was closed. In the 1970s and 1980s dissidents sought to redefine freedom as the daily practice of values, and saw small truths as shelters from the big lies in which no one really believed any longer. The "post-totalitarian" or the "post-ideological" or the "anti-political" approach offered tools and enabled meaningful resistance in the form of solidarity and civil society, as well as concepts that apply just as well to our own predicaments as to theirs.

Required Readings

• Václav Havel, The Power of the Powerless, London: Vintage, 2018 (1978)
• Leszek Kołakowski, "In praise of inconsistency", 1958
• Snyder, Bloodlands, pp. 379–408

Free Alternatives

• Havel, The Power of the Powerless PDF
• Leszek Kołakowski, "In praise of inconsistency", 1958
• Snyder, Bloodlands, pp. 379–408

Watch

Class 9: East European Dissident Thought

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Class 10: Oligarchy, Neo fascism and Liberation

1989 was supposed to be the end of all that: fascism had been defeated, and now communism had fallen, first that year in eastern Europe, and then two years later in the Soviet Union. But history did not end; and the belief that it had accelerated some of the more dangerous trends. Communism continued in North Korea and China, where party leaders managed to combine one-party rule with capitalism. That economic system proved compatible with essentially any form of politics. Post-communist Russia became a pioneer of extreme inequality of wealth, bringing with it oligarchy and ultimately fascism and a war of aggression in Ukraine. That inequality was characteristic of the United States as well, making social mobility difficult and opening political possibilities for those able to choose enemies and punish them. Fascism, defeated in war, now returned, first quietly, and then openly. The internet, far from spreading knowledge and reason, favored conspiracy thinking and habits of mind inconsistent with freedom and the rule of law. The world of the 2020s is not the world of the 1920s; the differences of wealth and the capacity for propaganda have both become more extreme, and no one is really offering a vision of the future any longer. But the critiques of twentieth-century politics often proved to be quite applicable; and insofar as remembering them is a first step towards history, it is also a first step towards a different and better future.

Required Readings

• Snyder, "American Abyss," New York Times Magazine, 2021
• Charles Mills, "Theorizing Racial Injustice," Lecture 2020

Free Alternatives

• Snyder, "American Abyss" — Web Archive
• Charles Mills, "Theorizing Racial Injustice," Lecture 2020

Watch

Class 10: Oligarchy, Neo fascism and Liberation

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Source: Munk School of Global Affairs & Public Policy

Institution

University of Toronto

Lecturer

Timothy Snyder

University Course Code

MUN180H1-S

Subject

#authoritarianism #colonization #communism #democracy #fascism #genocide #history #holocaust #politics #soviet #worldhistory #20thcentury #democracyindanger #historymatters #hitler #hitlerandstalintoday #massatrocities #nazi #nazigermany #neveragain #riseofauthoritarianism #sovietunion #stalin #timothysnyder #totalitarianism

Year

2026

Description

Class 1: What is History?

We speak often about history, but we are careless with the past. When we choose not to know what has happened before, we are also choosing not to influence what will happen after. If we don't care about history, we find ourselves in an eternal present, denied any sort of imagination about the future, and nurtured on lies about a past in which we were innocent. History does not mean these misleading tales; it means a search for knowledge, using a certain set of tools; it means a process that enriches and humanizes, one that allows us to name things by their proper names.

Readings

• Tadeusz Borowski, Here in Our Auschwitz
• The War on History is a War on Democracy

There are job postings lately for hacking and reverse engineering embedded systems, particularly from defense contractors. I suppose they would be doing things like capturing and hacking enemy drones.

That’s not exactly my interest, but shows there is a demand for breaking into embedded systems. I personally want to develop these skills just to repair shit like washing machines that lock me out of their protectionist PCBs designed for premature obsolescence/destruction. When the washing machine manufacturer gives me the middle finger after asking for a service manual, I need to return the sentiment and fix the thing without their support (yes, it has serial ports on the PCB).

In any case, the course should cover using tools like Bus Pirates and Flipper Zero. Anything out there in open university courses?

Institution: MIT

Lecturer: Julian Beinart

University Course Code: 4.241J

Subject: #architecture #urbanstudies #finearts #socialscience

Year: Spring 2013

Description: This course covers theories about the form that settlements should take and attempts a distinction between descriptive and normative theory by examining examples of various theories of city form over time. Case studies will highlight the origins of the modern city and theories about its emerging form, including the transformation of the nineteenth-century city and its organization. Through examples and historical context, current issues of city form in relation to city-making, social structure, and physical design will also be discussed and analyzed.

Course materials can be found on the MIT OpenCourseWare website.

Institution: Yale

Lecturer: Professor Shelly Kagan

University Course Code: PHIL 176

Subject: #philosophy #death #metaphysics #valuetheory

Year: Spring 2007

Description: There is one thing I can be sure of: I am going to die. But what am I to make of that fact? This course will examine a number of issues that arise once we begin to reflect on our mortality. The possibility that death may not actually be the end is considered. Are we, in some sense, immortal? Would immortality be desirable? Also a clearer notion of what it is to die is examined. What does it mean to say that a person has died? What kind of fact is that? And, finally, different attitudes to death are evaluated. Is death an evil? How? Why? Is suicide morally permissible? Is it rational? How should the knowledge that I am going to die affect the way I live my life?

Course materials can be found on the Open Yale Courses website.

cross-posted from: https://lemmy.ml/post/14647640

Not sure if this is allowed here, and it's not my playlist, but I thought I'd post these tutorials since I've found them helpful for learning the basics.

• Institution: Socratica
• Subject: #python
• Description (copied from Socratica's YT channel): Our Python Tutorials will help you learn Python quickly and thoroughly. We start with "Hello World" and then move on to data structures (sets, lists, tuples and dictionaries). Next we'll cover classes, and give a variety of in-depth examples and applications.

Institution: UCLA

Lecturer: Professor Courtenay Raia

University Course Code: HIST 2D

Subject: #history #science #religion #magic #antiquity #modernity

Year: 2009

Description: Professor Courtenay Raia lectures on science and religion as historical phenomena that have evolved over time. Examines the earlier mind-set before 1700 when into science fitted elements that came eventually to be seen as magical. The course also question how Western cosmologies became "disenchanted." Magical tradition transformed into modern mysticisms is also examined as well as the political implications of these movements. Includes discussion concerning science in totalitarian settings as well as "big science" during the Cold War.

Cross post of my post from elsewhere. I was told y'all might appreciate this.

Institution: Wikiversity
Lecturer: Boud Roukema
Subject: #physics #specialrelativity #generalrelativity
Description: Special relativity and steps towards general relativity is a one-semester Wikiversity course that uses the geometrical approach to understanding special relativity and presents a few elements towards general relativity. The course may be used in a traditional university, within the conditions of the free licensing terms indicated at the bottom of this Wikiversity web page. It may be modified and redistributed according to the same conditions, for example, via the Wikiversity and Wikimedia Commons web sites.

Do you post your full lectures online? Please consider sharing them to @opencourselectures. A community dedicated to collecting and discussing freely available full length lecture series for autodidacts and personal development!

I believe the distribution of knowledge is by far the most important function of the internet and I need your help to bring some of that functionality to the fediverse.

Please boost for visibility!

@academicchatter

Institution: Stanford
Lecturer: Fei-Fei Li, Justin Johnson, Serena Yeund
University Course Code: CS 231
Subject: #computervision #machinelearning

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Description: Computer Vision has become ubiquitous in our society, with applications in search, image understanding, apps, mapping, medicine, drones, and self-driving cars. Core to many of these applications are visual recognition tasks such as image classification, localization and detection. Recent developments in neural network (aka “deep learning”) approaches have greatly advanced the performance of these state-of-the-art visual recognition systems. This lecture collection is a deep dive into details of the deep learning architectures with a focus on learning end-to-end models for these tasks, particularly image classification. From this lecture collection, students will learn to implement, train and debug their own neural networks and gain a detailed understanding of cutting-edge research in computer vision.

Institution: Yale
Lecturer: Ben Polak
University Course Code: Econ 159
Subject: #econ #economics
Description: This course is an introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are discussed and applied to games played in class and to examples drawn from economics, politics, the movies, and elsewhere.

Institution: MIT
Lecturer: many
University Course Code: MIT 6.S191
Subject: #machinelearning #ml #deeplearning
Description: MIT's introductory program on deep learning methods with applications to computer vision, natural language processing, biology, and more! Students will gain foundational knowledge of deep learning algorithms and get practical experience in building neural networks in TensorFlow. Program concludes with a project proposal competition with feedback from staff and panel of industry sponsors. Prerequisites assume calculus (i.e. taking derivatives) and linear algebra (i.e. matrix multiplication), we'll try to explain everything else along the way! Experience in Python is helpful but not necessary. Listeners are welcome!

Institution: Yale
Lecturer: Ron Smith
University Course Code: GG 140
Subject: #climate #earthscience
Description: This course explores the physical processes that control Earth's atmosphere, ocean, and climate. Quantitative methods for constructing mass and energy budgets. Topics include clouds, rain, severe storms, regional climate, the ozone layer, air pollution, ocean currents and productivity, the seasons, El Niño, the history of Earth's climate, global warming, energy, and water resources.

Institution: DeepMind x UCL
Lecturer: Hado van Hasselt
University Course Code: na
Subject: #machinelearning #ml

Institution: Yale
Lecturer: Paul H. Fry
University Course Code: ENGL 300
Subject: #lit #literature
Description: This is a survey of the main trends in twentieth-century literary theory. Lectures will provide background for the readings and explicate them where appropriate, while attempting to develop a coherent overall context that incorporates philosophical and social perspectives on the recurrent questions: what is literature, how is it produced, how can it be understood, and what is its purpose?

Institution: MIT
Lecturer: Prof. Norvin A. Richards
University Course Code: MIT 24.900
Subject: #linguistics
Description: This class provides some answers to basic questions about the nature of human language. Throughout the course, we examine a number of ways in which human language is a complex but law-governed mental system. Much of the class is devoted to studying some core aspects of this system in detail; we also spend individual classes discussing a number of other issues, including how language is acquired, how languages change over time, language endangerment, and others.