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<blockquote><font size="+4" color="#3366FF"><b>Beyond the
Institute:</b></font></blockquote>
<blockquote><font size="+4"
color="#3366FF"><b><br></b></font></blockquote>
</blockquote>
<blockquote type="cite" cite align="right"><font size="+4"
color="#3366FF"><b>New Perspectives on Global Issues</b></font><br>
</blockquote>
<blockquote type="cite" cite align="center"><font face="Arial"
size="+3">Become a better engineer.<br>
Become a better scientist.<br>
Become a better MIT student.</font><br>
<blockquote align="left"><br>
<font face="Arial" size="+1">This IAP goes beyond the science
classroom to examine the major issues that headline the news.
Understand how society is currently affected by science and technology
and in turn how it affects the world we live in. In the “real
world”, it is this global awareness and insight that will make<i>
you</i> different from the stereotypical MIT nerd.<br>
<br>
</font><br>
<font size="+2" color="#800000"><b>Why Are Only 2.5% of People with
HIV Receiving Treatment?<br>
</b></font><br>
<font face="Arial" size="+1">Professor David Jones<br>
<br>
Tuesday, January 17<br>
<br>
Room 3-133, 4-6 PM<br>
<br>
<br>
In the twenty-five years since AIDS was discovered, over 23,000,000
people have died from the disease. The mortality continues to increase
even though powerful and effective treatments have been available
since 1995. Moreover, fewer than 5% of people with HIV currently
receive adequate treatment. This talk will examine the science,
technology, history, and politics of HIV/AIDS to understand why the
disease has been so difficult to control.<br>
<br>
<br>
David Jones received his MD and PhD, in History of Science, from
Harvard University. After completing his training in psychiatry, he
joined the MIT faculty in 2005. His research has focused on
infectious disease, health disparities, and medical
technology.</font><br>
<font face="Arial" size="+1"></font></blockquote>
</blockquote>
<blockquote type="cite" cite><font size="+2" color="#800000"><b>What
does it mean to live in a technological world?</b></font><br>
<blockquote><br>
<font face="Arial" size="+1">Professor Rosalind Williams<br>
<br>
Thursday, January 19<br>
<br>
Room 3-133, 4-6PM<br>
<br>
</font><br>
<font face="Arial">Through popular culture we try to understand the
interactions of science, technology, and society. We now live in a
technological world: what does this mean for human life, both
individually and collectively? Works of fiction help answer this
question. In particular, books and movies about imaginary underworlds
help us think through the implications of human life in a largely
artificial environment. In this IAP event, we will view and discuss
short clips from movie versions of some 19th century imaginary
underworlds (such as Jules Verne's<i> Journey to the Center of the
Earth</i> and<i> 20,000 Leagues under the Sea</i>, and H.G. Wells'<i>
The Time Machine</i>) as well as some more recent movies set in
underworlds or enclosed environments (<i>Blade Runner</i>,<i>Lost in
Translation</i>,<i> Matrix Reloaded</i>, and<i> Lord of the Rings: The
Two Towers</i>). We will try to summarize some of the conclusions from
these cultural “thought experiments” about life in a human-built
world.</font></blockquote>
<blockquote><font face="Arial"><br></font></blockquote>
<blockquote><br></blockquote>
<blockquote><font size="+2" color="#800000">Public Engagement with
Science: Some STS Lessons from the 'Intelligent Design' Debate<br>
</font><br>
<font face="Arial" size="+1">John Durant, Adjunct Professor and
Director of the MIT Museum<br>
<br>
Tuesday, January 24<br>
<br>
3-133, 4-6PM<br>
<br>
</font><br>
<font face="Arial">On 20th December 2005, Judge Jones threw out the
Dover, Pennsylvania Local<br>
<br>
School Board ruling that required teachers to read a statement about
evolution<br>
<br>
and 'Intelligent Design' to students in ninth grade biology classes at
Dover<br>
<br>
High School. This was merely the latest episode in an 80-year-long
battle over<br>
<br>
the teaching of evolution in America's public schools and colleges.
Who are the<br>
<br>
major players in the debate today? What are the major issues at stake?
And what<br>
<br>
strategies and tactics are being employed on each side of the
argument? In<br>
<br>
short, what can an STS analysis tell us about the nature and
significance of<br>
<br>
the ID debate - past, present and future.<br>
<br>
</font><br>
<font size="+2" color="#800000">‘Rooted in History and Culture':
Accidents and Engineering in the Manned Space Program<br>
</font><br>
<font face="Arial" size="+1">Alexander Brown, Dibner Institute
Graduate Student Fellow<br>
<br>
Thursday January 26<br>
<br>
4-231, 4-6PM<br>
<br>
</font><br>
<font face="Arial">Alexander Brown will discuss the history of
accidents in the US Manned Spaceflight Program. The talk will cover
the Apollo 1 and Challenger accidents and show how STS provides new
ways to think about them.<br>
<br>
<br>
<br>
For Further information on any of these events, please contact the STS
office at</font> <a href="mailto:stsprogram@mit.edu"><font
face="Arial">stsprogram@mit.edu</font></a><font face="Arial"> or
3-3452.</font><br>
</blockquote>
</blockquote>
<blockquote type="cite" cite>Kathaleen Brearley<br>
Assistant to the Academic Administrator<br>
Program in Science, Technology, and Society<br>
Doctoral Program in History, Anthropology, and<br>
Science, Technology and Society (HASTS)</blockquote>
<blockquote type="cite" cite>Massachusetts Institute of
Technology</blockquote>
<blockquote type="cite" cite>77 Mass. Ave., E51-185<br>
Cambridge, MA 02139<br>
Phone: 617-253-1990<br>
Fax: 617-258-8118<br>
brearley@mit.edu</blockquote>
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