The medical understanding of the human body is related to how societies view life and health. This course investigates early modern medical approaches to the body in their social and cultural contexts and explores the relationship between bodies, medicine, and society. On the one hand, we will study how the body was represented in social, cultural, political, and religious settings. On the other hand, we will analyze how medical knowledge and practice both reflected and shaped beliefs, knowledge, and values about the human body. We will also examine how focusing on the body allows us to broaden the realms of historical actors who participated in the making of medical and natural knowledge. We shall consider topics such as medical understandings of bodies and their implications; sex and gender configurations; bodily management and disability; slavery and racial idioms; divine and demonic possessions; visual and material embodiments; anatomy and bodily mapping; bodies, healing, and magic; the relationship between medical and bodily knowledge, and between bodies and selves.

Many technological developments have brought with them significant changes in both the modes and scope of human thinking, including how we learn, how we remember, and how we perceive and engage with the world. This seminar will introduce graduate students to philosophical issues and debates that arise from the development of cognitive technologies. We will analyze and discuss key epistemological, metaphysical, and ethical issues that sit at the intersection of philosophy of cognitive science, philosophy of technology, and neuroethics. Topics covered will include situated views of cognition, cognitive artifacts, cognitive enhancement, and artificial intelligence.

Situated cognition is an umbrella term for several related views that have emerged over the last few decades including the embodied, embedded, extended and distributed views of the cognition. All of these views reject some core commitments of traditional cognitive science. This seminar will begin by introducing the traditional 'internalist' views of cognition that these new situated theories run up against, as well as clarifying some important terminology, such as what we mean when we speak of 'extension,' 'mental representation,' 'mindedness' or 'cognition.' The rest of the seminar will explore the philosophical arguments for and against situated cognition, with a particular focus on the embodied and extended theories.

This seminar introduces graduate students to the role of postcolonial theory in generating a "global turn" in histories of science and the multidisciplinary field of science & technology studies (STS). We will read and discuss how postcolonial scholars have critiqued historical and social studies of science, and debate the theoretical and methodological significance of ideas like "global perspectives," the "Global South," and "non-Western science" in STS. To evaluate the impact of these ideas on the field, we will also read recently published case studies applying postcolonial approaches to histories of science, technology, and medicine. Students will have the opportunity to compare these approaches with the related but distinct concepts of decoloniality emerging from Indigenous studies, and to consider how postcolonial STS can inform their own ongoing research.

This seminar introduces graduate students to the intersections of feminist theory with the multidisciplinary field of science & technology studies (STS). We will analyze and discuss the key critiques of science and technology by feminist and queer studies scholars that have transformed not only the field of STS, but also research practices and concepts within STEM fields and STEM-related law and public policy. Students will also have the opportunity to consider how feminist STS can inform their own ongoing research.

During the last two centuries science fiction (SF) has become the mythology of modern societies, and the very name of this literary genre points unambiguously to science as their acknowledged linchpin. Every mythology offers a deep insight into the mores and morals, heroes and villains, structures and strictures, dreams, and taboos of the society that produced it. This graduate research seminar explores SF as a particular lens for the understanding of both the historical development of modern sciences and the role of science and scientific knowledge in the historical development of modern societies. It is structured thematically around a series of classic SF novels and speculative writings by eminent scientists, but focused on students carrying out independent research projects that examine one of the major themes addressed in the readings, from aliens, androids, and AI to evolution, eugenics, ET, and beyond. The seminar concludes with a workshop where students present their research projects to the audience of their peers.

The mulitiple realizability thesis has been a cornerstone of anti-reductivist arguments across several areas of philosophy, including philosophy of mind and cognitive science, philosophy of artificial intelligence, and in the metaphysics of science. Yet, despite the signficance and widespread philosophical import of this thesis, there continues to be debate around its content, plausibility, and implications. What exactly does multiple realizability thesis maintain? What does the thesis entail? And what should count as evidence in favor of multiple realizability (in different domains)? To explore these questions, this seminar will proceed chronologically, looking at the historical development of the philosophical ideas and debates surrounding the multiple realizability thesis, how the thesis itself has evolved, and the impact it has had in both philosophy and the sciences.

In this graduate seminar, we aim to understand computing and information as technological, scientific, social, and cultural phenomena from a historical perspective. Drawing from the insights in the history of technology, history of mathematics, STS, media studies, business history, intellectual history, and security studies, we examine the histories of, e.g., artificial intelligence, big data, cyberspace, information infrastructure, theories and imageries of computation and mind, open source, human-machine relations, tech-industrial ecosystems, and geopolitics of semiconductor supply chains. Our geographical scope is transnational, as we focus not only on crucial developments in the US — often viewed as the epicenter in the history of computing and information — but also those in Western Europe, East and South Asia, and Latin America. In addition, we discuss the historiographical and methodological issues in researching and writing the history of computing and information.

This course examines new and emerging methods for investigating the histories of technology by focusing on the "technological undergrounds." Undergrounds have figured powerfully in human histories and imaginations as places of alterity, concealment, exploration, and discovery; as well as spaces of hope, refuge, and fugitivity. The course leads students through a collection of technological undergrounds — real and figurative — to examine the unexplored and underexplored histories of technology. What people and technologies have historically occupied these spaces? How can the idea of the underground help us approach people and technologies traditionally written out of our histories? What can it reveal about agency, resistance, and the category of technology itself? Drawing on recent work in global history, critical race studies, postcolonialism, and digital humanities, the course analyzes the particular challenges posed by source materials and current frameworks, and encourages students to develop new analytical tools, frameworks, and modes of scholarly expression.

The Mediterranean world has historically been characterized as a fluid and permeable space of both human and non-human movement and interactions across Africa, Asia, and Europe. This course examines the role of Mediterranean entanglements in the histories of science and medicine, focusing on the premodern period. We will address topics such as the relationship between medicine, science, and religion; slavery, medicine, and natural inquiry; epidemics and public health; shifting views of disability; the movement of specimens and curiosities; travel and scientific exchange; orientalism and its legacies; and the making of human diversity. We will also critically reflect on the category of mobility, engaging in questions related to how movement participated in processes of knowledge production in medicine and natural inquiry and, conversely, how medical, and scientific pursuits encouraged mobility.

This graduate seminar offers an introduction to the principles of research in the history of science, medicine, and technology (HSMT). Through a close examination of classic texts and recent publications in the field, it focuses on sources, methods, and approaches in the practice of HSMT. We will explore the major genres — history of ideas, individuals, institutions, disciplines, and networks — as well as the main modes of analysis — intellectual, social, and cultural — employed in the field. The seminar will emphasize the development of skills essential to the profession — good writing, attentive reading, analytical thinking, concise presentation, academic debate, and historiographic and methodological knowledge. Each week, we will examine in depth a particular genre or level of analysis based on assigned readings and book presentations, focusing on the "Whats," "Whys," and "Hows" of historical research and writing.

Around two hundreds years ago philosophers and scientists began to think about thought experiments. Hans-Christian Ørsted introduced the technical term thought experiments in 1811. But it was Ernst Mach who coined the term "Gedankenexperiment" for philosophical debate at the beginning of the 20th century. Serious investigation into thought experiments began only in the 1980s. In this course the different epistemologies of thought experiments will be explored and many of the paradigmatic thought experiments will be discussed.

This course comprises a survey of current issues in the general philosophy of science. General philosophy of science is concerned with (inter alia) questions about how science works, what it purports to tell us about the world, how scientific theories and models reveal the nature of the world, if and how scientific knowledge claims are justified, and how science manages to explain the world to us.

In this course, students will engage in the theory and practice of qualitative research. Students will be introduced to the philosophical underpinnings of qualitative research, traditional approaches to and methods used for qualitative inquiry. This course will place specific emphasis on applied, pragmatic approaches to qualitative research. Coursework will draw upon strategies embedded within traditional approaches to qualitative inquiry and apply them alongside a design logic that has disciplinary relevance and is action-oriented for "practitioners" in a field (e.g., nursing, education, policy studies). Throughout the course a range of qualitative research approaches will be discussed with examples that draw from health, health services, and health policy research. Students will work through hands-on exercises to develop proficiencies using methodological tools that are used to conduct qualitative research.

Objectives: by the end of term, students will be able to: 1) Describe the principles of qualitative research and key qualitative research traditions. 2) Be familiar with applied, pragmatic approaches to qualitative research. 3) Describe and apply core techniques for qualitative data collection, analysis, ensuring rigour and critical appraisal. 4) Design a qualitative research project.

This course will critically explore the ideologies, institutions, and practices that constitute the field of development policymaking, implementation, and contention with the goal of understanding the complex historical processes and power dynamics that underpin all development policy domains.

This course is intended to introduce the student to the field and practices of forensic accounting by presenting a set of foundational topics that will underpin the rest of the MFAcc program. The course begins with a review of the history of forensic accounting, followed by an introduction to definitional terms commonly applicable to forensic investigations. That leads to an examination of various aspects and types of fraud. Upon reaching this point of the course students are introduced to the core course objective of learning, being the use and application of the Universal Structured Investigative Framework approach to all investigations. Specific coverage will include: different types of fraud. Lastly, the course will introduce and consider various loss quantification claims including damages claims which involve an overview of the litigation process. Cybercrime will be introduced, as will the risks and security issues it represents. The course will conclude with consideration of the role of the forensic accountant as experts

Students will examine and consider the professional and practical issues inherent in an investigative and forensic accounting "practice" in the context of the current business and standard practices environment. This Practice Issues course expands coverage on many of the topics that were introduced in earlier courses. This course builds on this foundation through a more comprehensive and detailed examination of the main stages of an IFA engagement. These stages, ranging from engagement acceptance to ultimate reporting, and their most significant underlying issues, are explored through class discussion of relevant scenarios and the assigned readings. Students are expected to participate in the weekly online classes, prepare an individual assignment, and contribute to a group assignment. Course instructors may be contacted by email as required.

The first half of the course will be devoted to an examination of the use of computers for data analysis and analytics in forensic matters, as well as their use in cybercrime, and how computer systems security can be protected and maintained. The understanding and the roles required of a forensic accountant in these matters will be considered. Using the internationally accepted COSO framework, the second half of the course will provide a continuation of the examination of fraud and its investigation, as well as rubrics for the assessment of fraud, fraud risk, and approaches to fraud prevention.

This course will cover the recovery of proceeds of crime, the recovery of assets that "disappeared," and the international aspects of fraud. Topics will include: Related regulatory and legal matters including use of Mareva injunctions, Anton Piller and the Norwich Pharmacal orders; data gathering, tracing, and recovery methods; bribery and corruption of foreign officials; avenues of recovery under criminal and civil processes including insurance claims; cryptocurrency investigations; and the use of the Bankruptcy and Insolvency Act. A class will also be dedicated to the development of expert report writing skills.

Forensic accountants are called upon to investigate possible breaches of contracts, laws, or regulations, and to prepare reports that could be actionable in court, if necessary. IFA1907H will review relevant laws and court related procedures to prepare the forensic accountant to fulfil their duties without offending legal expectations. Specific topics that will be covered will include: employment or labour law; family law; electronic commerce and intellectual property law; rules of civil procedure, trial and alternative dispute resolution processes; remedies and measures of damages, fraudulent conveyances, and assignments; criminal law and procedure; and administrative law. In addition, a review of corporate governance, and the duties and rights of boards of directors, majority and minority shareholders and others, will be provided.

This course is intended to familiarize participants with economic loss quantification. Participants will obtain the knowledge and skills needed to calculate damages in claims involving lost profits and lost earnings, and to recognize some of the practical issues involved. Participants will learn to apply basic economic loss quantification principles to the various types of commercial and/or personal injury litigation in which a forensic accountant may be called upon to intervene.

This course provides an opportunity for students to research and learn about an emerging issue or area of IFA specialty that is of particular interest to them. It also covers specific topics at advanced levels, such as Identity Fraud, that have yet to be incorporated into other MFAcc courses.

Building on the MFAcc program over the last two years, this final course will focus on high-level professional knowledge and skills, including: professional ethics and practices, how to handle a face-to-face meeting with a client, interviewing skills, and testifying in court as an expert witness. Students will learn about the human dynamics as well as the techniques involved. Students will have the opportunity to practice their skills and will be evaluated in each of these areas. In addition, students will be evaluated on their ability to articulate their approach to an engagement and the issues to be considered, and several industry leaders will speak to the students about their role/experiences.

Building upon the introduction to investigative techniques in earlier courses, IFA2905H will continue the coverage and introduce topics germane to forensic accountants in the future. In addition, to build an understanding of the psychology and practices of financial/white collar criminals, current research findings, studies, and examples will be examined.

This course builds on the Loss Quantification Course (IFA2900H) and introduces the areas of Bankruptcy and Insolvency and Business Valuation.

In this course, students will begin by looking at the concept of innovation, particularly those that arise from deep knowledge, such as what could arise from university research. By examining the movement from research results to products and services that benefit society, students will get an appreciation of the potential impact of knowledge, be it from their own results or from others. Through workshops and office hours, students will examine ideas and refine them with consideration of the needs of society, and organize into teams of their choice to tackle a project that has been identified and refined. Ideally, students from research will work with those from business, but this is not required. Lectures and workshops will introduce entrepreneurial topics in a practical way, with students applying the concepts to specifically examine the feasibility of creating a startup or an organization, for profit or not-for-profit.

In this course, students will learn how entrepreneurs create organizations that address social problems using innovative, sustainable approaches. Students will examine a variety of social venture forms and consider how such ventures can be evaluated, managed, and financed. Social Entrepreneurship has three primary components. First, students will discuss and debate the principles of social entrepreneurship and apply them to cases of for-profit, not-for-profit, and hybrid organizations. Second, students will analyze how the goals, structures, and practices of those ventures contribute to their success — or failure. Third, students will put their knowledge into action by contributing to a consulting project for a social venture. The course is hands-on and project-based. Those who enjoy critically discussing ideas — and then acting on those ideas — will enjoy this course. The course content has a broad international reach as many of the innovations in the field come from the Global South.