Albany Lifelong Learning Institute (ALLI)

Instructor: Randall Craig, Emeritus Professor, Department of English, UAlbany

Day/Time: Mondays, 1:30 to 3:30 p.m.

Dates: 3/16, 3/23, 3/30, 4/6. 4/13, 4/20 

Location: Albany Guardian Society, 12 Corporate Woods Blvd 1st Floor, Albany, NY 12211

Format: In-Person Only

Overview: Subtitled “A Study of Provincial Life,” Eliot’s masterpiece was published in eight installments from 1871 to 1872. It interweaves the lives of characters across a broad social spectrum, while chronicling the political, scientific, and religious developments leading up to the momentous passage of the First Reform Bill in 1832. This course studies what many consider to be the greatest novel of the period because of its intellectual and philosophical bravura, its anthropological approach to understanding personal and social relations, and its profound humanism and deeply compassionate moral vision.

Course Structure/Syllabus: Although this class is devoted to just one novel, reading Middlemarch requires no small commitment of time and concentration. The course will be structured in such a way that if you fall behind in the reading (or miss a class session), you can jump ahead to read the material to be covered in a future class. Several factors make this approach possible, and I hope they will make the class enjoyable whether or not you are able to read or pay equal attention to every page.

•    Brief plot summaries of the reading for each class will be provided; our primary interests will be found elsewhere and will be responsive to interests that students may have.

•    As the subtitle, “A Study of Provincial Life,” suggests, the novel is about a specific time and place. Eliot’s approach is analytical and meditative, lending itself to focusing on specific passages and issues rather than maintaining suspense.

•    Middlemarch is not driven by plot and uncertainty surrounding characters’ fates. For instance, the marriage that concludes so many Victorian novels is settled in the very first of the novel’s eight books (“Miss Brooke”). The novelist’s art, especially with regarding the depiction of her characters, is interwoven with issues of concern to anthropologists and ethnographers, sociologists and philosophers. The class is centered on those issues.

•    Our focus will typically be on selected passages and topics regardless of where they occur in the text. Individual class sessions will be devoted, on the one hand, to themes or methods that distinguish Eliot’s writing and thinking, and, on the other hand, to broad social and intellectual questions that characterize the Victorian era and establish its many resonances in today’s world.

•    Some class time—we’ll see how this can be worked out—will be devoted to the six-part BBC production of Middlemarch (1994)

Course Schedule:

(A. focuses on issues raised in specific books; B. takes up an element of Eliot’s poetics; and C. addresses a topic related to Victorian culture).

•    Class One
A. Introduction to Book One “Miss Brooke”
B. Eliot’s Theory of Fiction and the Role of the Narrator
C. Women in the Early Victorian Period

•    Class Two
A. Book Two “Old and Young” and Book Three “Waiting for Death”
B. Eliot on Perception, Subjectivity, and Psychology
C. Politics: the Path to Democracy

•    Class Three
A. Book Four “Three Love Problems”
B. Eliot’s Social Theory
C. Medicine and Medical Practice in the Victorian Period

•    Class Four
A. Book Five “Dead Hand”
B. Religion: Doctrine and Society
C. Eliot on Subjectivity and Psychology

•    Class Five
A. Book Six “The Widow and the Wife”
B. Self and Society
C. Politics and Law

•    Class Six
A. Book Seven “Two Temptation” and Book Eight, “Sunset and Sunrise”
B. Language/Rhetoric/Irony and Wit
C. England in 1832 and 1867

Instructor: Eric Best, Assistant Professor, Department of Emergency Preparedness and Homeland Security and the AI and Society Research Center, UAlbany

Day/Time: Tuesday, 1:30 to 3:30 p.m.

Dates: 3/17, 3/24, 3/31, 4//7, 4/14, 4/21 

Location: ETEC Building, Room 203

Format: In-Person Only 

Overview: Artificial Intelligence (AI) is suddenly everywhere, shaping healthcare, communication, finance, transportation, entertainment, and even how we age. This six-session course is designed for lifelong learners who want a practical understanding of AI without requiring technical background or programming skills.

The course explores what AI is (and isn’t), how it works at a high level, and how it affects individuals, communities, and society. The group will address ethical questions, privacy, bias, employment, healthcare, and decision-making. Through lectures, discussion, case studies, and optional hands-on demonstrations, participants will gain confidence in engaging with AI-driven systems and evaluating their social impact.

Depending on availability, there may be guest speakers including professionals at the forefront of AI use and policy from academia, government, and industry.

Learning Objectives:

-Explain basic AI concepts in plain language
-Recognize where AI is used in everyday life
-Understand key ethical, legal, and social concerns related to AI
-Critically evaluate claims about AI in the news
-Make informed choices about using AI tools personally

Course Schedule:

•    Class 1: What Is Artificial Intelligence and Why Does It Matter Now?
-A brief history of AI (1950s to today)
-UAlbany AI Efforts
-What AI is and is not
-Narrow AI and Artificial General Intelligence (AGI)
-Decision systems vs. decision support systems
-Why AI is in the news now

•    Class 2: How AI Works (Without Math or Code)
-What are data, metadata, algorithms, and models
-Machine learning vs. traditional programming
-Why data quality matters
-The process of “training” AI

•    Class 3: AI in Daily Life: Convenience, Risk, and Tradeoffs
-AI in smartphones, banking, shopping, navigation, and social media
-Recommendation systems and personalization
-AI Scams
-Automation and decision-making
-Federal, state, and local laws (Federalism)

•    Class 4: Ethics, Bias, and Privacy
-Algorithmic bias and fairness
-Surveillance and data privacy
-Who is responsible when AI makes mistakes?
-Transparency and trust

•    Class 5: AI, Health, Work, and Aging
-AI in medicine: diagnostics, wearables, and caregiving
-AI and employment: automation myths and realities
-AI tools for accessibility and independence
-Risks of over-reliance on AI in care settings

•    Class 6: The Future of AI and How Citizens Can Shape It
-AI policy and regulation
-The role of citizens in shaping AI’s future
-What to demand from AI vendors
-Evaluating promises and fears about AI
-Practical guidance for responsible AI use

Instructor: Al Lawrence, Emeritus Professor of Criminal Justice and Legal Studies, Empire State University 

Day/Time: Wednesday, 1:30 to 3:30 p.m.

Dates: 3/18, 3/25, 4/1, 4/8, 4/15, 4/22 

Location: ETEC Building, Room 203

Format: In-Person Only

Overview: The course will examine in depth the details of several notorious murder cases throughout American history and the effects they had on the law and legal and public policy as the result of legislation, administrative rules, case law and legal ethics.

Course Schedule:

I. The Murder of a Congressman and the Insanity Defense (1859)
The death of a federal prosecutor at the hand of a New York representative was the first successful use of the defense of “temporary” insanity. But was it the state of mind of the defendant or a belief that he had the right to avenge his wife’s seducer that convinced the jury?

II. The Lindbergh Baby Kidnapping and Federal Law Enforcement (1932)
The kidnapping and death of the infant son of a celebrated aviator led to legislation that changed the way that kidnapping is investigated and prosecuted and enhanced the powers of federal law enforcement.

III. Dr. Sam Sheppard and Free Press/Fair Trial (1954)
The murder of an Ohio doctor’s wife and the resulting “media circus” prompted new ethical rules for both the bar and the press, as well as a court decision that detailed how judges must protect a defendant’s right to a fair trial.

IV. Emmett Till and Civil Rights (1955)
The lynching of a young boy in Mississippi and the execution of a man convicted of rape in Georgia moved federal officials to draft, promote and pass the first civil rights bill in 80 years.

V. Robert Garrow and Attorney/Client Privilege (1973)
Murders and a manhunt in the Adirondacks led to a court decision concerning what information lawyers can withhold about unsolved cases, and the prison escape of the defendant in the same case prompted new administrative rules and security regulations.

VI. A Number of Sex Offender Cases and Resulting Conventions
The 9-1-1 emergency telephone system, sex-offender registries, three-strikes laws and prohibitions that prevent murderers from profiting from their crimes by writing books or producing other forms of entertainment all resulted from notorious sex-crime cases.

Instructor: Yuchi Young, Associate Professor, Dept of Health Policy, Management & Behavior, UAlbany

Day/Time: Thursdays, 1:30 – 3:30 p.m.

Dates: 3/19, 3/26, 4/2, 4/9, 4/16, and 4/23

Location:  ETEC Building, Room 203

Format: In-Person Only 

Overview:

Blue Zones are regions of the world where people live longer, healthier, and more independent lives. These communities—Ikaria, Ogliastra, Sardinia, Okinawa, Loma Linda, and the Nicoya Peninsula—share evidence-based lifestyle patterns that align closely with Gerontology and Successful Aging frameworks, emphasizing physical health, cognitive resilience, social engagement, and purpose across the life course. This six-week ALLI course examines how Blue Zone lifestyles support healthy aging, functional independence, and quality of life, and translates these practices into practical strategies participants can apply in later life and retirement.

Course Schedule:

Week 1: Ikaria, Greece
Focus: Cognitive health, rest, and social connection. Ikaria is known for low rates of chronic disease and dementia, supported by Mediterranean-style eating, strong social ties, restorative sleep, and a relaxed pace of life. Special Topic: Alzheimer’s disease, dementia, and dementia-friendly environments, including innovative dementia villages in the Netherlands and Taiwan. Learning. Objective: Examine how environment, routine, and social connection support cognitive health & quality of life in later adulthood.

Week 2: Ogliastra, Sardinia (Italy)
Focus: Physical function and social integration Sardinia’s longevity highlights lifelong daily movement, meaningful work, close family relationships, and simple traditional foods. Special Topic: Successful Aging, emphasizing the physical, psychological, and social domains. Learning Objective: Identify how everyday behaviors naturally support all three domains of Successful Aging and functional independence.

Week 3: Okinawa, Japan
Focus: Purpose, social networks, and resilience. Okinawa is renowned for strong social bonds (moai), gentle movement, mindful eating, and ikigai—a sense of purpose. Special Emphasis: Applying ikigai to retirement transition and later-life purpose, helping individuals redefine meaning, contribution, and identity beyond formal work. Learning Objective: Explore how purpose and social connection enhance psychological well-being, resilience, and longevity during retirement and later life.

Week 4: Loma Linda, California (USA)
Focus: Health behaviors and community support. Loma Linda’s Seventh-day Adventist population demonstrates how routine, plant-forward nutrition, faith or community engagement, and preventive care promote longevity. Special Topic: Naturally Occurring Retirement Communities (NORCs), featuring the Albany NORC as a model of aging in place. Learning Objective: Analyze how community-based supports and health-promoting environments sustain independence and social engagement in later life.

Week 5: Nicoya Peninsula, Costa Rica
Focus: Purpose-driven living and life-course health. Nicoya emphasizes plan de vida (life purpose), natural physical activity, and simple nutrition. Special Topic: Synthesis of all five Blue Zones and a global perspective, including Singapore as a Blue Zone–inspired, age-friendly urban model. Learning Objective: Integrate shared Blue Zone principles into a personalized framework for healthy aging and life satisfaction.

Week 6: Experiential Learning / Field Trip
Focus: Translation into daily practice. Participants engage in hands-on activities such as visiting a community garden, farmers market, wellness center, or participating in group movement and social engagement. Learning Objective: Apply Blue Zone and Successful Aging principles to real-world settings that support health, connection, and purpose.

Why This Course Matters: 

This course aligns with Gerontology and Successful Aging frameworks by emphasizing: Maintenance of physical and cognitive function, Psychological well-being and purpose in later life, Social engagement and community integration, and Environmental supports that promote aging in place. Participants leave with practical tools to enhance longevity, independence, and quality of life—grounded in both global research and real-world application.

Instructor: Monika Piotrowska, Associate Professor, Department of Philosophy, UAlbany

Day/Time: Fridays, 10 a.m. to noon

Dates: 3/20, 3/27, 4/3, 4/10, 4/17, and 4/24

Location: Albany Guardian Society, 12 Corporate Woods Blvd 1st Floor, Albany, NY 12211

Format: In-Person or Zoom 

Overview:

This course explores some of the most pressing moral questions in modern medicine. Each week, we will examine real-world cases and current debates through the lens of ethical theory and reasoning. Topics include the doctor–patient relationship, end-of-life care, human experimentation, reproductive technologies, and biomedical enhancement. No background in philosophy or medicine is required—just a willingness to think critically and engage in conversation. Together, we will consider how different perspectives from scholars, judges, and healthcare professionals shape our understanding of what it means to make ethical decisions in medicine.

Class Schedule:

Week 1 — Introduction to Medical Ethics
We will start the course with examples of problems that arise in health care and how ethics can help resolve them. Two ethical theories that guide medical decision making in medicine are Kant’s moral theory, which emphasizes respect for persons, and utilitarianism, which focuses on maximizing overall benefit. We will learn about these theories and return to them throughout the course.

Week 2 — Autonomy and Paternalism
The idea that every patient is autonomous and thus has a right to make decisions about her own body and treatment is deeply ingrained in our society. But are there times when a doctor knows best? Paternalism is the idea that doctors may sometimes override a patient’s choice for her own good. We will look at examples that highlight the tension between a patient’s wishes and doctor’s judgments about what is best.

Week 3 — Trust, Truth, and the Hippocratic Tradition
This week focuses on the moral foundations of the doctor–patient relationship. We will discuss the role of honesty, trust, and professional obligations in medicine, including the historical and modern significance of the Hippocratic Oath.

Week 4 —Research Ethics
Did you know that some people make a living by routinely enrolling in experimental clinical trials? This week we will learn about medical research, including clinical trials, risks and benefits, and the protection of vulnerable populations. Historical cases will help illustrate why research ethics developed as a distinct area of medical ethics.

Week 5 — End-of-Life Care
A bill that legalizes the right of terminally ill patients to end their lives may soon become law in New York State. In learning about this bill, we will think about whether having a choice is always a good thing or whether being presented with a choice can sometimes cause harm. We will also discuss life support, palliative care, and physician involvement in end-of-life choices.

Week 6 — Assisted Reproduction and Genetic Enhancement
In the final week, we will turn to ethical questions raised by assisted reproductive technologies and emerging genetic interventions. We will consider the possibility of exploitation and commodification when women can be paid to gestate a child, or when sperm and eggs can be sold for profit. We will also discuss how selecting the genetic traits of one’s child may impact the parent-child relationship.

Instructor: Michael Evans, National Weather Service (Retired)

Day/Time: Fridays, 1:30 to 3:30 p.m.

Dates: 3/20, 3/27, 4/3, 4/10, 4/17, 4/24 

Location: Albany Guardian Society, 12 Corporate Woods Blvd 1st Floor, Albany, NY 12211

Format: In-Person or Zoom 

Overview:

This course covers a wide range of topics, starting with a basic overview of how the atmosphere creates weather, including a discussion of features such as high- and low-pressure systems, frontal systems, jet stream, and the vertical structure of the atmosphere. The course then moves on to cover topics related to weather forecasting, starting with an overview of weather observations including weather radar, satellites, and automated and manual surface and upper-air observations. Once this foundational content is established, the course explains the causes of various types of high-impact weather, such as thunderstorms and tornadoes, floods and hurricanes and winter storms and fire weather. Topics related to weather forecasting are then reviewed, including an overview of computer models and modern weather forecasting which involves blending information from the models with science and experience. Finally, global and national climatology is reviewed and explained, along with an overview of local weather effects within the State of New York. 

The goal of the course is to answer questions that participants with an interest in weather and forecasting might have. The instructor is a meteorologist with over 35 years of experience in the field of atmospheric science, including as a forecaster for the National Weather Service and private companies, along with research and teaching, and forensic meteorology. No previous scientific knowledge of atmospheric science or forecasting is required to take the course; only an interest in weather and how we are all affected by it.

Class Schedule:

Week one: Atmospheric basics – what causes weather?
o What causes wind and weather
o High and low pressure systems
o The Jet Stream
o Fronts
o The Norweigan cyclone model
o Vertical Structure of the atmosphere

Week two: Weather observations
o Surface observations: automated and manual
o Radar
o Satellite observations
o Upper-air observations – weather balloons and more
o Why are weather observations so important

Week three: High-impact weather, Part 1:
o Thunderstorms and tornadoes
o Heavy rain and flooding

Week four: High-impact weather, Part 2:
o Hurricanes
o Winter Storms
o Fire Weather
o Aviation Weather

Week five: Weather forecasting
o Legacy Computer models
o The increasing role of AI
o Modern weather forecasting
o Why are forecasts still sometimes wrong?
o Where do forecasts come from, who makes them, the private / public partnership

Week six: Global climatology and local weather effects
o An overview of the global and U.S. climate
o Local effects in New York including the Capital District