The aim of this module is to develop an understanding of the ways in which contemporary Britain has been and is actively being shaped by its Empire, focussing on South Asia. To do so this, the module

• focuses upon the way in which historically Britain's relationship with South Asia has shaped its contemporary economic, social and political life.
• uses inter-disciplinary perspectives from the fields of History, Sociology, Gender studies, law and literature to highlight the various ways in which the Britain’s Empire continues to shape its contemporary socio-political and cultural landscape.  
• will bring to together South-Asia focussed teaching expertise within the University of Warwick to highlight multiple themes around 'South Asia in Britain'- mobilities and migrant flows, cultural and material lives of migrants, encounters with the legal system, gender and race regimes, workers’ rights, resistance movements and so on. 
• engage students with innovative and active learning to not only broaden their understanding of the British Empire, but also to historcise and problematise taken for granted assumptions about it. 
• embed a variety of innovative pedagogic practices and engage with a variety of academic and non-academic material to enhance their learning experience

Change

Critical Understandings, Agency and Action

Course Contacts:  Naomi de la Tour & Sean Michael Morris

Ramphal R0.12, 5-7pm Tuesdays. 

**We will be meeting for the first session in week 1: Tuesday 1st October**

Change seeks to engage with theories and experiences of change and to enact change within our classroom together. For that reason, our online presence is primarily based on OneNote where we can all co-create the space together. This will also allow Sean to join in more actively from the USA. We will share a link to the OneNote here shortly. Please check back.

IATL student handbook
Please check the IATL student handbook for details of how to submit assessments etc.

Module Outline

Urban science is a rapidly growing field that investigates the way people interact within and are influenced by urban systems. It is dedicated to harnessing the wealth of social information available in our modern information society. In this way, urban science uses large amounts of heterogeneous data to better understand cities and other types of complex urban systems, as well as the integration of new technologies with them.

The aim of this module is to present the theoretical and practical methodological and substantive foundations of urban science.

For further information please contact cim@warwick.ac.uk or go to https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im913-urban-science/

Cities have traditionally adapted to the raise of new technologies, like cars or telephones, for instance. Nowadays, digital technologies and data in particular are transforming the material, cultural, social and political spheres of the urban realm.

These transformations require new theories and research methods to understand the spaces, scales, and agents involved in the relationships between data and the urban. This module offers an insight into some of these current theories and methodologies, to question the notion of data itself, to challenge controversial notions like the smart city, and to expand the realms of inquiry of urban data.

For further information please contact cim@warwick.ac.uk or go to https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im919-urban-data/

Cities have traditionally adapted to the raise of new technologies, like cars or telephones, for instance. Nowadays, digital technologies and data in particular are transforming the material, cultural, social and political spheres of the urban realm.

These transformations require new theories and research methods to understand the spaces, scales, and agents involved in the relationships between data and the urban. This module offers an insight into some of these current theories and methodologies, to question the notion of data itself, to challenge controversial notions like the smart city, and to expand the realms of inquiry of urban data.

For further information please contact cim@warwick.ac.uk or go to https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im919-urban-data/

The module is aimed at introducing interdisciplinary perspectives on current challenges faced by cities and urban science, in order to develop a critical understanding of the role of digital technologies, big data and urban analytics for promoting sustainable urban development in “smart city” initiatives worldwide. This is achieved through a series of invited talks featuring both academic and professional experts, which is accompanied by a discursive seminar. 

For further information please contact cim@warwick.ac.uk or go to https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im927-digital-cities/

This module focuses on the turbulent politics of the ‘long 1960s’ with the aim of introducing students to how radicals and rebels during those years saw small-scale distributed technologies as tools to reforge the public sphere, and to initiate a move away from the perceived authoritarian patterns operating within mass media societies. Students will be introduced to the interdisciplinary debates between sociologists, anthropologists, cybernetic theorists and computational scientists that fuelled post-war investigations into mass communications technologies. With this foundation, they will explore how these ideas translated into the techno-counterculture of Sixties America by examining the radical underground press, public access cable movement and the early computer hobbyist scenes.  In this way, students will become familiarized with how interdisciplinary knowledge informed bedrock conceptions of digital culture, and will think historically about how once provisional and speculative knowledge has become part of our commonsense rendering of the present. 

In order to fulfill these aims, students will work with digitized archives; they will combine historical methods with conceptual frameworks from media genealogy to critically assess the legacies of countercultural engagements in contemporary ideas and practices of digital media. Students will investigate the inter-medial pathways that radicals and rebels explored, and become conversant with the interdisciplinary media and communications theory underpinning the thoughts of key actors and groups during the long 1960s.

For further information please contact cim@warwick.ac.uk or go to https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im930-futures-post/

This module aims to provide you with in-depth study of a topical issue, Sustainability, using a multi-disciplinary PBL approach. Over the course of the year we will examine four key problems using a variety of disciplinary approaches, and acquire a detailed understand of current debates and theories. The problems are, broadly, as follows:

How do we define sustainability?

What do we mean by sustainability? Who has the right to define it? Are accepted definitions equitable? Which behaviours are sustainable? Which are not?

What is the role of individuals in achieving sustainability?

Given the contested nature of the term sustainability, how do we engage the general public? What impact can individuals have? How is sustainability represented in culture? What is the role of education in achieving sustainability?

Can business be sustainable?

How and why do we measure sustainability? How has globalisation impacted on sustainability efforts? How do firms introduce sustainability in supply chains? What is the link between corporate social responsibility (CSR) and sustainability?  Are there alternatives to present economic models?

What are the challenges around population?

Is population a problem? How do we deal with migration? How can we make our cities sustainable? 

Welcome to Utopia: Text, Theory, Practice. As the title of the module suggests, we will consider the concept of utopianism as it is enacted in creative texts (literature and film), in social and political thought, in theorisations of the utopian tradition, and in lived experiences and social practices. At its simplest, the concept of 'utopia' (a pun on eutopia, meaning good place, and outopia, meaning no place) can be understood as a response to one the most fundamental 'problems' that humans throughout the ages have wrestled with: What should a better (perfect?) society look like, and how can it be constructed? 'Utopia' is a contested term, which has been defined variously in relation to content, form and function, and we will examine the usefulness of different theoretical approaches while investigating how real-world problems are addressed through the 'imaginary reconstitution of society' (Levitas). Ideas and activism combine in utopian studies, an interdisciplinary field which takes the long view to explore the evolution and circulation of ideas over time and in different contexts. Through the interrogation of diverse source material and case studies, we will explore key sub-problems in the utopian tradition relating to politics, gender, 'race', living communally, town-planning and architecture, education, and borders and resources. Our approach will be both archaeological and architectural: we will analyse what has been said and done by others in order to construct our own forward-looking responses.

The module aims to enhance your understanding of how mobility and immigration have shaped identities in Italy in recent decades. You will develop a detailed knowledge of Italy’s history as a former colonial power and explore the impact of postcoloniality on national cultures. These questions will be explored in relation to Italy’s identity as a destination country in global migratory flows through an analysis of four contemporary novels. The topics discussed will include the impact of displacement on subjectivity; the problematic notion of home; the memory of Italy’s colonial past; and motherhood and migration. The analysis of the texts will be informed by theories of personal, cultural, and national identity construction and students will develop an awareness of how terms such as transnationalism, postcolonialism, hybridity and multiculturalism can be applied to the Italian case.

Please note the following (these are points reflecting the kinds of queries we have typically received in previous years and are not necessarily relevant to this year, but provided here for information):

(1) It is not possible to have scripts remarked. All module marks are final.

(2) As always, we have followed a rigorous procedure for marking. All markers followed detailed marking guidance. All markers participated in a calibration exercise to ensure that marking was conducted consistently. Following the completion of first-marking, a moderation process as required under University regulations was followed. Finally, a random sample of scripts was sent to an external examiner, who verified the consistency of marking, and also ensured that the standard of marking was in line with marking standards in the sector.  (Also, due to the COVID-19 pandemic, the Law School Education Executive reviewed marking at the module level). 

(3) Please note that University Regulation 42 governing academic appeals, paragraph 1.2, provides as follows: "The Regulation Governing Academic Appeals does not allow students to challenge marks they have been awarded for a particular piece of assessment. Decisions made by a Board of Examiners about the academic merit of a piece of work are academic judgements and cannot be challenged via this, or any other, Regulation."

(4) Should you have any other feedback queries, we shall be available to answer any individual feedback queries you might have at the start of the new academic year. In line with Law School policy, we shall make arrangements for this for weeks 1 and 2 of Term 1. We will send you further information about this in September. 

Unfortunately, we cannot reply to queries before then unless absolutely urgent. We apologise in advance for this. We are unusually busy this summer with preparations for the next academic year. Thank you for your patience and understanding.

<h2>Skills You’ll Develop in This Module</h2>

<p>This module not only introduces you to the legal principles governing land ownership and property rights in England and Wales, but also helps you build a wide range of transferable skills that are valued across academic, professional, and social contexts. Click on each skill below to see how it connects to your learning in this module.</p>

<details>
  <summary><img src="URL_TO_ICON/information-literacy.png" alt="Information Literacy icon" style="height:24px;"> <strong>Information Literacy</stronglop this skill by searching legal databases, evaluating sources, and synthesising findings to support legal arguments and advice.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/critical-thinking.png" alt="Critical Thinking icon" style="height>Case analysis and critique of law reform</em> – You’ll interpret legal decisions, evaluate statutory provisions, and propose reforms using contextual and analytical reasoning.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/communication.png" alt="Communication icon" style="height:24px;"> <strong>Communicationce</em> – You’ll practise professional writing, adapt your output to different audiences, and use legal terminology accurately.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/teamwork.png" alt="Teamwork icon" style="height:24px;"> <strong>Teamwork</strong></ tasks</em> – You’ll build rapport, manage team processes, and negotiate ideas in group settings.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/professionaltrong>Professionalism</strong></summary>
  <p><em>Time management and accountability</em> – You’ll balance research, reading, and writing tasks, demonstrating attention to detail and reliability in assessments.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/ethical-values.png" alt="Ethical/strong></summary>
  <p><em>Exploring social, political, and economic contexts</em> – You’ll develop empathy and fairness through topics like land privatisation and colonial critique.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/intercultural-awareness.png" alt="Intercultural Awareness iconmmary>
  <p><em>Engaging with philosophy, politics, and policy</em> – You’ll consider diverse perspectives and cultural contexts in property law debates.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/problem-solving.png" altm Solving</strong></summary>
  <p><em>Applying law to hypothetical cases</em> – You’ll define legal problems and apply logical reasoning to resolve them.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/digital-literacy.png" alt="Digital Literacy icon" style="height:24px;"> <strong>Digitalem> – You’ll develop search strategies, evaluate online sources, and manage digital legal information.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/self-awareness.png" alt="Self-Awareness icon" style="height:24px;">ing on legal concepts and reform proposals</em> – You’ll critically reflect on your understanding and perspectives when proposing reforms.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/sity.png <strong>Sustainability</strong></summary>
  <p><em>Examining land use and development</em> – You’ll consider environmental and social impacts of property law and land development.</p>
</details>

<details>
  <summary><img src="URL_TO_ICON/organisational-awareness.png" alt="Organisational Awareness icon" style="height:24px;"> <strong>Organisational Awareness</strong></summarym> – You’ll explore how legal systems and registries operate, developing awareness of institutional processes.</p>
</details>

<p><em>Note: Please ensure this mapping aligns with the actual activities and assessments delivered in your module. You may wish to adapt it further for use in Moodle, MAForms, or curriculum documentation.</em></p>

The module provides an opportunity for incoming exchange students to concentrate on a particular topic introduced in LN201 and investigate it in more depth. It is not open to students who have not already taken LN201 and not attended the study skills sessions for visiting students.

Acceptance on this module is conditional upon satisfactory performance in LN201 Britain in Europe (term 1 October - December)

It allows exchange students to develop a project autonomously, with appropriate linguistic and academic support, and to write a substantive piece of work in a non-native language.

The module aims to enhance skills in research, critical analysis and academic writing, and to foster the specific interests and aptitudes of individual students.

Students will be guided in locating a suitable research topic; mastering a relevant bibliography; immersing themselves in a wide variety of sources.

There will not be a set class, but individual support tutorials will be offered.

Possible themes:

• The origins of the United Kingdom and its constituent parts
• Britain and Europe in the 18^th and 19^th centuries
• Britain and Europe 1945-1993
• Britain and Europe 1993-2016
• Regional and national Identity in the UK
• Britain, European Integration and Brexit
• Immigration, migration, citizenship, and human rights in UK
• Britain, populism and nationalism

Assessment Method

The module is based on 100% assessed work, in the form of a mini-dissertation of 4000-4500 words (excluding bibliography and footnotes). The dissertation is written in English (though quotations are usually in their original language).

Students are required to present their chosen topic to other students.

See module description here. 

Course details. 

Content: How do you reconstruct a curve given its slope at every point? Can you predict the trajectory of a tennis ball? The basic theory of ordinary differential equations (ODEs) as covered in this module is the cornerstone of all applied mathematics. Indeed, modern applied mathematics essentially began when Newton developed the calculus in order to solve (and to state precisely) the differential equations that followed from his laws of motion.

However, this theory is not only of interest to the applied mathematician: indeed, it is an integral part of any rigorous mathematical training, and is developed here in a systematic way. Just as a `pure' subject like group theory can be part of the daily armoury of the `applied' mathematician , so ideas from the theory of ODEs prove invaluable in various branches of pure mathematics, such as geometry and topology.

In this module we will cover relatively simple examples, first order equations, linear second order equations and coupled first order linear systems with constant coefficients, for most of which we can find an explicit solution. However, even when we can write the solution down it is important to understand what the solution means, i.e. its `qualitative' properties. This approach is invaluable for equations for which we cannot find an explicit solution.

We also show how the techniques we learned for second order differential equations have natural analogues that can be used to solve difference equations.

The course looks at solutions to differential equations in the cases where we are concerned with one- and two-dimensional systems, where the increase in complexity will be followed during the lectures. At the end of the module, in preparation for more advanced modules in this subject, we will discuss why in three-dimensions we see new phenomena, and have a first glimpse of chaotic solutions.

Aims: To introduce simple differential and difference equations and methods for their solution, to illustrate the importance of a qualitative understanding of these solutions and to understand the techniques of phase-plane analysis.

Objectives: You should be able to solve various simple differential equations (first order, linear second order and coupled systems of first order equations) and to interpret their qualitative behaviour; and to do the same for simple difference equations.

Books:

The primary text will be:
J. C. Robinson An Introduction to Ordinary Differential Equations, Cambridge University Press 2003.

Additional references are:
W. Boyce and R. Di Prima, Elementary Differential Equations and Boundary Value Problems, Wiley 1997.
C. H. Edwards and D. E. Penney, Differential Equations and Boundary Value Problems, Prentice Hall 2000.
K. R. Nagle, E. Saff, and D. A. Snider, Fundamentals of Differential Equations and Boundary Value Problems, Addison Wesley 1999.

Content: How do you reconstruct a curve given its slope at every point? Can you predict the trajectory of a tennis ball? The basic theory of ordinary differential equations (ODEs) as covered in this module is the cornerstone of all applied mathematics. Indeed, modern applied mathematics essentially began when Newton developed the calculus in order to solve (and to state precisely) the differential equations that followed from his laws of motion.

However, this theory is not only of interest to the applied mathematician: indeed, it is an integral part of any rigorous mathematical training, and is developed here in a systematic way. Just as a `pure' subject like group theory can be part of the daily armoury of the `applied' mathematician , so ideas from the theory of ODEs prove invaluable in various branches of pure mathematics, such as geometry and topology.

In this module we will cover relatively simple examples, first order equations

,

linear second order equations

and coupled first order linear systems with constant coefficients, for most of which we can find an explicit solution. However, even when we can write the solution down it is important to understand what the solution means, i.e. its `qualitative' properties. This approach is invaluable for equations for which we cannot find an explicit solution.

We also show how the techniques we learned for second order differential equations have natural analogues that can be used to solve difference equations.

The course looks at solutions to differential equations in the cases where we are concerned with one- and two-dimensional systems, where the increase in complexity will be followed during the lectures. At the end of the module, in preparation for more advanced modules in this subject, we will discuss why in three-dimensions we see new phenomena, and have a first glimpse of chaotic solutions.

Aims: To introduce simple differential and difference equations and methods for their solution, to illustrate the importance of a qualitative understanding of these solutions and to understand the techniques of phase-plane analysis.

Objectives: You should be able to solve various simple differential equations (first order, linear second order and coupled systems of first order equations) and to interpret their qualitative behaviour; and to do the same for simple difference equations.

Books:

The primary text will be:
J. C. Robinson An Introduction to Ordinary Differential Equations, Cambridge University Press 2003.

Additional references are:
W. Boyce and R. Di Prima, Elementary Differential Equations and Boundary Value Problems, Wiley 1997.
C. H. Edwards and D. E. Penney, Differential Equations and Boundary Value Problems, Prentice Hall 2000.
K. R. Nagle, E. Saff, and D. A. Snider, Fundamentals of Differential Equations and Boundary Value Problems, Addison Wesley 1999.