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This moodle page contains all of the information for ES4C3 Mathematical and Computer Modelling for the 2020/2021 academic year. ES4C3 is a Term 2 module.
Principal Module Aim is to provide the theoretical background to basic and advanced modelling techniques and computational methods as used in engineering and to provide the necessary software application skills for using the techniques and methods in Matlab environment.
The module includes 7 x 2hr Computational Laboratories.
This 2020/21 academic year the assessment is different:
worksheet based on Laboratory Classes (40%), submission week 24, one week after the last lab
assignment (60%), submission week 31, after the Easter break
There is No Examination.
Students must pass individual coursework elements.
Principal Module Aim is to provide the theoretical background to basic and advanced modelling techniques and computational methods as used in engineering and to provide the necessary software application skills for using the techniques and methods in Matlab environment.
Timetabled Teaching Activities: 16 x 1hr lectures (Monday, Tuesday, weeks 11-22)
7 x 2hr Computational Laboratories (Wednesday, weeks 16-22)
2 x 1hr revision classes (weeks 24 and 31)
Advice and feedback hours are available for answering questions on the module (scheduled Monday 3pm-4pm and Tuesday 2pm-4pm, or appointment for another time slot by contacting via e-mail)The assessment will consists of written examination (50%), worksheet based on Laboratory Classes (15%), assignment (35%).
Students must pass individual coursework elements
Principal Learning Outcomes.
By the end of the module the student should be able to:
1. Built or select mathematical models over a wide range of application areas in engineering.
2. Intelligently select and use suitable computational methods and software systems for engineering tasks.
3. Evaluate the principles, purpose, and limitations of models and computational methods used in engineering software.
4. Implement, evaluate and use key computational methods in Matlab environment.
Performance, Evaluation and Control (PEC) is the point in SPP where the tools you have been given are applied. There is some[1] new material in this course; specifically around finance and how the money works within organisations. This ranges from very high-level external reporting to the mechanics of costing products and making financial decisions.
You will be using these new skills coupled to tools from previous modules to build a specific business case ready for presentation to a Capital Acquisition Committee, an exercise we will do on Thursday evening.
To get there you need to be able to deploy the concepts of performance management, and critically discuss its nature. A secondary objective is to give you opportunity to discuss and critically evaluate your own business unit’s metrics and measures, to assess their usefulness and integration with your company’s overall strategy.
The module’s assessment is both by written assignment (85%) and by in-module assessment (15%). As a result the written assignment is shorter than usual.
The module will contribute directly to equipping the participants with the skills and knowledge necessary to lead within a process based company.
WE ARE NO LONGER ALLOWED TO PRINT LECTURE NOTES. YOU WILL NEED TO DOWNLOAD THE PDF FILES FROM HERE, OR YOU CAN USE THE CLASS NOTEBOOK - onenote:https://livewarwickac.sharepoint.com/sites/ZN48PerformanceEvaluationandControl/SiteAssets/ZN48%20Performance%20Evaluation%20and%20Control%20Notebook ;AN E-MAIL EXPLAINING THIS WILL BE SENT NEAR THE COURSE.
The principal aims of this module are to:
i) provide engineers with a fundamental introductory understanding of the structure and function of the human body;
ii) provide an awareness and basic understanding of established and emerging biomedical technology for the measurement and modification of the structure and function of the human body;
iii) enable the participants to investigate and communicate ideas from pioneering areas in biomedical engineering research;
iv) provide an understanding of the biomedical engineering profession and the various roles of the biomedical engineer.
Principal aims
To develop a firm understanding of the principles of modern design, maintenance and assessment of healthcare technologies, including: medical devices, novel treatment and therapeutic technologies, technologies for a healthy life-course, systems and environments for care delivery. This module will provide the student with a firm grounding in methods and tools for design, management and assessment of health technologies for prevention, diagnosis, treatment and rehabilitation.
Principal learning outcomes
At the end of the module, students will be able to • Understand the physical and physiological principles that underpin complex medical devices for prevention, diagnosis, treatment and rehabilitation. Compare and contrast the main aims, principles and components of these four categories of medical devices • Characterize, describe, explain, identify, locate and recognize the main components of the principal healthcare technologies for prevention, diagnosis, treatment and rehabilitation using functional diagrams and block diagrams. • Apply methods to systematically evaluate, design and manage advanced healthcare technologies • Critically assess the appropriateness of innovative health care technologies by reading a health technology assessment report. • Participate in multidisciplinary studies aiming to critically evaluate the technological feasibility and cost-effectiveness of a new medical device. Identify, classify, prioritize medical or epidemiological needs and participate in studies aiming to identify the most suitable technological solutions to satisfy those needs • Participate in multidisciplinary working group for the systematic design and development of innovative medical devices
Timetabled teaching activities
20 lectures (4 using eLearning platform), 6x1hr seminars, 1x2hr site visit, 2x1hr examples classes (total 30 hrs), 1 hr project supervision per group
Departmental link
http://www2.warwick.ac.uk/fac/sci/eng/eso/modules/year4/
Other essential notes
Advice and feedback hours are available for answering questions on the lecture material (theory and examples).
Module assessment
| Assessment group | Assessment name | Percentage |
|---|---|---|
| 15 CATS (Module code: ES97F-15) | ||
| A1 (Assessed work only) | Individual Essay | 28% |
| Oral Presentation on Individual Essay | 12% | |
| Interim Group Project Report | 10% | |
| Peer Review of Interim Group Project Report | 0% | |
| Final Group Project Report | 32% | |
| Peer Review of Final Group Project Report | 0% | |
| Group Project Oral Presentation | 18% | |
| Peer Review Group Project Oral Presentation | 0% | |
Large-language model (LLM) artificial intelligence (AI) systems are evolving and expanding rapidly and dramatically— in terms of technological capabilities, practical applications, and roles in people's lives. Applied linguists are uniquely positioned to shape LLM AI and to influence the ways that people act and interact with, through, about, and because of LLM AI. Indeed, applied linguists arguably have a responsibility to engage with LLM AI, as scholars who can offer insights into language structure, communicative interaction, knowledge and truth, teaching and learning, ethicality, and social justice. This module will probe the intersections of applied linguistics and AI to prepare students to understand LLM AI, and to engage, challenge, critique, improve, and apply these systems as scholars and professionals. Following a symposium approach, module content will evolve according to research and teaching activities within Applied Linguistics at Warwick, giving students exposure to active innovations in LLM AI and applied linguistics.
Focus of the module
This module is a collaboration between Linguistics and Theatre and Performance Studies that aims to look at how human communication works. The module will examine different modes of communication, that is different ways or mechanisms that human beings use to communicate in order build up a sophisticated picture of the way that language is used for communication and how it interacts with other ways of making meaning.
Further information in the Module overview document below.
Module Convenor
Dr Carolin Debray
Room 1.88. Social Sciences Building
Email: C.Debray.1@warwick.ac.uk
Office hours: Tuesday, 1.30-2.30pm, Room S.1.88.
Welcome to the Moodle module space for Discovering Cinema 2019-20
Here you will find information about the module, including reading lists, handouts, modes of assessment, and announcements
There are also links to useful resources such as the Department of Film and Television Studies Hub, which includes guidelines and advice for writing essays and exams.
If you have any questions about the module or how this Moodle space is being used, then please email the module leader, Matt Denny (m.denny@warwick.ac.uk)
Film & Television Criticism (Spring 2026)
This module builds on skills established in Term 1, and its aims are as follows:
- It aims to develop your appreciation (AKA: understanding and evaluation) of film and television texts as forms of medium-specific artistic expression.
- It aims to allow reflection upon the challenges of and best practices for attempting to articulate your appreciation for film and television in writing (AKA: film and television criticism).
- It aims to further develop your fluency in the vocabulary of audio-visual criticism so that you can describe accurately what you see and hear when you watch and listen to a film or television programme.
- It aims to give you an extensive opportunity to make reasoned and carefully argued interpretations of individual film and television texts, especially in relation to the validity of other published accounts and interpretations, both within group discussion and through your own reading of key works of film and television criticism.
- It aims to introduce to the ways in which a work of film and television criticism may also deploy a range of significant historical, cultural, social, and political contexts to inform its reading of an audio-visual text.
Module tutors:
- Ilaria Puliti (ilaria.puliti.1@warwick.ac.uk): Book feedback/advice hours via Moodle or email for alternative timings.
- Tom Hemingway (tom.p.hemingway@warwick.ac.uk)
- Dom Thornton (dom.thornton@warwick.ac.uk)
Timetable:
Mondays
Screening 1: 17:00 – 19:00*, Faculty of Arts Building (FAB0.21)
Tuesdays
Lecture: 9:00 – 10:00, Warwick Arts Centre (Screen 1)**
Screening 2: 10:00 – 12:00, Warwick Arts Centre (Screen 1)
Seminars: 13:00 – 17:00, Faculty of Arts Building (FABM0.07 & FABM0.10)
* Please note that both screenings in Week 2 and Week 5 will finish 15 minutes later than usual, at 7.15pm on Monday and at 12.15pm on Tuesday (runtime approx. 130 mins).
** In Week 2, Tuesday's lecture and screening will take place in Screen 2, instead of Screen 1.
This module is devoted to understanding the origins, development and decline of Italian Neorealism, a cinematic movement that broadly lasted from 1942 to approximately 1952 (although its influence continued long afterwards). The focus will be on a diverse group of films and the cultural, social and political context in which they were made and exhibited, namely Italy during the final years of Mussolini’s Fascist regime and in the years following the end of World War Two.
A Very warm Welcome from your Module Convener, Jane James
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The aim of this module is to allow students to study a distinctive aspect of modern French politics. France has a history of violence in revolution, counter-revolution, coup d'etat, foreign occupation and protracted colonial wars, not to mention lower-level violence on the streets and in factories. We will look at some influential and important theories of political violence, including those of Georges Sorel, Frantz Fanon, Jean-Paul Sartre and Maurice Merleau-Ponty. We will also examine actual moments of particularly intense violence -- including Occupation and Resistance, 1940-1944; the Algerian struggle for independence, 1954-1962; and May 1968 -- and ask whether the contemporary French political scene is much less prone to violence than in the past. At the centre of discussion will be important contemporary questions such as: 'Is political violence always wrong?' and 'does liberal democracy represent an advance over other, more explicitly violent forms of political arrangements?'
This module aims to provide students with an understanding of the complextieis associated with the protection and management of global natrual resources, and to identify a path forward towards their sustainable use
We will use a combination of social, economic and environmental frameworks and theories to discuss the issues and process of establishing and managing different conservation initiatives, integrating four case studies from around the world in order to provide a real world context.
You will examine the way in which the modern notions of identity we have today, be they gendered or ethnic identities, were forged in the past by intellectual, social, scientific and aesthetic processes and movements ranging from the Enlightenment, through Romanticism and beyond. Moved by the concept of reason, the Enlightenment envisioned ongoing social and cultural progress for all of humanity. Yet feminist, postcolonial and orientalist theories of culture have shown how the criteria for progress were often geared against so-called ‘others’ of reason, which ultimately meant the exclusion of women, non-whites, non-Christians and non-Europeans from that ideal future.
In this module you will examine a range of German-language texts written by men and women. We will treat themes such as Jewish identity, Islam, race and skin colour, slavery, gender and sexuality against the backdrop of a critical study of 'power' and 'hierarchy', Empire and colonialism. We will refer to key texts by writers such as Ute Frevert, Sigrid Weigel, Edward Said and Frantz Fanon.
The culture of the period can be used to illustrate ways in which the gendered and ethnic aspects of human identity were given at times progressive, at times limiting, conservative and even oppressive treatments throughout the period from 1750 to 1830. The more restrictive models of subjectivity, sexuality, gender and ‘race’ we will find in this historical material, as well as the creative challenges put to them by writers of this period, all remain relevant: studying these texts and these ideas deepens our understanding of the historical processes that led to how we understand ourselves and our others today.
This module aims to de-mystify Christian art, and to introduce students to the characteristics and functions of religious imagery in the medieval and early modern periods. They will become familiar with issues like iconoclasm, miracle-working images, and the importance of art in death and commemoration. While the focus is very much on Christian art, some comparisons will be drawn with Judaic and Islamic doctrines on images and representation. The module will encourage an awareness of the religious dimension to much western art, but also ask students to think critically about the frequent conflicts between art and belief.
This module intends to provide students with a basic knowledge of the ways in which architecture (as design, planning, and ideology) became one of the delegated fields in which a social, political, or cultural idea of the future could be articulated and implemented from the age of Industrial Revolution to the present day. The module will show how the ideas of theorists and visionaries ended up influencing the form of the everyday built environment around the world. The course will start by exploring the way that rapid urbanisation and industrialisation led many to seek alternative ways of living, whether by looking towards an idealised often-rural past. The module will cover many of the most influential and radical urban theorists of the last 200 years, and will show how their ideas informed the creation of new communities around the globe. It will end by asking how useful Utopian ideas are for solving the many challenges that face urban populations today.