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The course will provide students with a detailed knowledge of the New Keynesian model which provides the foundation for the macroeconomic policy models used in the worlds leading central banks. The course will also equip students with modern econometric techniques with which to investigate macroeconomic data, to assess the adequacy of theoretical models and to pose new questions. The New Keynesian approach will be briefly placed in the wider literature of optimizing rational agent models, with some discussion of the evolution from the Real Business Cycle to models with nominal rigidities. Modern topics are likely to include credit frictions and policy at the zero lower bound. Key skills developed include intertemporal optimisation and Structural VAR analysis.
This course takes you through all the things you need to know in order to use the 2000FX TEM, from the principles of its operation and where different controls are found, to the alignments needed to get good data.
There is a quiz at the end of the course and you will need to pass this test before progressing to hands-on training.
There is an accompanying lecture, held once a term, to give more context and detail.
There is also a booklet describing the different alignments that you should have received in the email notifying you that you are on this course. It can be downloaded from http://www2.warwick.ac.uk/fac/sci/physics/research/condensedmatt/microscopy/em-rtp/training.
The module will serve both as an introduction to contemporary theatre and as a first investigation of the relationship between literary texts and the conditions of performance. Major plays of the period will be studied in their own right but also as examples of trends and developments in the period. Design, theatrical architecture, performance styles, organisations and repertoires will be studied, with special attention to assumptions concerning the social role of the drama. Where possible, texts will be related to specific productions. Writers studied will normally include: John Osborne, Arnold Wesker, Samuel Beckett, Harold Pinter, Edward Bond, Caryl Churchill, Brian Friel.
It wasn't until director Dominic Cooke arrived at Warwick University in 1985 that he began to understand theatre's capacity to be both a political and a moral force. Fittingly enough, it was the Royal Court that seized his attention:
"We did this brilliant course, which was basically all about the Court – about the shift from T. S. Eliot's The Cocktail Party to Look Back in Anger, right through Wesker, Bond, all those writers. Plays that really engaged, which were asking questions."'
Dominic Cooke, Artistic Director of the Royal Court Theatre (Guardia
This module has been written to be a theoretical core course underpinning the English MA pathway Shakespeare and the British Dramatic Tradition, but all students on the MA are welcome to take it as an option. The aim of this module is to introduce students to drama and performance theory, by giving them the opportunity to explore and discuss some of the methodologies, debates and conceptual approaches to drama and performance, both current and historical. It will encourage students to consider these methodologies when reading primary material, and to this end five key primary texts are allotted for the module which will encourage dialectical consideration of theory and practice. There will normally be a tie-in theatre trip late in the course.
There will be one 2 hour seminar/workshop per week in the Autumn term, and the module will be assessed by a 6,000 word essay (or 8,000 if taken as a 36-CATS course). In 2018-19 the module will be taught on Mondays 5-7 pm.
Welcome to EQ214: The Developing Child in the School Context.
Module Tutor: Dr Olympia Palikara (module leader)
See an introductory video about this module.
This Moodle course is an evolving 'document' so please make sure you revisit all sections regularly to keep up to date. In the ‘Lectures’ section you will see information for each session of the module. This will include any resources required for the sessions and any tasks and reading for each session. Please check before and after each session.
Welcome to EQ320: The Developing Child in the School Context.
Module Tutor: Dr Olympia Palikara (module leader)
See an introductory video about this module.
This Moodle course is an evolving 'document' so please make sure you revisit all sections regularly to keep up to date. In the ‘Sessions’ section you will see information for each session of the module. This will include any resources required for the sessions and any tasks and reading for each session. Please check before and after each session.
This module aims to enable students to understand and evaluate the use of Education Theory research methods in the study of Religions, Society and Education with specific reference to Islamic Education.
Students will explore the principles of Education Theory and be guided to critically analyze the use of Education Theory methods in relation to the theory and practice of Islamic Education with the view of developing distinctive research projects in the field.
The aim is to critically examine the psychological foundations of educational theory both in the western and Islamic framework with a specific focus on exploring the interconnection between educational practice and human development within context of Muslim minority and majority societies. The emphasis will be on facilitating a critical and reflective dialogue between western and Islamic perceptions and values of human development facilitated through diverse models of pedagogic practice.
Students will explore the interdisciplinary nature of research into understanding human development, its contextual articulations and formations in diverse cultural settings. The concept of holistic human development and Islamic Education will be critically grounded in individual and collective self-understanding(s) that include mental, physical, social, emotional and spiritual growth.
The relationship between education theory, pedagogic practice and diverse perceptions of human psycho-spiritual maturation and identity development will be discussed. Students will be guided to critically analyze the use of education theory methods in examining the awareness and role of human development in the organization, content and delivery (curriculum, teaching/learning strategies, assessment) of Islamic Education at different levels of formal and informal education in contemporary Muslim minority and majority societies.
Working within the context of workshops, independent study and group-supported seminars each course participant will be required to identify issues of practical professional relevance within the context of their personal and individual experience as a research-based reflective practitioner and amenable to satisfactory academic exploration and illumination by means of Education Theory research approachesThe PG Award is designed as a bridge course enabling students to develop critical academic grounding in foundations of Islamic Education, engaging with modern educational theories, pedagogic models and develop essential research skills necessary to be able to identify personal areas of further research in the field. The programme is open to students coming from diverse educational backgrounds and offers an opportunity of exploring Islam, its educational values and pedagogic cultures.
The graduates of Islamic seminaries will have the opportunity of integrating their traditional seminary study with modern educational studies and social science research competence. The course aims to enable students to progress onto MA Islamic Education: Theory and Practice offered at the CES.
The programme consists of a module that helps you develop competent levels of knowledge and understanding concerning the range of educational and pedagogic as well as theological areas of scholarly study and research in the interdisciplinary field of Islamic Education. The overall teaching and learning approach will be learner-centred with special emphasis on adopting the principles of active learning/critical thinking and self-organised learning pedagogic models. The integrated approach aims to build your knowledge, skills and confidence in engaging with a reflective dialogue between Islamic and modern approaches to education bridging the educational and pedagogic skills gap in your professional development.
The Module handbook is attached.
The module aims to inform students in their choice of engineering discipline and on what it means to be an Engineer. Students may have already made their decision on a discipline (or strongly decide to pursue general Engineering); therefore, this module will allow them to be sure they made the right decision. The module provides the students with essential tools for studies in engineering, such as communication skills, professionalism and ethics and prepares them for internships and future employment. Furthermore, the module informs engineering students about the UK-SPEC (UK-Standard for Professional Engineering Competence) which is the cornerstone of degree accreditation, continuing professional development (CPD), and eventual professional registration. Overall the aim of this module is to induct engineers into their degree, and show them that everything they are learning can be considered to support their development.
Here is last year's introductory lecture to give you an idea of the course content.
Course Description
Design is a major activity within all branches of engineering. Similar design methods and skills can be applied at many levels of detail from the conceptual arrangement of a complex system down to the physical embodiment of its constituent parts. Designers use a range of skills and a repertoire of prior knowledge to synthesise an appropriate solution that satisfies the various constraints of the problem. Their efficiency and success depend on judicious use of analysis, experience and creativity.
Modern designers need to possess a range of skills, including; the ability to generate innovative designs and solutions to problems, the ability to design for a particular manufacturing process, the ability to collaborate effectively across teams and the ability deliver compelling presentations of designs. While the delivery of precise and detailed engineering designs is a key skill, the impact of pervasive simulation tools, automated and generative design tools, as well as cloud computing and cyber-physical systems means that designers of the future will require both traditional design and manufacturing knowledge as well as a whole new repertoire of skills.
This module aims to introduce students to the complexities of the design task and equip them with some of the techniques and experience required to design for a function and manufacturing/construction process within their discipline.
Learning Outcomes
By the end of the module the student should be able to:
- Imagine and create innovative products that are fit for purpose;
- Balance competing technical, commercial, regulatory, socio-environmental requirements in engineering design;
- Apply a methodical approach to the solution of design problems from design conceptualisation through to design verification;
- Use computational tools to aid the application of theoretical models to the quantitative design of functional components;
- Develop effective team-working practices;
- Develop effective project management skills;
- Develop effective communication behaviours.