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. 

The 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.

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

Note:  The content is currently for last years course and will be updated prior to the start of term 2.

The current content is indicative but will be subject to minor changes in the presentations, examples etc.

ES4B5:Finite Element Methods

Please note this module will start in term 2 and the module information can be found from: https://courses.warwick.ac.uk/modules/2020/ES4B5-15

Module Leader:  Dr Ken Mao

k.mao@warwick.ac.uk F327 SoE

Co-lecturer:  Dr Wei Li
wei.li@warwick.ac.uk SoE  

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)

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.

This module will provide engineers with an opportunity to develop their understanding of fuels and combustion technologies. The first part of the course will discuss the fundamentals of fuels; and provide context into the necessity for sustainable development of conventional fuel use and options for alternative fuels and technologies to augment and replace these. The main content of the module will focus on the principles of combustion, covering both theories and basic calculation methods for combustion equations,  different flame types and emission index. The module also aims to facilitate understanding of practical combustion systems and their applications including the introduction of renewable fuels in some practical applications.  

Administrative information on the module is available here. 

FTMSc - PIUSS-ES91L (14/15)

 FTMSc TVF-ES91Z (14/15)

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.

PPS-ES94R (20/21)