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This course provides a detailed introduction to Spanish film from the 1950s until the present day. It explores the ways in which Spanish cinema has frequently explored, constructed and problematized Spanish nationhood across a diverse range of cinematic movements and genres. In studying the works of key directors such as Pedro Almodóvar, Alex de la Iglesia and Julio Medem, the course considers how Spanish film has responded to key moments, crises and contradictions in Spanish history. The course will consider the practices of both Spanish art cinema and popular cinema alike, and closely examine these trends within their sociohistorical, political and industrial contexts.
Week 1 |
Introduction to module Introduction to Spanish film |
Week 2 |
¡Bienvenido Mr Marshall!(Luis García Berlanga, 1953)*
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Week 3 |
El espíritu de la colmena (Víctor Erice, 1973)
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Week 4 |
Mujeres al borde de un ataque de nervios (Pedro Almodóvar, 1988)
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Week 5 |
Vacas (Julio Medem, 1992) Practice commentary in class |
Week 6 |
Reading Week |
Week 7 |
Los lunes al sol (Fernando de León, 2002)
|
Week 8 |
Volver (Pedro Almodóvar, 2006)
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Week 9 |
Balada triste de trompeta (Alex de la Iglesia, 2010)
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Week 10 |
Revision and essay writing |
This module will explore mentoring and coaching as core practices underpinning professional development and learning - in schools and other educational settings. We will consider the role of leaders and managers, teachers and practitioners in developing the conditions and practices for mentoring and coaching. You will be invited to consider what the concepts mean, how they are enacted in different organisations and or settings and for what purposes and effects.
The module will critically engage you with current mentoring and coaching theories and practice across professional boundaries. It will enhance your understanding of approaches to professional development which employ and make use of mentoring and coaching.
The central themes of mentoring and coaching will be examined by investigating:
➢ What does mentoring mean?
➢ What does coaching mean?
➢ What is the relationship between mentoring and coaching?
➢ What is the relationship between mentoring and coaching and assessment?
➢ How does mentoring and/or coaching shape current professional development practice in education?
➢ What is a mentoring/coaching organisation?
➢ How does mentoring/coaching impact upon professional and/or personal effectiveness?
➢ How might mentoring and/or coaching feature in current teaching and learning practice?
Investigation of these elements will draw on recent developments in research, theory, policy and practice. The course will give you opportunity to develop your understanding of coaching and mentoring and to consider and research aspects which are of interest and relevance to you. Sessions will provide opportunity for active study and assessment will allow for personal interests to be pursued.
Sessions for 2017-8 take place on Tuesdays 10am - 1pm in S1.141 during weeks 15 – 24
This is the home of the 16/17 Science of Music Course. The Sitebuilder web site is for the 15/16 course but you can still look at it.
Description
This module offers a completely different experience from other university courses. Whilst having the chance to investigate and reflect on your own aspirations and values, you will also complete 30 to 40 hours of volunteering in a local not-for-profit organisation or similar setting. During Autumn term 2016, you will be matched with a community-identified project, ready to start volunteering on your project when you begin the module at the beginning of 2017. This course will encourage you to reflect on and enhance your practical experience in a community-engaged setting. You will explore the links between academic study and community engagement within a framework of respect, reciprocity, relevance and reflection.
The module will combine theoretical understandings from your home discipline with new interdisciplinary perspectives and apply them to practical, real world problems in communities outside the university. We will investigate and reflect on what can be learned from engagement with communities and with community-identified problems, and you will test the relationship between theory and practice, reflecting collectively and individually on the emergent learning that results.
Structure
The module will consist of ten two-hour sessions, in addition to the community-based project. Some weeks, a guest lecturer will examine aspects of community engagement from the perspective of their particular discipline. With these perspectives in mind, you will work in the second half of each session with the module convenor to develop your learning in an interdisciplinary manner, including reflection on practical project experience. Other weeks will be workshop style throughout - in both cases consistent attendance is very important to the development of critically reflective responses to theory and practice for this module.
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.
Description
This module draws together concepts of habitability from across the university, looking at habitable conditions both on and off the Earth, and exploring how we find and understand habitable planets in the wider galaxy using modern telescopes. We will look at life at the extremes, considering extremophiles on Earth, and what they might tell us about life elsewhere, before approaching the sustainability and long term habitability of our own planet.
Alongside this exploration of the realities of habitability, we will turn to our own reactions to it. Popular culture is replete with the idea of the other, within our normal environment and outside of it. A sense of precariousness underpins literature and film, from Jules Verne to Ridley Scott’s The Martian. In cinema, the development of special effects is closely linked to the presentation of alien life and other worlds. Finally, in the growing context of talk about colonisation and off-world activity, we can turn to the ideas of politics: how should we organise a growing settlement on another planet, where small mistakes can rapidly lead to failure and death?"
Course Structure
The overall module will consist of weekly 2 hour sessions, comprising a lecture and a more interactive seminar/discussion. During the lecture we will introduce new concepts from differing departmental perspectives. The seminars will reinforce these concepts, while allowing us the opportunity to synthesise these concepts into a complete understanding of ‘Habitability in the Universe’. These seminars will consist of guided discussions and group activities, as relevant to each topic covered. Each week will be led by academics from the appropriate departments. Reading material for each session will be made available here a week beforehand.
Assessment
Examination will take the form of an Essay/Report/Literature Review, due 19th March 2018, along with a 15 minute presentation given in the 10th session of the course (15th March 2018, 10:00-12:00). Part of the Week 5 session will be spent discussing possible essay and presentation topics.
Module Outline
Aims
The overall aim of the module is to explain the purpose and value of humanitarian organizations and supply chains within the society. Students will gain a deeper understanding of the similarities and differences between commercial and humanitarian operations by discussing the trade-offs in decision making through social and financial frames of reference. As a whole, this module sets out to provide a holistic strategic view of social enterprises through a comprehensive discussion of critical operational issues pertaining to performance, risk, strategy and sustainability.Learning Outcomes
- By the end of the
module, students should be able to:
- Develop
a comprehensive understanding of the operational functioning and value creation
mechanisms of social enterprises and not-for-profit supply chains
- Discuss
the similarities and differences between commercial and not for profit supply
chains by comparing and contrasting decision making from a social frame of
reference versus from a financial frame of reference.
- Analyse
and identify the performance measures for a social enterprise’s theory of
change components (inputs, activities, outputs, outcomes, and impacts)
- Analyse a humanitarian organizations utilizing operational models and frameworks to explain their core operations and supply chain processes, analyse their relationship with stakeholders with associated risks, strategies and challenges
Visualisations have become a fundamental currency for the exploration of data and the exchange of information. In this module we will explore this highly interdisciplinary subject from a wide variety of views - from cartography to statistics, to architecture and information design, and from science to the arts. Some of the labs and activities will involve coding and sketching activities, but there are no pre-requisites for this course. We encourage students from diverse backgrounds to bring their own perspective and skills to this exciting and interdisciplinary topic.
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/im921-visualisation/
Visualisations have become a fundamental currency for the exploration of data and the exchange of information. In this module we will explore this highly interdisciplinary subject from a wide variety of views - from cartography to statistics, to architecture and information design, and from science to the arts. Some of the labs and activities will involve coding and sketching activities, but there are no pre-requisites for this course. We encourage students from diverse backgrounds to bring their own perspective and skills to this exciting and interdisciplinary topic.
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/im921-visualisation/
Course description
The module aims to introduce the practical, analytic and intellectual questions related to the collection and analysis of qualitative data. It will alternate taught sessions on the principles, practicalities and issues of using a specific methods with examples and exercise on the practical use of the method. This will allow us to reflect upon theoretical issues relating to the practice of doing qualitative research.
Example of course delivered fully online.
This course is delivered to cohorts of between 50 - 70 students and has been designed so that there is minimal editing required when launching to a new cohort.
A follow-on course to enable access to additional foundational python skills at the intermediate level.
This course space will be used to focus on the Moodle activity tools for collaboration, communication and interactivity. We will explore how these tools can support and promote asynchronous active learning. Come along for ideas, inspiration and also share examples of how Moodle is working for you.
This course gives some basic knowledge about what a SEM is, it's operating principles and capacities. After going through the content of the course, you need to pass the test before participating any hands-on training sessions.
This course is the RSE training course on the Introduction to the Linux Desktop
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?
During the course of the twentieth century Italy changed beyond recognition from a rural, agricultural society to one of the world’s largest economies. This module traces the social, cultural and political development of Italy from the 1919 Treaty of Versailles to the rise of fascist dictatorship, World War II, the economic boom of the late 1950s and 60s, political extremism of the 1970s, through to contemporary issues such as immigration and recent years of economic and political crisis. It also examines how literary and cinematic works have constituted a response to these events.
The module aims to develop your understanding of these events and build an appreciation of how they have contributed to the nature and identity of Italy today so that you have a broad understanding of modern Italy in preparation for your year abroad and for future study of Italian culture. The module will also build your abilities in textual analysis, independent research skills and essay writing skills.