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Learning aims – part 1
The Digital Skills Awareness course is aimed at incoming students who are yet to start their programmes of study. The purpose is to flag up how technology will be used during their time at university and what digital skills they will need to have a successful learning experience.
For guest access the password is Chemistry.
Please note that any activities carried out using guest access will NOT be logged therefore if you should be enrolled on this module please contact chem-undergraduate@warwick.ac.uk
For guest access the password is Chemistry.
Please note that any activities carried out using guest access will NOT be logged therefore if you should be enrolled on this module please contact chem-undergraduate@warwick.ac.uk
This module introduces some of the fundamental mathematical ideas that are used in the design and analysis of computer systems and software. The module makes you familiar with basic concepts and notation, helps you to develop a good understanding of mathematical proofs, and enables you to apply mathematics to solving computer science problems. The focus in CS130 is on discrete (i.e. not continuous) mathematics and probability.
The module provides a critical overview of some of the main currents and writers of poetry in English worldwide since the end of the Second World War. It covers a broad range of formal and linguistic approaches, a variety of poetics, and very different understandings of the relation of poetry in the period to belief, to society, to cultural dynamics, to the sense of self, and to thought. Evolving beyond the heyday of Modernism, poetry has used language from the plain to the intellectually dense, from high to demotic or dialect; it has found subject matter in religion and myth, in history and in the contemporary scene, in the nature of self and affect, in the natural and the manmade worlds, and in the paradoxes of the act of writing itself. Poetry has honoured its age-old debts to society but at the same time has insisted more radically than ever before on its autonomy. The module emphasizes that important poetry in English now originates from many places in the English-speaking world, not only in the traditional centres of the UK and the US.
This module, taught in translation, introduces students to the breadth and variety of ancient
thought – investigating the ways in which the ancient Greeks and Romans articulated their thinking
and their beliefs, about themselves and the worlds around them. This module surveys the cultural
and intellectual contours of the ancient Graeco-Roman world from the presocratics through to late
antiquity, and investigates not just the origins and development of philosophical thinking, but also
developments in scientific investigation. It offers an overview of the cultural and intellectual
horizons of major advances in intellectual self-examination, across politics, ethics, aesthetics, and
literary criticism, and Graeco-Roman value-systems, including in relation to gender, class, and
race. It does not simply survey familiar names and ideas in ancient philosophy (e.g. Plato and
Aristotle; Stoicism and Epicureanism) but also facilitates discussion of a variety of contributions to
ancient self-reflection across a much wider range of ancient sources.
As well as expanding awareness of the range of materials that classicists study, the module will
explore critically the range of methodologies and approaches used in the interpretation of this
material, and the assessment of its own conceptual self-consciousness, and allow students to test
out these skills in their own responses. For instance, what is it about presocratic thought that is so
innovative and distinctive, and how might it be understood in context, both in the development of
ancient attitudes to writing and to culture and religion? What range of materials might we use,
beyond Plato and Aristotle, to investigate the intellectual obsessions of Classical Athens? How
might Plato’s and Aristotle’s attitudes to ethics, politics, and poetics be more broadly situated?
How might the origins and developments of Roman thought be understood, and through what
range of sources? How, in particular, might a distinctive Roman philosophical poetics be
articulated, and what might that mean, with what consequences for ourselves as well as for our
understanding of ancient Rome? How might the origins and developments of ancient medicine be
understood, in context and beyond?
No previous knowledge is assumed, and this module is designed to inspire students, to broaden
their intellectual horizons, and to provide them with a basis on which to choose their honours
pathways after year 1. Each weekly 2-hr lecture will introduce a series of texts, themes and
approaches, and two seminars will investigate two case studies in greater depth (one Greek, one
Roman).
This module is practice-based and student will be engaging in developing their visual language as a response to multiple contextual and industry-driven prompts. The aim of this module is to challenge students' creative visual skillsets and develop them to further their own practices to generate appropriate, professional graphic visualisations for their projects and deliver high quality portfolios and design pitches. This is a studio module and will be delivered in a classic design studio environment, with support from specialist workshops (fabrication, wood, metal, acrylic, print). Students will be learning about and testing different applied methods to visual research and the production of graphic identities.
As part of the delivery, students will be engaging in design Crits and learning how to navigate a designerly discourse towards supportive communities of practice. Students will undertake a journey of unlearning and experimentation with the goal of initiating interests i specialist practices in their design methodologies.
Digital accessibility foundations learning module
A short digital learning module designed to introduce the UK public sector regulations, global standards, and college responsibilities for digital accessibility.
About the module
In today's digital world, accessibility is not just a legal requirement but also a moral duty. Ensuring that digital content is accessible to all users, including those with disabilities, is essential for creating an inclusive environment. Failure to comply with accessibility requirements can result in significant financial and reputational consequences.
This module aims to equip staff with an understanding of how digital accessibility impacts the organisation, influences daily work tasks, and affects colleagues and students.
Course contact: Cath Fenn c.a.fenn@warwick.ac.uk
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
Drama is the most public literary form - at many points in history the most immediately engaged in social change. Dublin's Abbey Theatre, Cape Town's Space Theatre, and New York's Cherry Lane Theatre are among the many sites that have played a major part in defining national identities at times of crisis and have been platforms for protest.
This module looks at major English-language plays written since the beginning of the twentieth century. We shall examine theatre in Ireland, South Africa, and the USA to investigate some of the ways writers have dramatised political, racial, class, and gender issues and have tried to foster a sense of community and intervene in history. Developments in theatrical form will be studied as vehicles for ideas. The work of designers, directors, and actors will be considered alongside the texts. At the heart of the module is the shifting relationship between theatre and social change.
SYLLABUS
TERM 1
Ireland
Week 1: Introduction. Types, Stereotypes, Myths and Two Histories of Ireland. Dion Boucicault, The Colleen Bawn (1860); W. B. Yeats and Lady Gregory, Cathleen ni Houlihan (1902)
Week 2: Sean O'Casey, The Shadow of a Gunman (1923) and The Plough and the Stars (1926)
Week 3: Frank McGuinness, Observe the Sons of Ulster Marching Towards the Somme (1986) and Sebastian Barry, The Steward of Christendom (1995)
Week 4: Anne Devlin, Ourselves Alone (1985) and Marina Carr, By the Bog of Cats (1998)
Week 5: David Ireland, Cyprus Avenue (2016)
Week 6: Reading week
South Africa
Week 7: Athol Fugard, John Kani, and Winston Ntshona, Sizwe Bansi is Dead (1972); The Island (1973)
Week 8: Athol Fugard, Statements After an Arrest (1972); 'Master Harold'... and the Boys (1982)
Week 9: Mbongeni Ngema, Sarafina! (1985), Janet Suzman, The Free State: A South African response to Chekov's The Cherry Orchard (2000)
Week 10: Mongiwekhaya, I See You (2016)
TERM 2
USA
Week 1: Eugene O'Neill, The Hairy Ape (1922) and All God's Chillun Got Wings (1924)
Week 2: Arthur Miller, The Death of a Salesman (1949) and Lorraine Hansberry, A Raisin in the Sun (1959)
Week 3: Tennessee Williams, A Streetcar Named Desire (1947)
Week 4: Arthur Miller, The Crucible (1953)
Week 5: James Baldwin, Blues for Mister Charlie (1964); Amiri Baraka, Dutchman (1964)
Week 6: Reading week
Week 7: Ntozake Shange, for colored girls... (1976); August Wilson, Ma Rainey's Black Bottom (1982)
Week 8: Tony Kushner, Angels in America: Millennium Approaches(1991) and Tarell Alvin McCraney, The Brothers Size (2015)
Week 9: Anne Washburn, Mr. Burns (2012); Lynn Nottage, Sweat(2015)
Week 10: Branden Jacobs-Jenkins, An Octoroon (2014); Lin-Manuel Miranda, Hamilton (2015)
PRIMARY TEXTS
It is essential for all students to bring copies of the week's readings (book, hardcopy printout, or laptop/e-reader) to seminar. Find more information here.
ASSESSMENT
TBA: watch this space over the summer
FILMS/VIDEOS
Recommended films/videos for context:
Term 1
- The Plough and the Stars (dir. John Ford, 1936)
- Michael Collins (dir. Neil Jordan, 1996)
- The Wind That Shakes the Barley (dir. Ken Loach, 2006)
- Bloody Sunday (dir. Paul Greengrass, 2002)
- Hunger (dir. Steve McQueen, 2008)
- The Biko Inquest (dir. Graham Evans, Albert Finney, 1984)
- Cry Freedom (dir. Richard Attenborough, 1987)
- Sarafina! (dir. Darrell Roodt, 1992)
- Mandela: Long Walk to Freedom (dir. Justin Chadwick, 2013)
Term 2
- Citizen Kane (dir. Orson Welles, 1941)
- The Crucible (dir. Nicholas Hytner, 1996)
- On the Waterfront (dir. Elia Kazan, 1954)
- A Streetcar Named Desire (dir. Elia Kazan, 1951)
- A Raisin in the Sun (dir. Daniel Petrie, 1961)
- In the Heat of the Night (dir. Norman Jewison, 1967)
- Dutchman (dir. Anthony Harvey, 1966)
- Do the Right Thing (dir. Spike Lee, 1989)
- Philadelphia (dir. Jonathan Demme, 1993)
- Cradle Will Rock (dir. Tim Robbins, 1999)
- Selma (dir. Ava DuVernay, 2014)
- Moonlight (dir. Barry Jenkins, 2016)
- Fences (dir. Denzel Washington, 2016)
Photograph: The National Theatre's An Octoroon (2018), Richard Davenport, The Other Richard/The Guardian
Example first-class essays
What Next?: A Future Beyond Postmodernity in Washburn's Post-Capitalist Realist America
2020/21 Proposed teaching timeslots available - *subject to change*
| DAY/TIME | |
| TUE - 2:00 - 3:45 | |
| TUE - 4:15 - 6:00 | |
This is a core module for English and Theatre Studies second-year students and open only to them.
This option, an alternative to the MA dissertation, allows students to pursue an independent practice-as-research project in the field of literary and/or theatre and performance studies, developing a specialised insight into their selected topic and chosen form. Students will engage analytically with key debates and major theoretical concepts in their chosen field, and learn key research skills. They will gain an understanding and awareness of practice-as-research methodology, including any relevant ethical considerations.
Three contemporary waves of change are creating both the conditions and the need for educational innovation:
· Digital technology and the growing use of machine learning/artificial intelligence
· Tensions between our ways of life and the needs of the environment we depend on
· The declining power of national governments to harvest tax revenue
Innovation is guided by a range of factors including considerations of efficient use of resources, national participation in economic competition and environmental efforts, and concerns for social justice, including the preservation of the view that education promotes meritocracy.
Week by week, this module charts the unfolding results and implications of these waves of change for education in the UK and elsewhere. By week 10 we will be in a position to consider a range of innovations in relation to education, meritocracy and social justice.
Throughout the module we will be taking a constructively critical approach toward educational innovation. Some innovative educational practices raise expectations of dramatic progress and improvement. Others offer targeted problem solving or marginal efficiency gains. These offerings are often realistic. But innovation also carries costs of investment and reorganization. Sometimes the new pathway taken is not the only possible way forward. Understandable enthusiasm about innovation therefore needs to be balanced by reflection on how ‘better’ is defined and by whom.
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 aim of this module is to build fundamental knowledge of statics and behaviour of structures that underpin many branches of engineering science. This will provide the knowledge required for further study in the design and analysis of structures from buildings to spacecraft, motor vehicles and wind turbines. The module will increase the students’ ability with mathematical analysis and in particular its application to solving problems in structures. The module will further help in developing experimental skills and awareness of health and safety issues applicable to working in a supervised laboratory.
Aims
This module provides an introduction to biomedical engineering, its main outcomes (i.e. medical devices) and to clinical engineering as a profession. The module will give an overview of medical technologies for screening, diagnosis, treatment and rehabilitation and an appreciation for the role of Engineers in medicine and biology across the world and in different contexts (i.e. research, innovation, development, manufacturing, NHS, agencies, ONGs).
Principal learning outcomes
By the end of the module you will be able to:
- Identify the large array of biomedical engineering fields.
- Explain the basic tenets of fundamental technologies in biomedical engineering (i.e. engineering in biology and medicine) including medical devices for screening, diagnosis, treatment, rehabilitation and end of life.
- Analyze trends in technological innovations in the main medical specializations (e.g. cardiovascular, neurology, geriatric, pediatric, ophthalmology) and in the main medical setting (e.g. biological labs, medical wards, imaging units, surgical theaters, outpatient unit, chronic patient home etc.)
- Understand Biomedical Engineering as a profession and ethical considerations.
- Critically assess the appropriateness of innovative health care technologies by reading a health technology assessment report
This module will be assessed as following:
- 30% via a homework assignment (i.e., a 3000-words max assay one one particular healthcare technology), and
- 70% via a 2 hours final examination (i.e., summer 2019)
The module provides an understanding of the principles
of operation of automated equipment with particular reference to industrial
robots. It focuses on the knowledge needed to select and use such equipment
effectively and safely. However, some design aspects will be presented. There
is an emphasis on the use of sensors to make robots behave
"intelligently".
By the end of the module students will be able to:
- Appraise the impact of automation, both economic and social, on modern industry and future applications in industry
- Contrast the benefits and disadvantages of automating a task.
- Evaluate the different mechanical configurations available for a modern industrial robot and argue if a task is appropriate for that configuration.
- Program an industrial robot off-line using kinematic simulation software to perform a specified task.
- Locate the sources of positional error and calculate the possible positional error in an application.
- Analyse safety hazards and formulate a safety system for a given automation application.
- Select appropriate sensors for a given automation application.
- Apply machine vision to a given application and set up a machine vision system.
- Analyse complex robot kinematic theory and devise kinematic calculations for a given case study.
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% | |
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.