MB ChB course home pages

A short course from the Academic Development Centre to encourage experimentation with GenAI technologies in learning, teaching, and assessment, while also providing opportunities to reflect on, analyse, and evaluate their integration in your context. It has been designed to help you navigate and explore GenAI technologies and support your students to use GenAI effectively, responsibly, and ethically.

This course guide aims to provide:

• The aims and intended outcomes of the course
• The course structure (core and option arrangements)
• Brief outlines of available modules
• Contact details for teaching and administrative staff
• Module dates for the current year

Please note, though, that for a full understanding of all aspects of your course, you will need to read this guide in conjunction with other documents.

This course guide will provide:

• The aims and intended outcomes of the course
• The course structure (core modules & optional modules)
• Brief outlines of available modules
• Contact details for teaching and administrative staff

This course guide will provide:

• The aims and intended outcomes of the course
• The course structure (core modules & optional modules)
• Brief outlines of available modules
• Contact details for teaching and administrative staff

Please note, though, that for a full understanding of all aspects of your course, you will need to read this guide in conjunction with other documents.

This is a beta version of the basics-of-linux course

This module provides a critical overview of different modes of understanding human development and their relevance for social work practice. It examines theories of human growth and development throughout the life cycle, and how, at different points people’s identities are shaped by their social, political, economic and cultural locations. There will be a particular focus on how inequality, adversity and oppression can significantly affect people’s experiences.  

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.

To access the course, follow these instructions

This module is part of the Alliance Intensive Study Programme (AISP) that has been developed by the University of Warwick and Monash University. The aim of the module is to pair Warwick and Monash students so as to conduct a research project in a collaborative fashion. Given the current difficulties in terms of international mobility, the module will focus on computational chemistry, a subject that naturally lends itself quite nicely to remote working. The research project will be supervised by either a Warwick or Monash academic with experience in the field.

More details about the AISP as well as this particular module can be found here.

CS136 Discrete Mathematics and its Applications 1 (2020/21)

Module description: https://warwick.ac.uk/fac/sci/dcs/teaching/modules/cs136/.

Module web page: https://warwick.ac.uk/dcs/teaching/material/cs136/.

All coursework and information about the lectures will be posted on the module web page.

CS254 Algorithmic Graph Theory (2020/21)

Module description: https://warwick.ac.uk/dcs/teaching/material/cs254/.

Module web page: https://warwick.ac.uk/dcs/teaching/material/cs254/.

All coursework and information about the lectures will be posted on the module web page.

Digital accessibility foundations learning module

This course is mandatory for all staff who are defined as Display Screen Equipment (DSE) or computer users under the DSE Regulations.

This course will take approximately 40 minutes to complete in total.

To enrol yourself on this course, enter the enrolment key: enrolme24

Fantastic mix of theory and practice: Write a sentence or two about the course here, highlighting the most important or best things about the course

We will explore the models and empirical studies on economic growth. 

As of 2024, roughly 25% of the global population lives in poverty (i.e. on less than $3.65 per day). Why does this persist? Understanding the causes and consequences of economic growth is more complex than it appears.  

By the end of this course, you will have a more informed perspective. While some causes are known, many factors remain to be fully understood. Tackling macroeconomic challenges like global poverty through growth-enhancing policies is both intricate and multifaceted.

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 is  a sandbox for the Cyber MSc course

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. 

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  

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 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.

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)

This module establishes a framework for the MSc course allowing students to recognise the diversity and complexity of underground excavations and associated works. The subject is first placed within a historical context and then discusses current issues and future direction of the industry.

The module provides a detailed consideration of the techniques that may be employed in the excavation of underground space and the circumstances in which they may be successfully utilised. Support of underground openings is dependent upon the ground conditions, excavation size and shape and excavation method employed, this module therefore provides guidance for support selection. Excavations require services such as ventilation, electricity, transportation of materials and personnel etc. Students will therefore consider how a project should be organised to provide the necessary services.

This module also aims to provide the theoretical background to the practical task of ensuring the underground excavation is accurately positioned. This involves controls for setting out and monitoring excavation progression. Consideration is also given to the prediction and monitoring of surface displacement above underground openings which forms an important restriction on urban sub-surface works.

The course is in general on the introduction and application of a specific numerical analysis method, namely finite element method (FEM), soil behaviour and practical simulation of tunnel and other geo-structures simulations using FEM.

This course is to introduce students to the principles of modern energy storage and fuel cells and their applications, including grid-scale storage, vehicle propulsion and portable electronics. The module will provide students with a firm grounding in the thermodynamic principles of electrochemical, electrical and and mechnical energy conversion with a focus on fuel cells and energy storage methods, e.g., batteries, supercapacitors and pumped hydro. 

By the end of the module the student should be able to:

Demonstrate a comprehensive knowledge the components of advanced battery and fuel cell systems, and autonomously apply the principles governing their operation to solve complex problems.

• Independently perform systematic and detailed calculations to evaluate figures of merit, such as efficiency and power.

• Show sound understanding of the components, operation, and limitations of advanced, state-of-the-art energy storage systems such as flow batteries, supercapacitors, and flywheels.

• Evaluate the current, and hypothesize the future requirements of energy storage and fuel cell applications.

• Evaluate specifications and demonstrate an autonomous ability to select and size appropriate energy storage technologies.

• Demonstrate sound understanding of mechanical and thermal energy storage methods, and critique their effectiveness in various applications and illustrating technology limitations.

Critique the material requirements for current and future fuel cell and energy storage technologies, and show a sound understanding of the main degradation mechanisms.

ES97701BC (19/20)

Course description here ...

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

IJV-ES98201SI (17/18)

QMT-ES9M201MC (16/17)

The module aims to equip students with the research skills necessary to support masters’ level learning in engineering and facilitate engagement with the individual project through equipping students with a broad research skill set. It will additionally provide students with the professional and team skills to support the course and their career in engineering.

Due to the influence of Covid-19, the majority of the teaching will be conducted online (as detailed below) except “Communications and Teamwork” which is currently time tabled to take place face to face during weeks 5 to 7. But sessions can be run in MS teams for the international students who have not arrived on campus by then.

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A module for the English, Media and Intercultural course.

This module is intended to introduce students to the techniques and skills of textual analysis, and to develop their understanding and appreciation of cinema both past and present. It aims to introduce cinema through a range of critical lenses and frameworks, familiarising students with key formal strategies and critical concepts that are necessary for analysing films. It is designed to ensure that students are adept at examining the various visual, aural and narrative conventions by which they create meaning and how these meanings have been understood within the academic field of film studies.

The module is divided into four units across two terms. Unit one offers students various methods for developing and applying the critical vocabulary required to analyse formal elements of cinema; such as mise-en-scène, editing, staging, and composition.  Unit two shifts to consider the variety of texts covered by the term cinema, including animation, experimental film, and documentary. In the second term, the module moves on to cover key theoretical concerns in film studies, including authorship, genre, and stardom. The remaining weeks draw on the skills and knowledge acquired across the course in order to engage with key issues of politics and representation in film.

‘World cinema’ remains a highly contested category in film studies. The grouping of films from around the non-western world into this category has come to represent both the flattening impulses of a universalizing (neo)liberalism and the political potential for international coalition-building. Debates about ‘world cinema’ remind us how film-viewing plays a role in affective negotiations of global culture, international community, crisis response, and human rights. Since the term ‘world cinema’ has always simultaneously invoked industrial, generic, and aesthetic categories, our exploration of the field finds geopolitical fault lines in various critical discourses: art cinema aesthetics, humanism, neo-neorealism, the touristic gaze, and revolutionary cinema. This module examines a wide range of fictional feature films, including the work of Sara Gómez, Mati Diop, Akira Kurosawa, Samira Makhmalbaf, and Satyajit Ray, among others. By reassessing this thorny category of ‘world cinema’ in light of globalization, feminism, and black liberation, this module asks: What is cinema’s role in world-making? To whose world does cinema belong?

This module offers students the opportunity to study postcolonial film from different historical and national contexts and via a range of geopolitical and technological shifts. It will explore the changing relationship between colonialism and film through the course of the twentieth century and beyond. The module will begin by interrogating cinemas of and as Empire with an emphasis upon Anglo-American history, its ‘imperial gaze’ and neo-colonial Hollywood. It will then move on to explore various case studies of colonial, de-colonial or anti-colonial film (for example, Indian cinema or Palestinian film) and to consider key related themes such as questions of diaspora (via Accented cinema) and of the digital (via online activism).

Summary of Aims: This module explores the impact of colonialism upon national cinemas and filmmaking practices in broad terms and through detailed examples. It aims to provide a solid understanding of this well-established but still unfolding field whilst furthering students’ analytical and critical skills, allowing them to enter confidently into its debates.

Anticipated Learning Outcomes: By the end of the semester you will be able to: 

• Demonstrate in-depth knowledge of the impact of colonialism on national cinemas and filmmaking practices.

• Critically contextualise the relationship between Empire and Cinema via historical, geopolitical, technological and aesthetic concerns.

• Articulate (in verbal and written form) a critically engaged understanding of the ways in which film has reflected, reinforced, resisted or rescripted ‘Imperial’ (orientalist/racist/colonial) processes and legacies.

• Demonstrate an ability to offer nuanced and detailed analyses of film texts that enter, confidently, into postcolonial debates.

All teaching – lecture, screening and seminar – takes place in room A1.27 from 12.00-16/16.30 on Wednesdays. The one timetabled screening per week is to be supplemented by a required viewing done on the student’s own time. As well as preparing for class each week by doing the readings assigned, and trying to watch the additional films recommended, students may be asked occasionally to do some web-based informal research or ‘tasks’ for relevant sessions. All seminars (week 2-10) will include an unassessed student presentation – on the week’s topic, determined in consultation with the module leader – which will form the basis of the presenters’ first assignment, the review essay. The requirements for this will be discussed further in class. 

Please come to seminars prepared = having read and annotated assigned texts identifying any areas or ideas that were hard to follow or particularly interesting, and formulating questions in response to them and the viewings you have done, which will allow you to contribute fully to seminar discussion. 

ASSESSMENT:

One 1,000 word Review Essay – 20% Deadline:  Monday 6th April 2020

Building upon the unassessed presentation, this essay will critically evaluate the de-, post-, or anti-colonial concerns of one case study. Guidance on this provided in week 1 

One 4,000 word Essay – 80% Deadline:  Tuesday 5th May 2020

A tour of Modern Fortran (Fortran-90 and newer) for researchers writing and editing Fortran code. Assumes basic programming knowledge in any language.  

Fortran is quite a compact language, with unmatched support for multi-dimensional arrays right there in the core. This course gives a tour of almost all of Modern Fortran for those who need to use it, with lots of example code and exercises. 

Studying sociology offers insights into social and cultural issues. It helps you develop a multi-perspective and critical approach to understanding issues around culture, identity, religion, education, work and social power. More than once during the course you’re bound to ask yourself the question, “Why have we developed like this".

The W.I.F.P sociology course helps students develop a number of new skills: • How to use evidence to support your arguments • How to investigate facts and use deduction • How to put over your point of view fluently • How to work as a team to achieve results • How to take responsibility for your own learning.

This course is for students on the GD202 course: GSD (+/- partner subject) with intercalated work placement.

The uncompromising modernity of Kafka’s writing has fascinated generations of readers across the world. His fiction has added the word Kafkaesque to the English dictionary for the experience of an obscure and dislocating modernity. A vast body of criticism concerns the question of how to read a body of writing that upsets many of the reader’s conventional expectations about meaning-making. In this module we will analyse how Kafka employs realist, symbolist and allegorical frames of reference in order to challenge the very notion of stable meaning. You will study a selection of Kafka’s short stories with reference to the following themes: narrative perspective; authority, law and justice; gender roles; performance art and Kafka’s animals. The module is optional for students on all degrees and runs over one term.

Course Outline and Weekly Schedule

Week 1: Introduction: Auf der Galerie

Week 2: NO CLASS! Preparation for: Patriarchal Power and the Power of the Unconscious in Das Urteil [See 'Student Preparation']

Week 3: Patriarchal Power and the Power of the Unconscious in Das Urteil (continued)

Week 4: NO CLASS! Social Power and Collective Memory in Beim Bau der chinesischen Mauer and “Eine kaiserliche Botschaft”

Week 5 a): Performance Art or Art as Sham? Ein Hungerkünstler

Week 5 b): Lecture, Wednesday 31 October, 2018, 5-7pm: When Anti-World Literature Turns into World Literature: Kafka’s Archives of Resistance

Week 6: READING WEEK

Week 7: Kafka's Animals: Kafka‘s Kleine Fabel in Comparison with Aesop’s Der Löwe und die Maus

Week 8: Kafka's Animals: The Ape and his Audience in Ein Bericht für eine Akademie

Week 9: Kafka's Animals: Narrative Perspective and Gender in Josefine, die Sängerin oder das Volk der Mäuse

Week 10 a): Make-up lesson for week 4, Monday 3^rd December [room: TBA]: Social Power and Collective Memory in Beim Bau der chinesischen Mauer and “Eine kaiserliche Botschaft”

Week 10 b) Course Summary: “Vor dem Gesetz” and Franz Kafka's Engagement with Modernity

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.

Module Outline

Mannerism defines a key historical period in European arts, bridging the Renaissance and Baroque periods, which is characterised by a shift towards an increasingly more artful, idiosyncratic approach to artistic invention and practice. The term itself, however, is controversial, as it was forged by modern critics on the basis of the Italian sixteenth-century expression maniera (‘manner’, ‘style’). The broad aim of this module is to bring to the fore a number of critical issues raised by the many-sided notion of Mannerism, provide an in-depth examination of a large body of artists and artworks (drawings, paintings, sculptures and architecture) associated with it. The module is based on student-centred seminars, and structured in such a way that students will be invited to reflect on how their understanding of the concept of Mannerism changes throughout. It focuses on how theorists and artists developed new ways of conceiving of artistic practice, by placing unprecedented emphasis on the individual’s inventiveness and talent, and taking the ideal of beauty well beyond the rules of classical art that had prevailed in the High Renaissance. The analysis of theoretical principles elaborated by Italian treatise writers such as Vasari and Lomazzo is combined with an extensive survey of artistic practices and stylistic features that spread from Italy across Europe in the sixteenth century.

Sample Syllabus

Module Format

This module consists of both lectures and seminars. Seminars are student-centred; you should be prepared to contribute to the discussion in order to reap the benefits. Seminars may vary in format, and will entail a variety of in-class group activities including occasional group presentations.

Module Aims

By the end of the module you should be able to understand and compare/contrast:

• Demonstrate critical understanding of how Mannerism impacted on the development of Western art and how it has been discussed in modern scholarship.
• Learn how to deal critically with periodisation, stylistic categories and complex theoretical concepts.
• Demonstrate a grasp of the main lines of Mannerism-related artworks and the notion of Mannerism in contemporary art theory
• Demonstrate detailed knowledge of the works studied and their contexts
• Deploy these ideas critically in relation to other forms of art

Moreover, you should be able to:

• Make use of primary sources to contextualise the material;
• Improve your analytical skills and incorporate visual analysis in your work;
• Frame artists and artworks in their historical contexts and situate them in a broader art historical discourse;
• Deal with theoretical issues and historiographical concepts related to the Renaissance.

Workload

2 x 2-hour lecture/seminar per week

1 x Field trip

You should carry our a minimum of 7 hours preparatory reading and independent research per week

Assessment

3,500 word Portfolio including both documentary evidence and reflective writing (50%)

Slide test Assignment (20%)

1,500 word Essay (30%)

Introductory Reading

Essential

Giorgio Vasari, Lives of the Painters, Sculptors and Architects (ed. 1568), translated by Conaway, J., and Bondanella, P. (Oxford, 1991), ‘Preface’ to Part 3. [http://webcat.warwick.ac.uk/record=b2952624~S1]

Robert Williams, ‘Italian Renaissance Art and the Systemacity of Representation’, in Elkins, J, and Williams, R., Renaissance Theory (New York: Routledge, 2008), pp. 159-184 [http://webcat.warwick.ac.uk/record=b2344574~S1]

Michael Levey, High Renaissance (Harmondsworth: Penguin, 1975), esp. Ch. 1, pp. 15-63.

Walter Friedlaender, Mannerism and Anti-mannerism in Italian Painting (New York: Columbia University Press, 1990).

John Shearman, Mannerism (Harmondsworth: Penguin, 1967).

Philip Sohm, Style in the Theory of Early Modern Italy (New York: Cambridge University Press, 2001), pp. 86-114Chapter 4, 'Giorgio Vasari: Aestheticizing and Historicizing Style'.

Robert Williams, Art, Theory, and Culture in Sixteenth-Century Italy: From Techne to Metatechne (Cambridge, MA: Cambridge University Press, 1997), pp. 29-72 (ch. 1, ‘Vasari's Concept of Disegno’), and pp. 73-122 (Ch. 2, ‘Style, Decorum and the Viewer’s Experience’)

Further

The concept of Mannerism in modern scholarship

Anthony Blunt, Artistic Theory in Italy, 1450–1600 (Oxford: Oxford University Press, 1962).

Arnold Hauser, Mannerism: The Crisis of the Renaissance and the Origin of Modern Art (London: Routledge and Kegan Paul, 1965).

Enrst H. Gombrich, ‘Mannerism: The Historiographic Background’, in Norm and Form: Studies in the Art of the Renaissance (London and New York: Phaidon, 1966), pp. 99-106.

Hessel Miedema, ‘On Mannerism and Maniera’, Simiolus: Netherlands Quarterly for the History of Art, Vol. 10 (1978–1979), No. 1, pp. 19-45.

Jeroen Stumpel, ‘Speaking of Manner’, Word and Image, Vol. 4 (1988), No. 1, pp. 246-264.

Introduction to more specific themes

Sydney J. Freedberg, Painting of the High Renaissance in Rome and Florence (New York: Hacker Art Books, 1985).

Linda Murray, The High Renaissance and Mannerism: Italy, the North, and Spain, 1500–1600 (London: Thames and Hudson, 1977).

Wolfgang Lotz, Architecture in Italy, 1500-1600 (New Haven: Yale University Press, 1995).

Marcia B. Hall, After Raphael: Painting in Central Italy in the Sixteenth Century (New York: Cambridge University Press, 1999)

Bastien Eclercy (ed.), Maniera: Pontormo, Bronzino and Medici Florence, exh. cat. (Munich, London, New York : Prestel, 2016).

Michael Cole, Cellini and the Principles of Sculpture (New York: Cambridge University Press, 2002).

David Franklin, Painting in Renaissance Florence, 1500–1550 (New Haven: Yale University Press, 2001).

Henri Zerner, Renaissance Art in France: The Invention of Classicism (Paris: Flammarion, 2004).

Thomas Da Costa Kaufmann, The School of Prague: Painting at the Court of Rudolf II (Chicago: Chicago University Press, 1988).

This archived Fire Safety Awareness course can be accessed to download previously completed training certificates only.

This course has now been updated, visit the new Fire Safety Training (2024 -2027)

 Moodle.

This course is mandatory for all staff and consists of interactive information including text, a video and a quiz. 

It is a requirement to refresh this training every three years.

This Health and Safety Induction (refresher) course is mandatory for all existing staff including Postgraduate Research students. It is a requirement to refresh this training every three years.

There is also a Health and Safety - Induction Training (2024 -2027) course which is mandatory for 'new starters' to the University (including Postgraduate Research students) and will take approximately 20 minutes to complete in total. The course consists of a welcome video, interactive information and a quiz section. 

This Induction course is mandatory for 'new starters' to the University (including Postgraduate Research students) and will take approximately 20 minutes to complete in total. The course consists of a welcome video, interactive information and a quiz section. 

There is an additional Induction course 'Health and Safety Induction refresher course 2024 - 2027' (this course is for existing staff) and refreshes knowledge on basic Health and Safety topics; this course is to be recompleted every 3 years.

This 30 CATS first-year option module is an introduction to the modern social and political history of sub-Saharan Africa. The course takes a chronological approach, covering three broad periods: the nineteenth-century precolonial, colonial, and postcolonial eras. Starting with a discussion of the idea of ‘Africa’, students will familiarise themselves with the changing nature of African trade and commerce after the ending of the slave trade; with the character and development of political authority in the nineteenth century; with the establishment of colonial rule through treaty and conquest; with the effects of colonialism on colonised African societies; with the growth of anti-colonial sentiments and the emergence of nationalisms; and with the impact of decolonization and the formation of postcolonial states. The final lectures and seminars will explore the nature of postcolonial African states, and include discussion of issues such as the Rwandan genocide and ‘development’ in Africa.

Weekly lectures will provide a chronological framework. Seminars elaborate the themes from the lectures, but concentrate on regional case studies and debates within the historiography.

This 30 CATS first-year option module is an introduction to the modern social and political history of sub-Saharan Africa. The course takes a chronological approach, covering three broad periods: the nineteenth-century precolonial period, colonial rule, and the postcolonial period. Starting with a discussion of the idea of ‘Africa’, students will familiarise themselves with the changing nature of African trade and commerce after the ending of the slave trade; with the character and development of political authority in the nineteenth century; with the establishment of colonial rule through treaty and conquest; with the effects of colonialism on colonised African societies; with the growth of anti-colonial sentiments and the emergence of nationalisms; and with the impact of decolonization and the formation of postcolonial states. The final lectures and seminars will explore the nature of postcolonial African states, and include discussion of episodes of violence and of ‘development’ in Africa.

Weekly lectures will provide a chronological framework. Seminars elaborate the themes from the lectures, but concentrate on regional case studies and debates within the historiography.

This 30 CATS first-year option module is an introduction to the modern social and political history of sub-Saharan Africa. The course takes a chronological approach, covering three broad periods: the nineteenth-century precolonial period, colonial rule, and the postcolonial period. Starting with a discussion of the idea of ‘Africa’, students will familiarise themselves with the changing nature of African trade and commerce after the ending of the slave trade; with the character and development of political authority in the nineteenth century; with the establishment of colonial rule through treaty and conquest; with the effects of colonialism on colonised African societies; with the growth of anti-colonial sentiments and the emergence of nationalisms; and with the impact of decolonization and the formation of postcolonial states. The final lectures and seminars will explore the nature of postcolonial African states, and include discussion of episodes of violence and of ‘development’ in Africa.

Weekly lectures will provide a chronological framework. Seminars elaborate the themes from the lectures, but concentrate on regional case studies and debates within the historiography

This 30 CATS second-year option module introduces students to major debates in the history of the Cold War in Africa, aiming to set these issues within their historical, social and cultural contexts over the period from 1945 to the 1990s. After the opening weeks set up the context of decoloniation and superpower rivalry in Africa, the rest of the course takes a roughly chronological apporoach to explore various case studies and thematic issues. We will look in depth at upheavals in Congo and Zanzibar which demonstrated the fragile state of the continent immediately after decolonisation, the wars in Angola and the Horn of Africa, and the attempts of the white minority regimes in Rhodesia, South Africa, and the Portuguese colonies to retain power. While the course pays close attention to the policies of the United States and the Soviet Union, it also highlights the role played by other Cold War actors, like China and Cuba. Moreover, we will uncover the agency exercised by Africans in the global Cold War: were they simply superpower proxies or did they turn the Cold War order to their own advantage? Finally, the course will consider the aftermath of the Cold War in Africa: did the fall of the Berlin Wall bring a new dawn to the continent or did it reignite frozen conflicts in the 1990s?

This 30 CATS final-year undergraduate advanced option deals with one of the most significant episodes in world history: the French Revolution. Promethean and tragic, it has inspired and haunted imaginations throughout the modern era. 'It was the best of times, it was the worst of times', wrote Charles Dickens in A Tale of Two Cities, and, indeed, historians still argue over its paradoxical legacies. For while it inaugurated human rights, universal manhood suffrage and civil equality, it also unleashed terror, authoritarianism and empire. The French Revolution is especially challenging to study since it bequeathed the very terms we use to analyse it. Debates about liberal and social forms of democracy, the viability or dangers of Enlightenment ideals, and the necessity or gratuitousness of violence to bring about democracy all grew out of the French Revolution itself. To study the French Revolution is to put our own conceptual categories and values into question.

This module treats the origins, course and legacies of the French Revolution. It draws on a wide range of sources: primary, scholarly, literary and cinematic. Themes include ideas, emotions, inequality, freedom, capitalism, gender, race, colonialism, religion, terror and war. It is inspired by the belief that studying the French Revolution can help us better understand the challenges of modern democratic and capitalist societies. By making modernity more legible, it can make our future more navigable.

This 30 CATS final-year undergraduate advanced option deals with one of the most significant episodes in world history: the French Revolution. Promethean and tragic, it has inspired and haunted imaginations throughout the modern era. 'It was the best of times, it was the worst of times', wrote Charles Dickens in A Tale of Two Cities, and, indeed, historians still argue over its paradoxical legacies. For while it inaugurated human rights, universal manhood suffrage and civil equality, it also unleashed terror, authoritarianism and empire. The French Revolution is especially challenging to study since it bequeathed the very terms we use to analyse it. Debates about liberal and social forms of democracy, the viability or dangers of Enlightenment ideals, and the necessity or gratuitousness of violence in efforts to bring about democratic justice all grew out of the French Revolution itself. Studying the French Revolution invites us  to scrutinise our own values and explore the possibilities and pitfalls associated with them.

This module treats the origins, course and legacies of the French Revolution, including that of its slave colony Saint Domingue (the Haitian Revolution). It draws on a wide range of sources: primary, scholarly, literary and cinematic. Themes include Enlightenment ideas, emotions, inequality, freedom, capitalism, slavery, gender, race, colonialism, religion, terror and war. It is inspired by the belief that studying the French Revolution can help us better understand the challenges of modern democratic and capitalist societies. By making modernity more legible, it can make our future more navigable.

100 years after the end of the First World War, one might be tempted to ask if there is anything left to say about this conflict. Yet, the contemporary relevance of an historical topic is unusually clear in the case of First World War studies. The conflict continues to intrude on the public sphere of former belligerent societies, and in many instances, historians have been called upon to engage in controversies that have produced more heat than light. Indeed, it seems that World War I has gained in importance since the 1990s. The growing interest in commemoration and the increased ‘social demand’ addressed to professional historians account, to a certain extent, for the dynamism of First World War studies. Indeed, as we conclude the centennial commemorations of the war, the history of what George F. Kennan called “the great seminal catastrophe of the twentieth century” remains a vibrant field of investigation. 

Overview

Gandhi printed his most famous work, Hind Swaraj (1909), in South Africa. Why? This course takes the history of printing technology as the starting point for rethinking the history of empire. Beginning with the East India Company and ending in Qing China, we follow an unlikely band of printers, publishers, authors and readers. We re-examine major themes in the global history of empire, from science and religion to slavery and nationalism. Throughout this course, books are treated as material objects, something which is easy to forget in the digital age. Books were written on, cut up, censored and burned. With this in mind, there is a strong focus on students developing practical skills. We will learn the techniques of the book historian, hunting for clues in the margins, examining bindings and illustrations. And with these skills in place, students will begin to read a selection of fascinating primary sources in a completely different light. From scientific journals and legal manuals, to abolitionist papers and anticolonial pamphlets, the history of empire starts to look very different from the perspective of the printing press.

This 30 CATS final-year Advanced Option module examines the history of southern Africa from the nineteenth century to the present, engaging with a range of approaches in history and the social sciences. The course is structured around four themes which are central to the history and historiography of the region: labour and migration; urbanization and urban life; family, kinship and domestic struggles; and political movements and protest. Structured around these four themes, seminars combine chronological and thematic coverage with analysis of the lives of individual men, women and children. We will examine social life, economic activity, culture and politics using secondary sources and a range of primary sources, including biography, memoir, novels, ethnography, government documents, and the reports of international and non-governmental organisations. Central to our analysis will be consideration of how key social categories and identities, including race, ethnicity, gender and age, have been constructed and challenged over time and how these factors have shaped the lives of southern Africa's people.

The module engages with classic and cutting-edge scholarship in southern African studies and provides students with the skills and opportunity to engage in independent research in the field of African history.

The aim of this module is to further extend and refine competence in modern Spanish. Emphasis is placed on the four key skills of reading, listening, speaking and writing and on the deepening of both grammatical understanding and the appropriate use of advanced linguistic structures, vocabulary, and register in spoken and written discourse. The course aims to reinforce your mastery of the language in a wide range of authentic situations. At the end of the course you will be able to understand discourse about concrete and abstract topics, to give presentations about different topics, to report on the results of your independent reading and research, and to state your point of view and support it with solid arguments. You will make use of authentic resources from around the Hispanic world, including films, books, articles, newspapers, television and radio. You will complete a range of self-study activities through our multimedia VLE (Moodle) and take part in our virtual language exchange with students in Latin America and Spain.

The aim of this module is to further extend and refine competence in modern Spanish. Emphasis is placed on the four key skills of reading, listening, speaking and writing and on the deepening of both grammatical understanding and the appropriate use of advanced linguistic structures, vocabulary, and register in spoken and written discourse. The course aims to reinforce your mastery of the language in a wide range of authentic situations. At the end of the course you will be able to understand discourse about concrete and abstract topics, to give presentations about different topics, to report on the results of your independent reading and research, and to state your point of view and support it with solid arguments. You will make use of authentic resources from around the Hispanic world, including films, books, articles, newspapers, television and radio. You will complete a range of self-study activities through our multimedia VLE (Moodle) and take part in our virtual language exchange with students in Latin America and Spain.

The aim of this module is to consolidate fluency in spoken and written Spanish, and to refine the skills of translation. Emphasis is placed on advanced translation, and oral and discursive expression using an appropriate range of advanced linguistic structures, vocabulary, and register. Classroom and self-study activities will involve translation exercises and analysis, oral project work, and advanced writing. Students will be expected to engage in autonomous learning activities and to devote time to researching and preparing drafts of work for class presentation. The assessment of students’ process is coherent with the curriculum of the program, which aims at developing students’ communicative and intercultural competences as well as their autonomous learning capacity.

The course will use authentic resources from around the Hispanic world, including films, books, articles, newspapers, television and radio. You will complete a range of self-study activities through our multimedia VLE (Moodle) and take part in our virtual language tutorials.

The aim of this module is to consolidate fluency in spoken and written Spanish, and to refine the skills of translation. Emphasis is placed on advanced translation, and oral and discursive expression using an appropriate range of advanced linguistic structures, vocabulary, and register. Classroom and self-study activities will involve translation exercises and analysis, oral project work, and advanced writing. Students will be expected to engage in autonomous learning activities and to devote time to researching and preparing drafts of work for class presentation. The assessment of students’ process is coherent with the curriculum of the program, which aims at developing students’ communicative and intercultural competences as well as their autonomous learning capacity.

The course will use authentic resources from around the Hispanic world, including films, books, articles, newspapers, television and radio. You will complete a range of self-study activities through our multimedia VLE (Moodle) and take part in our virtual language tutorials.

Why is memory such an important component of our view of the past today? In what ways is the Hispanic world driving and shaping global memory discourses rather than simply responding to them?

While Spanish audiences have long been fascinated with criminality, the nature of the criminal act depicted onscreen has undergone a series of dramatic transformations from the early Franco period to the present day. This course explores how the varied depictions of criminality in Spanish cinema have reflected broader changes in the cultural understanding of transgression, civil disorder and social control in Spain. It examines ‘deviance’ in its various guises and meanings, from violent crime, petty theft and delinquency, to police torture and domestic abuse, as a means of tracing a recent history of Spanish social change. In doing so, the course will study a number of important crime thrillers, police procedural films and delinquent films, as well as controversial films whose making itself has been considered deviant by the authorities.

Week-by-week at a glance

Week 1: Introduction to module

Week 2: Viridiana (Luis Buñuel, 1962)

Week 3: Deprisa, deprisa (Carlos Saura, 1980)

Week 4: La ley del deseo (Pedro Almodóvar, 1987)

Week 5: Amantes (Vicente Aranda, 1991)

Week 6: Reading Week

Week 7: Te doy mis ojos (Iciar Bollaín, 2003)

Week 8: Celda 211 (Daniel Monzón, 2009)

Week 9: La isla mínima (Alberto Rodríguez, 2014)

Week 10: Revision and essay writing

This course explores the relationship between cinema, mobility and the city through the close analysis of contemporary films from Argentina, Brazil, Mexico and Uruguay. In encouraging students to think geographically about film, we will consider how cinematic locations – urban, rural and mobile – enable filmmakers to address broader social and cultural issues, such as migration, neo-colonialism, transnationalism and social inequality.

 How is this course taught?

The course is taught through a combination of weekly lectures and seminars. The lectures will serve to contextualise the individual films, while the seminars will include close textual analysis. Students will be required to watch each of the seven films before lectures/seminars, as well as carry out background readings on both the films and their geographical contexts. References to the background readings will be available for each week on Moodle.

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.

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

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/

 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.

This module is designed to offer a critical overview of what can be described as the legal and regulatory foundations of the contemporary global economy. The module will introduce and examine aspects of international economic law within its longer imperial history and its contemporary evolving context of economic, political, social and cultural globalization. It will provide an overview of the legal and other regulatory foundations of the global economy and critically consider the operations of the main global institutions and frameworks governing international economic relations. The course will also consider the role of international economic actors, both state and non-state, in shaping and influencing these regulatory frameworks.

This is a course on the law and policy of international trade. The course will build on the short introduction to the WTO in the IEL core module and explore the treaty-based WTO international economic law system, its principal agreements and institutions, its core doctrines, and the current proposals for reform. 

The WTO is regarded as one of the most successful international organisations governing activities between states because it has a highly effective dispute settlement system. The course will explore whether the WTO remains relevant in an increasingly globalised world where economic disputes typically cover national, transnational and international law as well as a multiplicity of economic actors, like states and multinational corporations. It will evaluate the effectiveness of the WTO rules against the background of the rise of the mega-regional agreements- the Transatlantic Trade and Investment Partnership (TTIP) and the Trans-Pacific Partnership Agreement (TPPA). It will consider how demands for trade justice affect how we interpret the WTO rules and what reforms of WTO rules may be necessary to achieve that goal. 

Central to the approach of the course will be a perspective which views law as contested, both as a matter of ‘theory’ and as a matter of social struggle, as world-orders are imagined and effected. During the course, you will be familiarised with different and differing theories of ‘global law’ and be enabled to critically evaluate them by reference to examined realities of the life-worlds of law.

You will be encouraged to adopt socially grounded analytical perspectives and to present analyses of global law through examinations of specific regimes of governance. The course, therefore, seeks to enable you to acquire analytical and advocacy skills necessary to engage with law in a globalising world, informed by a concern for social justice and human development.

This module aims to provide students with a comprehensive understanding of the relationship between crime and justice on the one hand, and how this relationship is tied to current issues and recent transformations in the socio-political global environment on the other. This aim is pursued through a critical interdisciplinary study of law in society, which thoroughly examines the pursuit of justice through law together with the role of law as an instrument of social order.

The first part of the course explores the main theoretical and methodological reflections around the main theme of the course, developing the conceptual basis for the critical analysis that will be undertaken in the course as a whole. The second part of the course then focuses on the analysis of specific case studies, through which the methodological framework previously developed will be applied. In this part, students choose specific case studies to explore in their course assessments. The course end with a discussion of conclusions and reflections, and with student presentations of their case studies.

This course is the RSE training course on the Introduction to the Linux Desktop

LL336 French 3 for finalists is a combination of: 

LL236 French 3 - 2 hours in person Thursday 1– 3 pm

+ An independent project component. 

For the language content of this module, all information, links and submissions are on Moodle LL236: Course: LL236:French 3 | Moodle@Warwick

For the independent project, incl. the workshops, all information, links and submissions are on Moodle Independent project for finalists: Course: Independent project for finalists | Moodle@Warwick

LL343 French 5 for finalists is a combination of: 

LL209 French 5 -  2 hours in person Wednesday 10am – 12 pm

+ An independent project component. 

For the language content of this module, all information, links and submissions are on Moodle LL209: Course: LL209:French 5 | Moodle@Warwick

For the independent project, incl. the workshops, all information, links and submissions are on Moodle Independent project for finalists: Course: Independent project for finalists | Moodle@Warwick

For the independent project, incl. the workshops, all information, links and submissions are on Moodle Independent project for finalists: Course: Independent project for finalists | Moodle@Warwick 

LL364 module title is a combination of: 

LL264 module title -  3 hours in person Tuesday 2-5pm, Wednesday 1-3pm + Thursday 4-5pm or Fridays 12-1pm + 2-4pm 

+ An independent project component. 

For the language content of this module, all information, links and submissions are on Moodle LL264 

For the independent project, incl. the workshops, all information, links and submissions are on Moodle Independent project for finalists: Course: Independent project for finalists | Moodle@Warwick 

Course details. 

See course catalogue page here

Notes of the course: https://moodle.warwick.ac.uk/pluginfile.php/946222/course/summary/LectureNotesMA125.pdf

Notes of last week of the course: https://moodle.warwick.ac.uk/pluginfile.php/946222/course/summary/LectureOnStereographicProjection.pdf

Problem sheet 1: this is suggested at the end of week 2/week 3. This is not compulsory but strongly recommended to train yourself and check if the basic concepts are clear. https://moodle.warwick.ac.uk/pluginfile.php/946222/course/summary/Problem%20Sheet%201.pdf

Content: How do you reconstruct a curve given its slope at every point? Can you predict the trajectory of a tennis ball? The basic theory of ordinary differential equations (ODEs) as covered in this module is the cornerstone of all applied mathematics. Indeed, modern applied mathematics essentially began when Newton developed the calculus in order to solve (and to state precisely) the differential equations that followed from his laws of motion.

However, this theory is not only of interest to the applied mathematician: indeed, it is an integral part of any rigorous mathematical training, and is developed here in a systematic way. Just as a `pure' subject like group theory can be part of the daily armoury of the `applied' mathematician , so ideas from the theory of ODEs prove invaluable in various branches of pure mathematics, such as geometry and topology.

In this module we will cover relatively simple examples, first order equations, linear second order equations and coupled first order linear systems with constant coefficients, for most of which we can find an explicit solution. However, even when we can write the solution down it is important to understand what the solution means, i.e. its `qualitative' properties. This approach is invaluable for equations for which we cannot find an explicit solution.

We also show how the techniques we learned for second order differential equations have natural analogues that can be used to solve difference equations.

The course looks at solutions to differential equations in the cases where we are concerned with one- and two-dimensional systems, where the increase in complexity will be followed during the lectures. At the end of the module, in preparation for more advanced modules in this subject, we will discuss why in three-dimensions we see new phenomena, and have a first glimpse of chaotic solutions.

Aims: To introduce simple differential and difference equations and methods for their solution, to illustrate the importance of a qualitative understanding of these solutions and to understand the techniques of phase-plane analysis.

Objectives: You should be able to solve various simple differential equations (first order, linear second order and coupled systems of first order equations) and to interpret their qualitative behaviour; and to do the same for simple difference equations.

Books:

The primary text will be:
J. C. Robinson An Introduction to Ordinary Differential Equations, Cambridge University Press 2003.

Additional references are:
W. Boyce and R. Di Prima, Elementary Differential Equations and Boundary Value Problems, Wiley 1997.
C. H. Edwards and D. E. Penney, Differential Equations and Boundary Value Problems, Prentice Hall 2000.
K. R. Nagle, E. Saff, and D. A. Snider, Fundamentals of Differential Equations and Boundary Value Problems, Addison Wesley 1999.

Content: How do you reconstruct a curve given its slope at every point? Can you predict the trajectory of a tennis ball? The basic theory of ordinary differential equations (ODEs) as covered in this module is the cornerstone of all applied mathematics. Indeed, modern applied mathematics essentially began when Newton developed the calculus in order to solve (and to state precisely) the differential equations that followed from his laws of motion.

However, this theory is not only of interest to the applied mathematician: indeed, it is an integral part of any rigorous mathematical training, and is developed here in a systematic way. Just as a `pure' subject like group theory can be part of the daily armoury of the `applied' mathematician , so ideas from the theory of ODEs prove invaluable in various branches of pure mathematics, such as geometry and topology.

In this module we will cover relatively simple examples, first order equations

,

linear second order equations

and coupled first order linear systems with constant coefficients, for most of which we can find an explicit solution. However, even when we can write the solution down it is important to understand what the solution means, i.e. its `qualitative' properties. This approach is invaluable for equations for which we cannot find an explicit solution.

We also show how the techniques we learned for second order differential equations have natural analogues that can be used to solve difference equations.

The course looks at solutions to differential equations in the cases where we are concerned with one- and two-dimensional systems, where the increase in complexity will be followed during the lectures. At the end of the module, in preparation for more advanced modules in this subject, we will discuss why in three-dimensions we see new phenomena, and have a first glimpse of chaotic solutions.

Aims: To introduce simple differential and difference equations and methods for their solution, to illustrate the importance of a qualitative understanding of these solutions and to understand the techniques of phase-plane analysis.

Objectives: You should be able to solve various simple differential equations (first order, linear second order and coupled systems of first order equations) and to interpret their qualitative behaviour; and to do the same for simple difference equations.

Books:

The primary text will be:
J. C. Robinson An Introduction to Ordinary Differential Equations, Cambridge University Press 2003.

Additional references are:
W. Boyce and R. Di Prima, Elementary Differential Equations and Boundary Value Problems, Wiley 1997.
C. H. Edwards and D. E. Penney, Differential Equations and Boundary Value Problems, Prentice Hall 2000.
K. R. Nagle, E. Saff, and D. A. Snider, Fundamentals of Differential Equations and Boundary Value Problems, Addison Wesley 1999.

Content: How do you reconstruct a curve given its slope at every point? Can you predict the trajectory of a tennis ball? The basic theory of ordinary differential equations (ODEs) as covered in this module is the cornerstone of all applied mathematics. Indeed, modern applied mathematics essentially began when Newton developed the calculus in order to solve (and to state precisely) the differential equations that followed from his laws of motion.

However, this theory is not only of interest to the applied mathematician: indeed, it is an integral part of any rigorous mathematical training, and is developed here in a systematic way. Just as a `pure' subject like group theory can be part of the daily armoury of the `applied' mathematician , so ideas from the theory of ODEs prove invaluable in various branches of pure mathematics, such as geometry and topology.

In this module we will cover relatively simple examples, first order equations

,

linear second order equations

and coupled first order linear systems with constant coefficients, for most of which we can find an explicit solution. However, even when we can write the solution down it is important to understand what the solution means, i.e. its `qualitative' properties. This approach is invaluable for equations for which we cannot find an explicit solution.

We also show how the techniques we learned for second order differential equations have natural analogues that can be used to solve difference equations.

The course looks at solutions to differential equations in the cases where we are concerned with one- and two-dimensional systems, where the increase in complexity will be followed during the lectures. At the end of the module, in preparation for more advanced modules in this subject, we will discuss why in three-dimensions we see new phenomena, and have a first glimpse of chaotic solutions.

Aims: To introduce simple differential and difference equations and methods for their solution, to illustrate the importance of a qualitative understanding of these solutions and to understand the techniques of phase-plane analysis.

Objectives: You should be able to solve various simple differential equations (first order, linear second order and coupled systems of first order equations) and to interpret their qualitative behaviour; and to do the same for simple difference equations.

Books:

The primary text will be:
J. C. Robinson An Introduction to Ordinary Differential Equations, Cambridge University Press 2003.

Additional references are:
W. Boyce and R. Di Prima, Elementary Differential Equations and Boundary Value Problems, Wiley 1997.
C. H. Edwards and D. E. Penney, Differential Equations and Boundary Value Problems, Prentice Hall 2000.
K. R. Nagle, E. Saff, and D. A. Snider, Fundamentals of Differential Equations and Boundary Value Problems, Addison Wesley 1999.

Content: How do you reconstruct a curve given its slope at every point? Can you predict the trajectory of a tennis ball? The basic theory of ordinary differential equations (ODEs) as covered in this module is the cornerstone of all applied mathematics. Indeed, modern applied mathematics essentially began when Newton developed the calculus in order to solve (and to state precisely) the differential equations that followed from his laws of motion.

However, this theory is not only of interest to the applied mathematician: indeed, it is an integral part of any rigorous mathematical training, and is developed here in a systematic way. Just as a `pure' subject like group theory can be part of the daily armoury of the `applied' mathematician , so ideas from the theory of ODEs prove invaluable in various branches of pure mathematics, such as geometry and topology.

In this module we will cover relatively simple examples, first order equations, linear second order equations and coupled first order linear systems with constant coefficients, for most of which we can find an explicit solution. However, even when we can write the solution down it is important to understand what the solution means, i.e. its `qualitative' properties. This approach is invaluable for equations for which we cannot find an explicit solution.

We also show how the techniques we learned for second order differential equations have natural analogues that can be used to solve difference equations.

The course looks at solutions to differential equations in the cases where we are concerned with one- and two-dimensional systems, where the increase in complexity will be followed during the lectures. At the end of the module, in preparation for more advanced modules in this subject, we will discuss why in three-dimensions we see new phenomena, and have a first glimpse of chaotic solutions.

Aims: To introduce simple differential and difference equations and methods for their solution, to illustrate the importance of a qualitative understanding of these solutions and to understand the techniques of phase-plane analysis.

Objectives: You should be able to solve various simple differential equations (first order, linear second order and coupled systems of first order equations) and to interpret their qualitative behaviour; and to do the same for simple difference equations.

Books:

The primary text will be:
J. C. Robinson An Introduction to Ordinary Differential Equations, Cambridge University Press 2003.

Additional references are:
W. Boyce and R. Di Prima, Elementary Differential Equations and Boundary Value Problems, Wiley 1997.
C. H. Edwards and D. E. Penney, Differential Equations and Boundary Value Problems, Prentice Hall 2000.
K. R. Nagle, E. Saff, and D. A. Snider, Fundamentals of Differential Equations and Boundary Value Problems, Addison Wesley 1999.

Lecturer: Christian Boehning

Term(s): Term 1

Status for Mathematics students: List A for Mathematics

Commitment: 30 lectures plus weekly worksheets

Assessment: The weekly worksheets carry 15% assessed credit; the remaining 85% credit by 2-hour examination.

Prerequisites: None, but an understanding of MA125 Introduction to Geometry will be helpful.

Leads To: Third and fourth year courses in Algebra and Geometry, including:  MA3D9 Geometry of Curves and Surfaces, MA3E1 Groups and Representations, MA4A5 Algebraic Geometry, MA4E0 Lie Groups, MA473 Reflection Groups, MA4H4 Geometric Group Theory, MA448 Hyperbolic Geometry and others

Content: Geometry is the attempt to understand and describe the world around us and all that is in it; it is the central activity in many branches of mathematics and physics, and offers a whole range of views on the nature and meaning of the universe. 

Klein's Erlangen program describes geometry as the study of properties invariant under a group of transformations. Affine and projective geometries consider properties such as collinearity of points, and the typical group is the full  matrix group. Metric geometries, such as Euclidean geometry and hyperbolic geometry (the non-Euclidean geometry of Gauss, Lobachevsky and Bolyai) include the property of distance between two points, and the typical group is the group of rigid motions (isometries or congruences) of 3-space. The study of the group of motions throws light on the chosen model of the world. 

Aims: To introduce students to various interesting geometries via explicit examples; to emphasize the importance of the algebraic concept of group in the geometric framework; to illustrate the historical development of a mathematical subject by the discussion of parallelism. 

Objectives: Students at the end of the module should be able to give a full analysis of Euclidean geometry; discuss the geometry of the sphere and the hyperbolic plane; compare the different geometries in terms of their metric properties, trigonometry and parallels; concentrate on the abstract properties of lines and their incidence relation, leading to the idea of affine and projective geometry. 

Books: 

M Reid and B Szendröi, Geometry and Topology, CUP, 2005 (some Chapters will be available from the General office). 

E G Rees, Notes on Geometry, Springer 

HSM Coxeter, Introduction to Geometry, John Wiley & Sons

Status for Mathematics students: List B for third years. If numbers permit second and fourth years may take this module as an unusual option, but confirmation will only be given at the start of Term 2.

Commitment: 10 two hour and10 one hour seminars (including some assessed problem solving)

Assessment: 10% from weekley seminars, 40% from assignment, 50% two hour exam in June

Prerequisites: None

Introduction
This module gives you the opportunity to engage in mathematical problem solving and to develop problem solving skills through reflecting on a set of heuristics. You will work both individually and in groups on mathematical problems, drawing out the strategies you use and comparing them with other approaches.

General aims
This module will enable you to develop your problem solving skills; use explicit strategies for beginning, working on and reflecting on mathematical problems; draw together mathematical and reasoning techniques to explore open ended problems; use and develop schema of heuristics for problem solving.

This module provides an underpinning for subsequent mathematical modules. It should provide you with the confidence to tackle unfamiliar problems, think through solutions and present rigorous and convincing arguments for your conjectures. While only small amounts of mathematical content will be used in this course which will extend directly into other courses, the skills developed should have wide ranging applicability.

Intended Outcomes

Learning objectives

The intended outcomes are that by the end of the module you should be able to:

• Use an explicit problem solving scheme to control your approach to mathematical problems
• Explain the role played by different phases of problem solving
• Critically evaluate your own problem solving practice

Organisation

The module runs in term 2, weeks 1-10

Thursday 14:00-15:00 OC0.04 (new teaching and learning building)
Friday 15:00-17:00 OC0.04

Most weeks the Thursday slot will be used for the weekly (assessed) problem session, but this will not be the case every week. You are expected to attend all three timetabled hours.

Assessment Details

1. A flat 10% given for ‘serious attempts’ at problems during the course. Each week, you will be assigned a problem for the seminar. At then end of the seminar, you should present a ‘rubric’ of your work on that problem so far. If you submit at least 7 rubrics, deemed to be ‘serious attempts’, you will get 10%.
2. One problem-solving assignment (40%) (deemed to be the equivalent of 2000 words) due by noon on Monday 20th March 2017 by electronic upload (pdf).
3. A 2 hour examination in Summer Term 2017 (50%).

Status for Mathematics students: List B for third years. If numbers permit second and fourth years may take this module as an unusual option, but confirmation will only be given at the start of Term 2.

Commitment: 10 two hour and10 one hour seminars (including some assessed problem solving)

Assessment: 10% from weekley seminars, 40% from assignment, 50% two hour exam in June

Prerequisites: None

Introduction
This module gives you the opportunity to engage in mathematical problem solving and to develop problem solving skills through reflecting on a set of heuristics. You will work both individually and in groups on mathematical problems, drawing out the strategies you use and comparing them with other approaches.

General aims
This module will enable you to develop your problem solving skills; use explicit strategies for beginning, working on and reflecting on mathematical problems; draw together mathematical and reasoning techniques to explore open ended problems; use and develop schema of heuristics for problem solving.

This module provides an underpinning for subsequent mathematical modules. It should provide you with the confidence to tackle unfamiliar problems, think through solutions and present rigorous and convincing arguments for your conjectures. While only small amounts of mathematical content will be used in this course which will extend directly into other courses, the skills developed should have wide ranging applicability.

Intended Outcomes

Learning objectives

The intended outcomes are that by the end of the module you should be able to:

• Use an explicit problem solving scheme to control your approach to mathematical problems
• Explain the role played by different phases of problem solving
• Critically evaluate your own problem solving practice

Organisation

The module runs in term 2, weeks 1-10

Thursday 14:00-15:00 OC0.04 (new teaching and learning building)
Friday 15:00-17:00 OC0.04

Most weeks the Thursday slot will be used for the weekly (assessed) problem session, but this will not be the case every week. You are expected to attend all three timetabled hours.

Assessment Details

1. A flat 10% given for ‘serious attempts’ at problems during the course. Each week, you will be assigned a problem for the seminar. At then end of the seminar, you should present a ‘rubric’ of your work on that problem so far. If you submit at least 7 rubrics, deemed to be ‘serious attempts’, you will get 10%.
2. One problem-solving assignment (40%) (deemed to be the equivalent of 2000 words) due by noon on Monday 20th March 2017 by electronic upload (pdf).
3. A 2 hour examination in Summer Term 2017 (50%).

Status for Mathematics students: List B for third years. If numbers permit second and fourth years may take this module as an unusual option, but confirmation will only be given at the start of Term 2.

Commitment: 10 two hour and10 one hour seminars (including some assessed problem solving)

Assessment: 10% from weekley seminars, 40% from assignment, 50% two hour exam in June

Prerequisites: None

Introduction
This module gives you the opportunity to engage in mathematical problem solving and to develop problem solving skills through reflecting on a set of heuristics. You will work both individually and in groups on mathematical problems, drawing out the strategies you use and comparing them with other approaches.

General aims
This module will enable you to develop your problem solving skills; use explicit strategies for beginning, working on and reflecting on mathematical problems; draw together mathematical and reasoning techniques to explore open ended problems; use and develop schema of heuristics for problem solving.

This module provides an underpinning for subsequent mathematical modules. It should provide you with the confidence to tackle unfamiliar problems, think through solutions and present rigorous and convincing arguments for your conjectures. While only small amounts of mathematical content will be used in this course which will extend directly into other courses, the skills developed should have wide ranging applicability.

Intended Outcomes

Learning objectives

The intended outcomes are that by the end of the module you should be able to:

• Use an explicit problem solving scheme to control your approach to mathematical problems
• Explain the role played by different phases of problem solving
• Critically evaluate your own problem solving practice

Organisation

The module runs in term 2, weeks 1-10

Thursday 14:00-15:00 OC0.04 (new teaching and learning building)
Friday 15:00-17:00 OC0.04

Most weeks the Thursday slot will be used for the weekly (assessed) problem session, but this will not be the case every week. You are expected to attend all three timetabled hours.

Assessment Details

1. A flat 10% given for ‘serious attempts’ at problems during the course. Each week, you will be assigned a problem for the seminar. At then end of the seminar, you should present a ‘rubric’ of your work on that problem so far. If you submit at least 7 rubrics, deemed to be ‘serious attempts’, you will get 10%.
2. One problem-solving assignment (40%) (deemed to be the equivalent of 2000 words) due by noon on Monday 20th March 2017 by electronic upload (pdf).
3. A 2 hour examination in Summer Term 2017 (50%).

Topology is the study of properties of spaces that are invariant under continuous deformations. An often cited example is that a cup is topologically equivalent to a torus, but not to a sphere. In general, topology is the rigorous development of ideas related to concepts such “nearness”, “neighbourhood”, and “convergence”.

This module covers topological spaces and their properties, homotopy, the fundamental group, Galois correspondence, universal covers, free products, and CV complexes.

The course will follow largely the first chapter of

• Allen Hatcher. Algebraic Topology. Cambridge University Press.

An electronic version of the book is freely available on the author’s web page, and a printed version should be available in the library or the campus bookshop.

The important and pervasive role played by pdes in both pure and applied mathematics is described in MA250 Introduction to Partial Differential Equations. In this module I will introduce methods for solving (or at least establishing the existence of a solution!) various types of pdes. Unlike odes, the domain on which a pde is to be solved plays an important role. In the second year course MA250, most pdes were solved on domains with symmetry (eg round disk or square) by using special methods (like separation of variables) which are not applicable on general domains. You will see in this module the essential role that much of the analysis you have been taught in the first two years plays in the general theory of pdes. You will also see how advanced topics in analysis, such as MA3G7 Functional Analysis I, grew out of an abstract formulation of pdes. Topics in this module include:

• Method of characteristics for first order PDEs.

• Fundamental solution of Laplace equation, Green's function.

• Harmonic functions and their properties, including compactness and regularity.

• Comparison and maximum principles.

• The Gaussian heat kernel, diffusion equations.

• Basics of wave equation (time permitting).

The course will start by introducing the concept of a manifold (without recourse to an embedding into an ambient space). In the words of Hermann Weyl (Space, Time, Matter, paragraph 11):

“The characteristic of an n-dimensional manifold is that each of the elements composing it (in our examples, single points, conditions of a gas, colours, tones) may be specified by the giving of n quantities, the “co-ordinates,” which are continuous functions within the manifold. This does not mean that the whole manifold with all its elements must be represented in a single and reversible manner by value systems of n co-ordinates (e.g. this is impossible in the case of the sphere, for which n = 2); it signifies only that if P is an arbitrary element of the manifold, then in every case a certain domain surrounding the point P must be representable singly and reversibly by the value system of n co-ordinates.”

Thus the points on the surface of a sphere form a manifold. The possible configurations of a double pendulum (one pendulum hung off the pendulum bob of another) is a manifold that is nothing but the surface of a two-torus: the surface of a donut (a triple pendulum would give a three-torus etc.) The possible positions of a rigid body in three-space form a six-dimensional manifold. Colour qualities form a two-dimensional manifold (cf. Maxwell’s colour triangle).

It becomes clear that manifolds are ubiquitous in mathematics and other sciences: in mechanics they occur as phase-spaces; in relativity as space-time; in economics as indifference surfaces; whenever dynamical processes are studied, they occur as “state-spaces” (in hydrodynamics, population genetics etc.)

Moreover, in the theory of complex functions, the problem of extending one function to its largest domain of definition naturally leads to the idea of a Riemann surface, a special kind of manifold. 

Although it seems so natural from a modern vantage point, it took some time and quite a bit of work (by Gauss, Riemann, Poincare, Weyl, Whitney, …) till mathematicians arrived at the concept of a manifold as we use it today. It is indispensable in most areas of geometry and topology as well as neighbouring fields making use of geometric methods (ordinary and partial differential equations, modular and automorphic forms, Arakelov theory, geometric group theory…)

Some buzz words suggesting topics which we plan to cover include:

-The notion of a manifold (in different setups), examples of constructions of manifolds (submanifolds, quotients, surgery)

-The tangent space, vector fields, flows/1-parameter groups of diffeomorphisms

-Tangent bundle and vector bundles

-Tensor and exterior algebras, differential forms

-Integration on manifolds, Stokes’ theorem

-de Rham cohomology, examples of their computation (spheres, tori, real projective spaces...)

-Degree theory, applications: argument principle, linking numbers, indices of singularities of vector fields

We will also discuss a lot of concrete and interesting examples of manifolds in the lectures and work sheets, such as for example: tori, n-holed tori, spheres, the Moebius strip, the (real and complex) projective plane, higher-dimensional projective spaces, blow-ups, Hopf manifolds… 

The nature of the material makes it inevitable that considerable time must be devoted to establishing the foundations of the theory and defining as well as clarifying key concepts and geometric notions. However, to make the content more vivid and interesting, we will also seek to include some attractive and non-obvious theorems, which at the same time are not too hard to prove and natural applications of the techniques introduced, such as, for instance, Ehresmann's theorem on differentiable fibrations, or that a sphere cannot be diffeomorphic to a product of (positive-dimensional) manifolds. 

This Module is mathematically closely related to, but formally completely independent of MA3D9 Geometry of Curves and Surfaces. 

Books:

Frank W. Warner, Foundations of Differentiable Manifolds and Lie Groups, Springer (1983) (esp. Chapters 1, 2, 4)

M. Berger, B. Gostiaux, Differential Geometry: Manifolds, Curves, and Surfaces, Springer (1988) (esp. Chapters 2-6)

Spivak, A Comprehensive Introduction to Differential Geometry, vol. 1, Publish or Perish, Inc. (2005) (esp. Chapters 1-8)

John Lee, Introduction to smooth manifolds, Springer (2012)

Loring W. Tu, An Introduction to Manifolds, Springer (2011)

Lecturer: Christian Böhning

Term(s): Term 2

Status for Mathematics students: List C

Commitment: 30 lectures plus assignments

Assessment: Assignments (15%), 3 hour written exam (85%).

Prerequisites: 
A background in algebra (especially MA249 Algebra II) is essential. The module develops more specialised material in commutative algebra and in geometry from first principles, but MA3G6 Commutative Algebra will be useful. More than technical prerequisites, the main requirement is the sophistication to work simultaneously with ideas from several areas of mathematics, and to think algebraically and geometrically. Some familiarity with projective geometry (e.g. from MA243 Geometry) is helpful, though not essential.

Leads To: 
A first module in algebraic geometry is a basic requirement for study in geometry, number theory or many branches of algebra or mathematical physics at the MSc or PhD level. Many MA469 projects are on offer involving ideas from algebraic geometry.

Content: 
Algebraic geometry studies solution sets of polynomial equations by geometric methods. This type of equations is ubiquitous in mathematics and much more versatile and flexible than one might as first expect (for example, every compact smooth manifold is diffeomorphic to the zero set of a certain number of real polynomials in R^N). On the other hand, polynomials show remarkable rigidity properties in other situations and can be defined over any ring, and this leads to important arithmetic ramifications of algebraic geometry.

Methodically, two contrasting cross-fertilizing aspects have pervaded the subject: one providing formidable abstract machinery and striving for maximum generality, the other experimental and computational, focusing on illuminating examples and forming the concrete geometric backbone of the first aspect, often uncovering fascinating phenomena overlooked from the bird's eye view of the abstract approach.

In the lectures, we will introduce the category of (quasi-projective) varieties, morphisms and rational maps between them, and then proceed to a study of some of the most basic geometric attributes of varieties: dimension, tangent spaces, regular and singular points, degree. Moreover, we will present many concrete examples, e.g., rational normal curves, Grassmannians, flag and Schubert varieties, surfaces in projective three-space and their lines, Veronese and Segre varieties etc. 

Books:

• Atiyah M.& Macdonald I. G., Introduction to commutative algebra, Addison-Wesley, Reading MA (1969)
• Harris, J., Algebraic Geometry, A First Course, Graduate Texts in Mathematics 133, Springer-Verlag (1992)
• Mumford, D., Algebraic Geometry I: Complex Projective Varieties, Classics in Mathematics, reprint of the 1st ed. (1976); Springer-Verlag (1995)
• Reid, M., Undergraduate Algebraic Geometry, London Math. Soc. Student Texts 12, Cambridge University Press (2010)
• Shafarevich, I.R., Basic Algebraic Geometry 1, second edition, Springer-Verlag (1994)
• Zariski, O. & Samuel, P., Commutative algebra, Vol. II, Van Nos- trand, New York (1960)

https://www.mathematical-modelling.science/index.php/lectures/warwick-2020-2021

Overview

There is much active mathematical research into aeroacoustics (the study of sound in aircraft engines).  This field is closely followed, and often contributed to (sometimes helpfully) by engineers in both academia and industry (e.g. Airbus, Boeing, NASA, etc).  The aim of this course is to give an overview of the mathematical techniques needed to understand the current research problems, and read current papers in the area.  This could lead on to several possible PhD projects, including in asymptotics, numerical analysis, and stability theory.

Aims

The application of wave theory to problems involving the generation, propagation and scattering of acoustic and other waves is of considerable relevance in many practical situations. These include, for example, underwater sound propagation, aircraft noise, remote sensing, the effect of noise in built-up areas, and a variety of medical diagnostic applications. This course would aim to provide the basic theory of wave generation, propagation and scattering, and an overview of the mathematical methods and approximations used to tackle these problems, with emphasis on applications to aeroacoustics.  The ultimate aim is for students to understand the underlying mathematical tools of acoustics sufficiently to read current research publications on acoustics, and to be able to apply these techniques to current research questions within mathematics, engineering and industry.

Learning Outcomes

• Reproduce standard models and arguments for sound generation and propagation.
  
• Apply mathematical techniques to model sound generation and propagation in simple systems.
• Understand and apply Wiener-Hopf factorisation in the scalar case.
  

Approximate Syllabus

• Some general acoustic theory.
• Sound generation by turbulence and moving bodies (including the Lighthill and Ffowcs Williams Hawkings acoustic analogies).
• Scattering (including the scalar Wiener-Hopf technique applied to the Sommerfeld problem of scattering by a sharp edge)
• Long-distance sound propagation including nonlinear and viscous effects.
• Wave-guides.
• High frequencies and Ray Tracing.

Reading List

• D.G. Crighton, A.P. Dowling, J.E. Ffowcs Williams, et al, "Modern Methods in Analyticial Acoustics", Springer 1992.
• M. Howe, "Acoustics & Aerodynamic Sound", Cambridge 2015 (available online through Warwick Library).
  
• S.W. Rienstra & A. Hirschberg, "An Introduction to Acoustics", (available online).

Topological Data Analysis (TDA) is an approach to data analysis based on techniques from algebraic topology. Topology is the study of properties of sets that are invariant under continuous deformations; it is concerned with concepts such as ``nearness'', ``neighbourhood'', and ``convergence''. Nowadays, topological ideas are an indispensable part of many fields of mathematics, ranging from number theory to partial differential equations. Algebraic topology, in particular, aims to understand topological properties of spaces through algebraic invariants. The premise of topological data analysis is that data there is an underlying topological structure to data. Familiar examples include clustering, where the aim is to subdivide data into different clusters, or ``connected components'', and connectivity in networks. In this module we introduce persistent homology, a powerful method for studying the topology of data. We discuss the theoretical foundations, as well as computational and algorithmic aspects and various applications. While the course is mainly theoretical in nature, you are encouraged to experiment using a range of available software and applications. The lecture material will be available as video recording and slides, and exercises will be published semi-regularly.

Intended Learning Outcomes

Upon completion of this module you should be able to:

• understand how topological information can be extracted from discrete data;
• use persistent homology to compute persistence diagrams and barcodes;
• explain the different parts of the persistent homology pipeline and the computational challenges involved;
• evaluate the stability and robustness of persistent homology computations;
• summarize different approaches to the topology of data and discuss applications

Literature

1. Steve Oudot. Persistence Theory: From Quiver Representations to Data Analysis. AMS 2015
2. Herbert Edelsbrunner and John Harer. Computational Topology, An Introduction. AMS 2010
3. Nina Otter, Mason A Porter, Ulrike Tillmann, Peter Grindrod & Heather A Harrington. A roadmap for the computation of persistent homology. 2017

More specialised sources and papers will be made available in time.

Overview

There is much active mathematical research into aeroacoustics (the study of sound in aircraft engines).  This field is closely followed, and often contributed to (sometimes helpfully) by engineers in both academia and industry (e.g. Airbus, Boeing, NASA, etc).  The aim of this course is to give an overview of the mathematical techniques needed to understand the current research problems, and read current papers in the area.  This could lead on to several possible PhD projects, including in asymptotics, numerical analysis, and stability theory.

Aims

The application of wave theory to problems involving the generation, propagation and scattering of acoustic and other waves is of considerable relevance in many practical situations. These include, for example, underwater sound propagation, aircraft noise, remote sensing, the effect of noise in built-up areas, and a variety of medical diagnostic applications. This course would aim to provide the basic theory of wave generation, propagation and scattering, and an overview of the mathematical methods and approximations used to tackle these problems, with emphasis on applications to aeroacoustics.  The ultimate aim is for students to understand the underlying mathematical tools of acoustics sufficiently to read current research publications on acoustics, and to be able to apply these techniques to current research questions within mathematics, engineering and industry.

Learning Outcomes

• Reproduce standard models and arguments for sound generation and propagation.
  
• Apply mathematical techniques to model sound generation and propagation in simple systems.
• Understand and apply Wiener-Hopf factorisation in the scalar case.
  

Approximate Syllabus

• Some general acoustic theory.
• Sound generation by turbulence and moving bodies (including the Lighthill and Ffowcs Williams Hawkings acoustic analogies).
• Scattering (including the scalar Wiener-Hopf technique applied to the Sommerfeld problem of scattering by a sharp edge)
• Long-distance sound propagation including nonlinear and viscous effects.
• Wave-guides.
• High frequencies and Ray Tracing.

Reading List

• D.G. Crighton, A.P. Dowling, J.E. Ffowcs Williams, et al, "Modern Methods in Analyticial Acoustics", Springer 1992.
• M. Howe, "Acoustics & Aerodynamic Sound", Cambridge 2015 (available online through Warwick Library).
  
• S.W. Rienstra & A. Hirschberg, "An Introduction to Acoustics", (available online).

MB ChB Phase 3 spans year 3 AND 4.

2017 Cohort are supported through year 4 via the MD30X-19/20 module Moodle space.

The two laboratory mini-projects conclude your MSc year and prepare you for your PhD projects. MD979 is the first one. Due to the highly inter-disciplinary nature of the IBR DTP, you have a great variety of choice for these projects. You will have an 11-week period for each of the two mini-project modules (MD979 and the subsequent MD980). Normally there would be one experimental biology project and one either theoretical biology project (e.g., bioinformatics, computational biology) or experimental project in chemistry, physics or engineering. The supervisor pool is accordingly expanded to include colleagues across the departments of the Faculty of Science in addition to WMS.

The projects will either be developed by the you together with an academic from the supervisor pool, or initially by the supervisors alone, who will submit projects directly to the mini-project call for presentation to the student cohort at a mini-project “fair”. You should be aware that all projects will first be vetted in the IBR DTP management team before inclusion in the course.

This short course is designed to develop the skills required to manage patients with a range of chronic diseases such as diabetes, dementia, musculoskeletal conditions, depression and mental illness, and end of life care within primary care.

The course will introduce you to the knowledge and skills that are needed for the delivery and organisation of high quality care, responsive to the physical, emotional, psychological and social needs of people with chronic conditions within the multidisciplinary setting.

The course will provide a sound foundation and understanding of economic concepts and their relevance to decisions around the allocation of healthcare resources, allowing you to critically appraise health economics studies and work effectively with health economists in your team.  It will provide you with a toolkit of methods useful for research and healthcare management.

The Physical Biology of the Cell module is a core module of the MSc IBR, which underpins the MRC-funded IBR DTP.

The module aims to provide a physical sciences perspective to cellular biology and equip postgraduate students to begin a research career at the interface of biology and physics.

You will explore the basic physical concepts underlying the behaviour of biomolecules, dynamic cell processes, cellular structure and signalling events. You will learn how to estimate sizes, speed and energy requirements for a variety of biological processes and build simple explicit models to fit experimental data from cell biological experiments.

PBoC is about learning to ask and answer quantitative scientific questions in the realm of biophysical cell biology.

It is arguably possible to sask scientific questions that are not quantitative*, but in general, useful scientific ideas make quantitative predictions that can be tested by observation and experiment. And arguably again, the most powerful scientific ideas are those that make the firmest quantitative predictions, and can thereby be definitively disproved.

Our goal with this course is to equip you with a basic set of tools to think quantitatively about the biological world, design better (more incisive) experiments, and analyse and interpret your data in useful and formally correct ways.

On completing the module, you should be able to analyse and quantify physical biological properties and behaviours of living systems; formulate scientific questions by harnessing the core concepts of physical biology and design experiments that effectively address your scientific questions.

PBoC is designed to help you to think!  Your instructors will aim to make the material challenging, but accessible, and above all, interesting.

Cohort A01 (November 2016)

The aim of the material being taught during this module is to help you to gain a better understanding of research and critical appraisal. As such, this module will help prepare you for other modules, and
also increase your ability to use research as part of your clinical or research / management role.  While the material may sometimes be challenging, it is appropriate for a Masters level module, which aims to help students think deeply and develop their critical skills.  The course includes a large practical component in which you will have the opportunity to practice the new skills that you have been taught, and to undertake some of the tasks necessary for the course assignment.  

Dear All,

Welcome to Qualitative Research Methods in Health. 

This module aims to provide you with a) a critical perspective on the contribution of qualitative research methods to understanding and improving health and b) an introduction to qualitative research methods and their application in health related research.

Aims

Develop knowledge and understanding of qualitative methods as used in health related research and develop your skills in the use of these methods. Gain the capability to use these research methods appropriately for undertaking research and evaluation both as part of postgraduate study and in your working environment.

Learning Outcomes
By the end of the module you should be able to:
 Demonstrate a critical understanding of the origins and usage of qualitative research methods in relation to health.
 Demonstrate how to develop a research question and use appropriate qualitative and methods to answer it.
 Demonstrate an understanding of the range of research methods and when and how they should be used.
 Demonstrate a critical understanding of the use of qualitative methods in relation to other widely used research methods in health care.

Here and in the module guide, you will find the pre-course preparation task. We strongly encourage you to undertake the preparatory work, especially if you are new to qualitative research methods.
We look forward to meeting you.

Frances Griffiths and Bronwyn Harris
Module Co-leads

This course focuses on the development of analysis and integration strategies for mixed methods researchers. It follows on from the Mixed Methods Design course by introducing students to a range of mixed methods analysis approaches and techniques through seminar style presentations, hands on workshops and tutorials where students can work on their own mixed methods projects.

This course outlines Moodle's features by providing examples of activities and resources.

This course is used for demoing quizzes in student view.

NT957 (17/18) January 2018 onsite course
A basic diabetes course designed to improve the care provided by healthcare professionals to their patients living with diabetes mellitus.

BL0519  

A basic diabetes course designed to improve the care provided by healthcare professionals to their patients living with diabetes mellitus.

NT959 (17/18) April 2018

A basic diabetes course designed to improve the care provided by healthcare professionals to their patients living with diabetes mellitus.

This course contains a ready-made Peerwork activity for WMG staff to import into their own modules. 

Timing and CATS

The module will run in the Spring Term and is worth 15 CATS

Module Description

The module introduces thinkers, ideas and arguments from ancient philosophy that have been foundational for the western philosophical tradition. Thinkers studied include Parmenides, Socrates, Plato and Aristotle. Students are introduced both to the primary texts and to secondary literature. The module focuses specifically on metaphysics, epistemology and ethics, and emphasizes contrast and continuity between treatments of these topics in the ancient literature. The module provides a foundation both for further study of Greek philosophy, and for study of contemporary philosophical literature that engages with these traditional themes.

Learning Outcomes or Aims

By the end of the module students should have acquired: 1. a good basic knowledge and understanding of the work of some of the key figures in Ancient Greek philosophy; 2. an appreciation of the development of philosophical thought about metaphysics, epistemology and ethics in Ancient Greece, and an ability to compare the views of key thinkers on specific topics; 3. an appreciation of the importance of Ancient Greek philosophy in the history of Western philosophy as a whole; 4. skills in reading and interpreting philosophical texts; 5. an ability to critically assess relevant arguments; 6. an ability to construct and present a lucid and rigorous argument, both orally and in writing; 7. the ability to discuss a topic in a pair or a group with clarity, patience and sensitivity to the views of others.

Contact Time

In this module students must attend 2 hours of lectures and 1 hour of seminars per week, over the course of 10 weeks

Lectures for 2017-18

• Monday 12pm to 1pm in L5
• Wednesday 11am to 12pm in LIB2
   

There will be no lectures in reading week (week 6)

Seminars for 2017-18

Seminars start in week 2 and run for the rest of the term

There will be no seminars in reading week (week 6)

Please sign up for a seminar group using Tabula.

Assessment Methods

This module is formally assessed in the following ways:

• 1 x 1,500 word essay (worth 15% of the module)
  
• 1 x 2-hour exam (worth 85% of the module)

The first 5-6 weeks of this module introduce students to Kant’s Critique of Judgement, the foundational text of modern aesthetics for both the analytic and the continental traditions. It aims to give students a good overview of this difficult text, and to help them engage critically with both key ideas in the text, and some of the debates in recent scholarship and aesthetic theory to which it has given rise. It will cover aspects of the Introduction, particularly the idea of reflective judgement, the Analytic of the Beautiful, the Deduction of Aesthetic Judgements, the Analytic of the Sublime, as well as Kant’s generally overlooked remarks on fine art and genius. Key questions to be considered include: are judgements of taste subjective or objective, and in what sense?; what is the relation between the sublime and morality for Kant; how are work of art possible? We will also consider the extent to which Kant’s analysis of aesthetic judgement can be applied to works of art, and ways in which this might be problematic. The remaining 3-4 weeks of the course focus on Martin Heidegger’s antipathy to aesthetics as a philosophical understanding of art. Our focus will be the ‘Origin of the Work of Art’ informed by Heidegger’s critique of modern subjectivism in ‘The Age of the World Picture’ and contrast between art and technology as ‘modes of disclosure’ in ‘The Question Concerning Technology.’ Questions to be considered include: why is Heidegger hostile to the very idea of aesthetics as a philosophical understanding of art? What is the ontological function of works of art according to Heidegger, and is this credible? What is the relation of art to truth on the one hand and technology on the other?

This course is a first introduction to philosophy of mathematics, via one of our most fascinating and perplexing concepts: the infinite. We encounter the concept of infinity in myriad ways. In Zeno’s paradoxes of time, space, and motion, the idea of infinite division is used to argue in favour of a radical monism. The ancient atomists Leucippus and Democritus claimed that the universe consisted of an infinity of atoms moving in an infinite void, and contemporary cosmology still considers the issue of whether the universe is infinite to be an open question.

But what does it mean for something to be infinite? It is mathematics that offers us the precise definitions that let us begin to answer this question, and thus in mathematics that many of the most important questions concerning the infinite arise. Do the infinite structures that we talk about in mathematics really exist? If so, how can we have knowledge of them? Is it even coherent to talk about the truly infinite, or does it fall victim to paradox? This course will investigate these and other questions by engaging with the ideas of philosophers and mathematicians from across history, with a focus on the reception of Georg Cantor’s theory of sets, and the crisis in the foundations of mathematics that it precipitated.

Photography is ubiquitous. Advertising, the internet and social media depend upon it. With this come worries about image-manipulation and so-called “fake news.” Prior to the worries provoked by digital imaging, photography was generally taken to be a reliable source of knowledge about the world: assuming that images have not been digitally manipulated or misleadingly staged, we have reason to believe what we see in forensic, scientific and medical photographs, if not advertising or propaganda—certainly by comparison to what we see in hand-made images. We rely on crime scene photographs for a reason. Call this photography’s (relative) “epistemic advantage:” It depends on the intuition that machine-generated images are free from certain kinds of unreliability (selective attention, false beliefs, etc) that human beings suffer from. 

But photography is also taken to be aesthetically rewarding: it is widely collected and exhibited in museums, and we appreciate different photographer’s styles or oeuvres for different reasons—not least because different photographers and different schools of photography depict the world in very different ways, focusing on different subject matters, and stressing some features of the scene while suppressing others. We appreciate art in general for these kinds of reasons, and photography is no different in this regard. Call this photography’s “aesthetic capacity.” But note that such capacities are precisely what photography’s “epistemic advantage” depends on bypassing—by providing an ostensibly objective, or “belief-independent” recording of the world.  

So it looks as if the reasoning, and underlying intuitions, behind attributing epistemic and aesthetic capacities to photography conflict. If so, both cannot be true and one will need to be surrendered. This has generated debate between “orthodox” and “new theorists” of photography over the past decade. Orthodox theorists foreground photography’s epistemic capacities; new theorists stress its aesthetic capacities. Spoiler: I’m a new theorist, of sorts. One reason for being a new theorist is that it enables us to take the intentions, beliefs and other mental states of photographers seriously, and this opens up the possibility of using photography for various artistic, ethical and political purposes—in addition to its well documented scientific, medical and forensic uses—some of which we will look at on this course. The challenge for new theorists will be how to account in turn for photography’s epistemic capacities in manner consistent their claims for its aesthetic capacities.

*This module website are currently being updated for the 20/21 academic year* 

Welcome to the Public Policy for 21st Century Challenges course for the academic year 2020/2021!

Lectures begin in week 1 of the autumn term and finish in week 20, which is the last week of the spring term in the following year. The exceptions are weeks 6 and 16, which are PAIS Reading Weeks. Please note that there are no seminars in week 1.

Please note that the seminars begin in week 2 of the autumn term and finish in week 20, which is the last week of the spring term in the following year. The exceptions are weeks 6 and 16, which are PAIS Reading Weeks.

Welcome to the Gender and Development Moodle page! 

The module is taught through one lecture and one seminar each week. The lectures provide an introduction and overview of the topic under discussion and the seminars explore the main issues in more detail.

Please be aware that there is NO seminars in both week 1 and week 2, but you will need to complete a group exercise before week 3 (detailed instructions regarding the exercise, please see announcement). 

**Seminar classes begin in Week 3** of the autumn term and finish in Week 20, which is the last week of the spring term in the following year. The exceptions are Weeks 6 and 16, which are PAIS Reading Weeks.

The main teaching part of the course is scheduled to finish in Week 20 to allow you to complete essays over the Easter break. When we reconvene in the summer term, we will be holding revision classes.

in office room E1.15

Introduction

Welcome to the website for PO380: 'Britain and the War on Terror'.

The module director is Dr Sam Cooke

Email: s.cooke.2@warwick.ac.uk

Should you have any questions or problems, please do not hesitate to come and see me during my advice and feedback hours.

Lectures begin in week 1 of the autumn term (and seminars in week 2) and the course finishes in week 20 (i.e. the last week of the spring term in the following year). The exceptions are weeks 6 and 16, which are PAIS Reading Weeks.

Welcome to Fundamentals in Quantitative Research Methods. All essential information about this module is in the Syllabus below. In the sections below you will find more precise information and documents 5 or 6 days ahead of each class.

Do not forget to refer to general information about your course provided by your respective department. In PAIS for example, this is the MA Handbook, which provides precise guidance on essay writing, and many other useful topics.

For personal issues whose solution is neither on Moodle or in your MA Handbook, please come and meet the lecturer (Philippe Blanchard) or your seminar tutor (P.B. or Alvaro Cabrejas Egea) during their weekly advice and feedback hours (to be indicated here soon). We are pleased to help as much as we can. If you cannot come during the A&F hours, just make an appointment for another time over email.

Please find us here Course: Researcher Development Online (RDO) | Moodle@Warwick

This SLS/WMS Waste Management and Safety at Gibbet Hill/  Innovation Campus, Stratford-upon-Avon (Wellesbourne) course covers the processes, procedures and decision-making in purchasing and using materials for the laboratory. 

The course covers good decision choices that will manage, reduce waste and increase the safety of users. 

When people think about media these days, the internet and social media immediately spring to mind. But of course, these are only the latest developments in a long history of humans communicating to ever larger numbers, about a wider variety things, over greater expanses of space and time. This module surveys that history from a sociological perspective, looking at how people respond to the form and the content of media representations through the lens of sociological theory and empirical research. The module starts with the early theories of mass media and their impact on people’s lives. Step by step, the module introduces key developments in the history of media research. Ultimately, we arrive at the role of social media in society. We consider how the highly distributed and democratised nature of the internet and social media is transforming society and people’s lives on an evolving basis. The module asks you to consider your own experience of media and to critical interrogate its role in society from a sociological perspective.

Sociology of Education is a sub-discipline of Sociology that takes a critical and analytical look at the design, development, experience and outcomes of the education system. Over the course of the module we will take the UK education system as a case study for helping us to understand the ways in which political, social, moral and economic agendas have shaped (and continue to shape) schools and universities. Paying close attention to key policy-making, we will ask critical questions about the role and purpose of education in relation to wider society. What kinds of knowledge and ways of knowing are permitted or excluded in traditional educational settings? Does education challenge or reproduce social inequalities? How do young people and teachers experience education?

Welcome to Gender, Crime and Justice,

 This module aims to provide a comprehensive and critical understanding of the relationship between gender, crime and justice. The module will explore the  sociological  and  criminological approaches to the study of deviance, gender and crime in contemporary society. You  will be presented with a range of theoretical and conceptual issues around the theme of gender, crime and justice including feminist writing on the meaning and relevance of gender. The course will highlight some of the key issues when exploring crime, victimisation and criminal justice in relation to gender. The content will draw on relevant policy material in this field.

Disability, Inequality, and the Life Course is a Year 2 optional module that introduces students to the sociology of disability. The particular focus of the module is to provide explanations for numerous disability inequalities that exist across the life course. Upon completion of the module, students will have an appreciation of existing theoretical approaches to understanding disability inequalities as well as knowledge of empirical research on a wide range of relevant topics. The module is primarily research-led: we will regularly engage with existing empirical work on disability in order to better understand mechanisms and social processes behind the association of disability with social inequality.

This module seeks to promote teaching on the historical and contemporary experiences of transgender people. It fosters critical analysis of gender in relation to trans binary and non-binary genders and focuses on the meaning of transgender for everyday social life in a local as well as global context. ‘Trans’ may be taken to mean anyone who is uncomfortable with, or transgresses, usual gender roles and ‘can cover a variety of experiences’ (Whittle, 2006) including gender variance, permanent or temporary cross dressing, transsexuality and transgenderism. It aims to introduce students to gender as a question of being or doing beyond ‘the binary’ and introduce them to the theory and practice of trans epistemologies in contemporary society. Taking a trans-feminist perspective, the course recognizes the increasingly critical field of inquiry in trans binary and non-binary social life (including socio and medico legal frameworks) and how this is cross cut by other variables such as race, impairment, class, sexuality and religion. The course will address socio and medico legal issues such as healthcare, young people, surgery as well as research methodologies and media representation and presentation.

Provisional Outline of Course

Week 1: Introduction: Indigenous feminisms, post/colonial feminisms and the intersections of political struggles

Week 2: Feminism, post/coloniality and the question of sovereignty (Assam)

Week 3: Feminism, terror and security (Afghanistan, Iraq, Syria, Sudan) 

Week 4: Feminism, socialism and authoritarianism (China)

Week 8: Feminism, reproduction and land rights in settler colonial states (Australia, US, Canada)

Week 9: Feminism and Revolution (Algeria)

Week 10: Summary workshop/ Time for assessment discussion

Illustrative Bibliography

R. Icaza (2017) 'Decolonial Feminism and Global Politics: Border Thinking and Vulnerability as a Knowing Otherwise' in M. Woons & S. Weier (eds.) Critical Epistemologies of Global Politics, E-International Relations Publishing.

Kaul, N. & Zia, A.(2018) ‘Knowing in our Own Ways: Women and Kashmir’, Special Issue EPW/RWS

Osuri, G.(2018) ‘Sovereignty, vulnerability, and a gendered resistance in Indian-occupied Kashmir’, Third World Thematics: A TWQ Journal, 3(2) 228-43.

Menon, Nivedita. 2012. "Victims or Agents?" in Seeing like a Feminist. pp. 173-212. 

Radha Kumar (1999) 'From Chipko to Sati: The Contemporary Indian Women's Movement'. in N. Menon (ed.), Gender and Politics in India. OUP, pp.342-369.

Fong, M. (2016) One Child: The story of China’s most radical experiment, Houghton, Mifflin, Harcourt.

Lydia H. Liu, Rebecca E. Karl and Dorothy Ko (eds.) (2013) The Birth of Chinese Feminism: Essential Texts in Transnational Theory, Columbia University Press.

Hershatter, G. (2018) Women and China’s Revolutions, Rowman & Littlefield.

Maha El Said, Lena Meari and Nicola Pratt (eds.) (2015) Rethinking Gender in Revolutions and Resistance: Lessons from the Arab World, London: Zed.

Nadje Al-Ali & Nicola Pratt (2009) What Kind of Liberation? Women and the Occupation of Iraq, Berkeley: University of California Press.

Seedat, F.(ed.) (2017) ‘Special Issue: Women, Religion and Security’, Agenda, 30(3).

M.E.M.Kolawole (1997) Womanism and African Consciousness, Africa World Press Inc.

B. Badri & A. M. Tripp (eds.) (2017) Women’s Activism in Africa, London: Zed.

B. Fredericks (1997) ‘Reempowering Ourselves: Australian Aboriginal Women’, Signs. Journal of Women in Culture and Society, 35(3).

Green, J. (ed.) (2017) Making Space for Indigenous Feminism(2^ndedition), Fernwood Publishing.

R. Aída Hernández Castillo (2010) ‘The Emergence of Indigenous Feminism in Latin America’, Signs, 35(3).

Please see the ST341 Statistical Genetics Moodle page for information.

Tasks for Moodle Training Course

content from IE2C9 (13/14) https://moodle.warwick.ac.uk/course/view.php?id=5697 - INC0763394

The module draws on the practical skills of students and augments them with the competencies required to produce a video. Assessment is divided into a first video based on a set text and then a final video on a subject of the student groups' choosing that is shown at the end of the Spring Term.  

The module is based in the department’s edit suite and includes instruction in use of camcorders and training in video editing using Adobe Premiere Pro. Instruction is also provided in audio editing, colour grading using Speedgrade and motion graphics and compositing using After Effects. Works have previously embraced stop-frame animation and multimedia installations and students are encouraged to engage creatively with the possibilities afforded by the moving image. This is an option choice that does demand considerable commitment beyond the allotted course hours. Please note that the video projects will be group works in order to acommodate as many students as is practicable.

The module draws on the practical skills of students and augments them with the competencies required to produce a video. Assessment is divided into a first video based on a set text and then a final video on a subject of the student groups' choosing that is shown at the end of the Spring Term. The module is based in the department’s edit suite and includes instruction in use of camcorders and training in video editing using Adobe Premiere Pro.

Instruction is also provided in audio editing, colour grading and motion graphics and compositing using After Effects. This is an option choice that does demand considerable commitment beyond the allotted course hours. Please note that the video projects will be group works in order toaccommodate as many students as is practicable. No prior knowledge of filming or editing is required.

This module explores the relationship between identity and performance through a variety of artistic forms. The module will examine a range of practices from biographical drama to live art to stand up comedy in order to interrogate questions of selfhood, otherness, and identity. The module synthesises critical discourse with practical experimentation in order to better understand how and why we represent ourselves and others. Moreover, we will question what it means to have a 'self' to represent. We will examine questions of truth, authenticty, alterity, ethics, and antitheatricality. The module will begin by exploring key examples from different modes of performance (both practically and theoretically) and then, in the Spring Term, move towards developing devising skills and creating small group and solo practice-based projects. Throughout the course of the module we will not only investigate how and why people have sough to represent 'true' lives but consider the role of performance within the our everyday identities. The module, thus, aims to offer an engaging and challenging introduction to the politics of identity and performance.  

Click here to meet James

Welcome to the Warwick Online Learning Certificate!

This course has been developed to give you the skills and confidence to be an effective online learner. It will be ideal preparation for you as you move into the next year of your degree studies.

WM016-20/21 FTMSc

The course focuses on two core concepts change and leadership

Using a range of case studies, concepts and models it explores 

• The context for change - the main driving and restraining forces
• The development of change plans and objectives
• The implementation of change processes
• The approach to leading and managing change 
• The importance of personality, cognition and emotion in determining peoples response to change 
• How to identify and break down barriers to change
• How to measure evaluate and sustain change 

DMM-WM02102JL (17/18)

FTMSc 18/19  Business Model Generation

The course has been modified for 2018-19 by reducing formal lectures, and turning it into a five day business model sprint. The formal lecture notes are all available online and should be read, ideally before course start or each day before those topics are addressed in class.

A new workbook has been created which will be printed and provided to participants. This contains guidance and templates to work through during the week (as part of a team) creating viable business models for a business opportunity.

There is a pitch to be done on Friday afternoon to a panel (and the rest of the class) based on the work undertaken during the week. This carries a 10% mark towards the Final assessment for the module.

The course post module work requires the student to generate a new idea and systematically work through the analysis and development of  a viable business model. It is suggested that this may be a good way to start thinking about your main course project. The PMW is worth 90%.

MSM-WM31001MC (17/18)

The dream of building machines that emulate living organisms has always accompanied humans throughout the development of civilization. Despite such a long history, Robotics as a discipline is a relatively new field where Mechanical, Electronic and Software Engineering merge together in the attempt to build intelligent machines. This course introduces students to this fascinating field by focusing on modelling, planning and control of mobile robots. 

HTI-WM91601JL (18/19)