Transitional justice can be defined as the mechanisms and processes designed to address mass human rights violations of the past. The connections between transitional justice and international development are increasingly acknowledged as relevant for both improving practice and theory in the different domains of activity and intervention. Scholars, policy makers and practitioners are posing questions such as can economic, social and cultural rights be included in transitional justice interventions? How are human rights connected to development? Can development be a form of justice for individuals and communities who have had their human rights violated? Can the inclusion of development issues undermine the pursuit of justice for human rights violations?
Search results: 38
Welcome to our Advent Calendar inspired activities
Take a few steps with us into the festive - sometimes you may get to jump ahead, but mostly no sneak peaks.
We hope you stay curious and open new doors!
Suggestions welcome Thank you.
Course image EN2B3:Drama and Democracy
2020/21
Drama is the most public literary form - at many points in history the most immediately engaged in social change. Dublin's Abbey Theatre, Cape Town's Space Theatre, and New York's Cherry Lane Theatre are among the many sites that have played a major part in defining national identities at times of crisis and have been platforms for protest.
This module looks at major English-language plays written since the beginning of the twentieth century. We shall examine theatre in Ireland, South Africa, and the USA to investigate some of the ways writers have dramatised political, racial, class, and gender issues and have tried to foster a sense of community and intervene in history. Developments in theatrical form will be studied as vehicles for ideas. The work of designers, directors, and actors will be considered alongside the texts. At the heart of the module is the shifting relationship between theatre and social change.
SYLLABUS
TERM 1
Ireland
Week 1: Introduction. Types, Stereotypes, Myths and Two Histories of Ireland. Dion Boucicault, The Colleen Bawn (1860); W. B. Yeats and Lady Gregory, Cathleen ni Houlihan (1902)
Week 2: Sean O'Casey, The Shadow of a Gunman (1923) and The Plough and the Stars (1926)
Week 3: Frank McGuinness, Observe the Sons of Ulster Marching Towards the Somme (1986) and Sebastian Barry, The Steward of Christendom (1995)
Week 4: Anne Devlin, Ourselves Alone (1985) and Marina Carr, By the Bog of Cats (1998)
Week 5: David Ireland, Cyprus Avenue (2016)
Week 6: Reading week
South Africa
Week 7: Athol Fugard, John Kani, and Winston Ntshona, Sizwe Bansi is Dead (1972); The Island (1973)
Week 8: Athol Fugard, Statements After an Arrest (1972); 'Master Harold'... and the Boys (1982)
Week 9: Mbongeni Ngema, Sarafina! (1985), Janet Suzman, The Free State: A South African response to Chekov's The Cherry Orchard (2000)
Week 10: Mongiwekhaya, I See You (2016)
TERM 2
USA
Week 1: Eugene O'Neill, The Hairy Ape (1922) and All God's Chillun Got Wings (1924)
Week 2: Arthur Miller, The Death of a Salesman (1949) and Lorraine Hansberry, A Raisin in the Sun (1959)
Week 3: Tennessee Williams, A Streetcar Named Desire (1947)
Week 4: Arthur Miller, The Crucible (1953)
Week 5: James Baldwin, Blues for Mister Charlie (1964); Amiri Baraka, Dutchman (1964)
Week 6: Reading week
Week 7: Ntozake Shange, for colored girls... (1976); August Wilson, Ma Rainey's Black Bottom (1982)
Week 8: Tony Kushner, Angels in America: Millennium Approaches(1991) and Tarell Alvin McCraney, The Brothers Size (2015)
Week 9: Anne Washburn, Mr. Burns (2012); Lynn Nottage, Sweat(2015)
Week 10: Branden Jacobs-Jenkins, An Octoroon (2014); Lin-Manuel Miranda, Hamilton (2015)
PRIMARY TEXTS
It is essential for all students to bring copies of the week's readings (book, hardcopy printout, or laptop/e-reader) to seminar. Find more information here.
ASSESSMENT
TBA: watch this space over the summer
FILMS/VIDEOS
Recommended films/videos for context:
Term 1
- The Plough and the Stars (dir. John Ford, 1936)
- Michael Collins (dir. Neil Jordan, 1996)
- The Wind That Shakes the Barley (dir. Ken Loach, 2006)
- Bloody Sunday (dir. Paul Greengrass, 2002)
- Hunger (dir. Steve McQueen, 2008)
- The Biko Inquest (dir. Graham Evans, Albert Finney, 1984)
- Cry Freedom (dir. Richard Attenborough, 1987)
- Sarafina! (dir. Darrell Roodt, 1992)
- Mandela: Long Walk to Freedom (dir. Justin Chadwick, 2013)
Term 2
- Citizen Kane (dir. Orson Welles, 1941)
- The Crucible (dir. Nicholas Hytner, 1996)
- On the Waterfront (dir. Elia Kazan, 1954)
- A Streetcar Named Desire (dir. Elia Kazan, 1951)
- A Raisin in the Sun (dir. Daniel Petrie, 1961)
- In the Heat of the Night (dir. Norman Jewison, 1967)
- Dutchman (dir. Anthony Harvey, 1966)
- Do the Right Thing (dir. Spike Lee, 1989)
- Philadelphia (dir. Jonathan Demme, 1993)
- Cradle Will Rock (dir. Tim Robbins, 1999)
- Selma (dir. Ava DuVernay, 2014)
- Moonlight (dir. Barry Jenkins, 2016)
- Fences (dir. Denzel Washington, 2016)
Photograph: The National Theatre's An Octoroon (2018), Richard Davenport, The Other Richard/The Guardian
Example first-class essays
What Next?: A Future Beyond Postmodernity in Washburn's Post-Capitalist Realist America
2020/21 Proposed teaching timeslots available - *subject to change*
| DAY/TIME | |
| TUE - 2:00 - 3:45 | |
| TUE - 4:15 - 6:00 | |
This is a core module for English and Theatre Studies second-year students and open only to them.
Course image ES434:ASICS, MEMS and Smart Devices
2018/19
Devices and silicon processing; ASIC (based on analogue/digital
VLSI) and MEMS design; silicon micromachining and other emerging process
technologies; system design methodology; device design styles: detailed
optimisation (cost and power), principles and applications. Examples will
include physical and chemical microsensors, MEMS and microsystems. Automotive,
environmental, industrial and healthcare applications.
Students are expected to solve problems taken from the recommended text-book (examples sheets and past exam papers).
Written Design Project: ASIC chip, MEMS or smart device to be designed and simulated with students working individually.
Course image FI101:Discovering Cinema
Uncategorised
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.
Students will explore these ideas through a wide and engaging array of films from different countries and different periods in the history of cinema. By focusing on a range of films, this module will ultimately equip students with the necessary analytical skills to discover cinema’s richness, its complexity and its expressiveness
Course image FR332:Politics & Violence in Modern France
2018/19
The aim of this module is to allow students to study a distinctive aspect of modern French politics. France has a history of violence in revolution, counter-revolution, coup d'etat, foreign occupation and protracted colonial wars, not to mention lower-level violence on the streets and in factories. We will look at some influential and important theories of political violence, including those of Georges Sorel, Frantz Fanon, Jean-Paul Sartre and Maurice Merleau-Ponty. We will also examine actual moments of particularly intense violence -- including Occupation and Resistance, 1940-1944; the Algerian struggle for independence, 1954-1962; and May 1968 -- and ask whether the contemporary French political scene is much less prone to violence than in the past. At the centre of discussion will be important contemporary questions such as: 'Is political violence always wrong?' and 'does liberal democracy represent an advance over other, more explicitly violent forms of political arrangements?'
Course image GD110: Sustainable Development: Past, Present, Futures
2023/24
Course image GD110:Sustainable Development: Past, Present, Futures
2024/25
Course image HA2E0:Architectural Utopias
2020/21
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.
Course image HI114:History and Politics of the Modern Middle East
2019/20
This 30 CATS first-year undergraduate option module examines the history and politics of the modern Middle East through a series of questions and problems that have shaped its development. The module is divided into four sections. The first part of the module briefly questions the usefulness and origins of the term Middle East as a geographical area and unit of analysis. It raises questions about how historical and anthropological knowledge, western media, and academic scholarship in the social sciences have helped define the modern Middle East. The next section of the module offers a historical overview of the Ottoman past through the colonial and postcolonial periods, i.e. the period from the sixteenth century through the colonial period in the nineteenth century and to the present post-colonial period in the twentieth and twenty-first centuries. The module will then move to address more specifically some of the most important contemporary issues that have historically affected modern Middle Eastern politics along with the role of outside forces such as Britain and the United States. These include: the Arab-Israeli conflict; the history of oil in Saudi Arabia, Iraq, and Iran; the role of political Islam; questions of democracy, development, and human rights; the Gulf War, and the 2003 U.S. invasion/occupation of Iraq; the Arab Spring and the current war on terrorism.
The module is designed to be attractive to students interested in the histories, cultures, and societies of the Middle East, the history of empire, state formation, community and nation, and questions of democracy. It encourages students to rethink historical and political analysis. We will use a wide range of materials including diplomatic documents, short stories, scholarly texts, and photographs and videos, to explore the many different ways people in the Middle East have come to define and shape their world and also how outsiders have attempted to control and shape this world.
Course image HI178:Farewell to Arms? War in Modern European History, 1815-2015
2017/18
In the early twenty-first century, many commentators argue that European societies have broken politically, military, and culturally with a past long shaped by wars and military conflicts. Following the 2003 invasion of Iraq and the ensuing transatlantic dispute, many US conservative commentators argued with Robert Kagan that “Americans are from Mars and Europeans from Venus” (Of paradise and power. America and Europe in the New World Order, 2003). In this view, Europeans would now be both both unwilling and incapable of using war and military power to ensure their security. More recently, historian James Sheehan invited us to rethink modern European history as the painful, cruel, and costly process whereby European societies redefined their relationship to war as an instrument of policy (Where Have All the Soldiers Gone? The Transformation of Modern Europe, 2008). These debates, like the history of warfare, raise a series of ethical, political, and intellectual issues of continuing import and relevance.
This team-taught first-year optional module will introduce students to the history of war and conflicts in modern European history (1815-2015). It will consider how war, its conduct and experience, shaped states and societies in Europe. It will also investigate how the transformations of warfare reflected the evolutions of European societies.
The lectures will provide a brief outline of the military conflicts that shaped the experience of Europeans throughout the period. Most importantly however, in conjunction with weekly seminar discussions, they will help students understand how wars affected – and were transformed by – political ideologies and regimes, cultures, understandings of race and gender, economic systems and international relations and institutions.
Course image HI290:History of Germany, from Bismarck to the Berlin Republic
2018/19
Today we are used to thinking of Germany as a peaceful, prosperous and stable democracy, at the heart of Europe politically and economically as well as geographically. But for much of its modern history the picture was very different. A comparative latecomer to statehood, in the 170 years of its existence as a nation-state Germany experienced a dramatic transformation from a maverick to a model state which took in war, dictatorship, occupation and division, as well as rapid industrial development (twice), a dynamic civil society and intense cultural and intellectual experimentation.
This 30 CATS optional second year undergraduate module examines the history of Germany from Unification in 1871 to the Berlin Republic of Angela Merkel. Students will consider the political, social and cultural history of modern Germany from a variety of historical perspectives in order to understand why in Germany the past is so important to an understanding of the present. We will look at the rise and fall of political ideas and regimes, economic developments, issues of citizenship and ethnicity, attitudes towards gender and sexuality, and how all these affected the lives of ordinary Germans. Along the way, students will have the opportunity to conduct their own research and write a piece of Germany's history.
Course image HI290:History of Germany, from Bismarck to the Berlin Republic
2020/21
Today we are used to thinking of Germany as a peaceful, prosperous and stable democracy, at the heart of Europe politically and economically as well as geographically. But for much of its modern history the picture was very different. A comparative latecomer to statehood, in the 170 years of its existence as a nation-state Germany experienced a dramatic transformation from a maverick to a model state which took in war, dictatorship, occupation and division, as well as rapid industrial development (twice), a dynamic civil society and intense cultural and intellectual experimentation.
This 30 CATS optional second year undergraduate module examines the history of Germany from Unification in 1871 to the Berlin Republic which came into being after reunification in 1990. Students will consider the political, social and cultural history of modern Germany from a variety of historical perspectives in order to understand why in Germany the past is so important to an understanding of the present. We will look at the rise and fall of political ideas and regimes, economic developments, issues of citizenship and ethnicity, attitudes towards gender and sexuality, and how all these affected the lives of ordinary Germans. Along the way, students will have the opportunity to conduct their own research and write a piece of Germany's history.
Course image HI2G6:Africa in the First Globalization (14th-18th c.)
2020/21
In the last sixty years, there has been an increasing interest in the history of Sub-Saharan African history before European colonial rule. In the 1960s, after African countries became independent, many scholars moved away from Eurocentric paradigms to explore the African past in order to enhance the historicity and agency of African societies, from the Middle Ages to the Early Modern period. This module seeks to study the African continent within the wider context of Global history, by studying Africa's place in the First Globalization (14th-18th c.).
Principal Module Aims
This module aims to introduce students to precolonial African history. It is centred on the themes of state formation and it places special emphasis on the connections between the African societies and the rest of the world.
Learning Outcomes
- Obtaining knowledge on the different networks in which African societies and actors were engaged
- Identifying major themes and methodologies in African Early Modern History
- Establish intellectual bridges between African and non-African historiographies
- Classifying the environmental, political and cultural diversity of Early Modern Africa
- Critically evaluate and interpret a variety of primary sources and historiographical traditions
- Developing research skills, historiographical engagement, presentation skills, and critical analysis through individual and group work
Course image HI2H9:Surveillance States: Biometrics from the Border to the Bathroom
2024/25
You are being watched and measured. And you are not alone. For over a century, a global web of state, commercial, and individual surveillance has observed and measured an ever-widening variety of bodies, situations, and spaces. As our bodies have become legible to authorities and to ourselves, they have come to serve as identity documents, markers of kinship, and signs of entitlement or otherness. This module will explore the ways in which new ideas, knowledge and technologies have enabled states, societies and individuals to identify and assess their citizens, police their borders, and generate self-knowledge. From the invention of the ‘average man’ in the 19th century to the rise of home DNA testing kits and biometric passports, we will look at what it means to ‘measure up’ in modern society, and ask: how, when and where should our bodies be subjected to measurement, by whom, and for what purposes? Case studies will include fingerprinting, DNA profiling, and the all-too-familiar bathroom scale; others will be selected by students. Read more about our seminar topics here.
SEMINARS: Seminar groups will meet on Thursdays either from 9:00-11:00 or from 11:00-13:00 in FAB 3.25.
MOODLE: This module will use Moodle for a variety of activities -- like picking your student choice elements! -- and Talis for your readings. You will find our Moodle in your dashboards, and here.
ASSESSMENT
10% Participation: This will be assessed through weekly participation in module discussions. Students may request reasonable adjustments if needed (e.g., assessment via written or oral participation only if special/medical circumstances apply). Read more on our Departmental module page.
40% Applied Task: All students will identify and ‘curate’ (via a multimedia assignment equivalent to a 1000 word essay) an object or image which exposes or amplifies themes of the module. Required skills for this will be taught in the module, and for more information, see our 'Applied Task' page.
50% 3000 word Essay: Students may choose between writing a policy briefing on a topic related to the module OR a standard academic essay exploring a module topic.
Principal module aims
This module will build on the knowledge and approaches gained in Year One to:
Explore the ways in which states, societies and individuals have defined and observed 'normality', ‘health’, ‘disability’, and ‘abnormality’ in modern history;
Analyse how technologies of measurement and surveillance help to define both states and citizenship;
Examine how policy and politics respond to innovations in biomedical and technological understandings of our bodies;
Train you to use material and/or visual culture as well as textual sources from across science, technology, and medicine; and
Introduce you to key themes in the histories of medicine, technology, and disability. It will also complement the Year Two Research Project.
Learning outcomes
Demonstrate a detailed knowledge of the history of key surveillance technologies and modalities;
Analyse and evaluate the impact of measurement on the generation of social and political norms;
Identify and evaluate the contributions made by historical and interdisciplinary scholarship to understandings of bodily surveillance as state-making;
Locate, research, and analyse physical objects and/or visual representations as primary source material to generate new ideas and interpretations of the past;
Communicate the findings of independent research, adapting it to the needs of diverse audiences (e.g., policy makers, journalists, community members).
SEMINARS: Seminar groups will meet on Thursdays either from 9:00-11:00 or from 11:00-13:00 in FAB 3.25.
MOODLE: This module will use Moodle for a variety of activities -- like picking your student choice elements! -- and Talis for your readings. You will find our Moodle in your dashboards, and here.
ASSESSMENT
10% Participation: This will be assessed through weekly participation in module discussions. Students may request reasonable adjustments if needed (e.g., assessment via written or oral participation only if special/medical circumstances apply). Read more on our Departmental module page.
40% Applied Task: All students will identify and ‘curate’ (via a multimedia assignment equivalent to a 1000 word essay) an object or image which exposes or amplifies themes of the module. Required skills for this will be taught in the module, and for more information, see our 'Applied Task' page.
50% 3000 word Essay: Students may choose between writing a policy briefing on a topic related to the module OR a standard academic essay exploring a module topic.
Principal module aims
This module will build on the knowledge and approaches gained in Year One to:
Explore the ways in which states, societies and individuals have defined and observed 'normality', ‘health’, ‘disability’, and ‘abnormality’ in modern history;
Analyse how technologies of measurement and surveillance help to define both states and citizenship;
Examine how policy and politics respond to innovations in biomedical and technological understandings of our bodies;
Train you to use material and/or visual culture as well as textual sources from across science, technology, and medicine; and
Introduce you to key themes in the histories of medicine, technology, and disability. It will also complement the Year Two Research Project.
Learning outcomes
Demonstrate a detailed knowledge of the history of key surveillance technologies and modalities;
Analyse and evaluate the impact of measurement on the generation of social and political norms;
Identify and evaluate the contributions made by historical and interdisciplinary scholarship to understandings of bodily surveillance as state-making;
Locate, research, and analyse physical objects and/or visual representations as primary source material to generate new ideas and interpretations of the past;
Communicate the findings of independent research, adapting it to the needs of diverse audiences (e.g., policy makers, journalists, community members).
Course image HP210:Memory and the Spanish Civil War: Virtual Approaches to a Contested Past
2024/25
Course image HP210:Memory and the Spanish Civil War: Virtual Approaches to a Contested Past
2020/21
Course image HP210/HP325:Memory and the Spanish Civil War: Virtual Approaches to a Contested Past
2020/21
Course image HP304:The Disappeared: Literature and Culture from Argentina and Chile
2016/17
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?
Course image IM930:Futures Past: the Sixties Counterculture and the Origins of the Digital Revolution
Uncategorised
This module focuses on the turbulent politics of the ‘long 1960s’ with the aim of introducing students to how radicals and rebels during those years saw small-scale distributed technologies as tools to reforge the public sphere, and to initiate a move away from the perceived authoritarian patterns operating within mass media societies. Students will be introduced to the interdisciplinary debates between sociologists, anthropologists, cybernetic theorists and computational scientists that fuelled post-war investigations into mass communications technologies. With this foundation, they will explore how these ideas translated into the techno-counterculture of Sixties America by examining the radical underground press, public access cable movement and the early computer hobbyist scenes. In this way, students will become familiarized with how interdisciplinary knowledge informed bedrock conceptions of digital culture, and will think historically about how once provisional and speculative knowledge has become part of our commonsense rendering of the present.
In order to fulfill these aims, students will work with digitized archives; they will combine historical methods with conceptual frameworks from media genealogy to critically assess the legacies of countercultural engagements in contemporary ideas and practices of digital media. Students will investigate the inter-medial pathways that radicals and rebels explored, and become conversant with the interdisciplinary media and communications theory underpinning the thoughts of key actors and groups during the long 1960s.
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/im930-futures-post/
Course image IT315:Experiments in Narrative I: Telling the Past
2019/20
Course image IT331:Transnational Stories in Italy
2018/19
The module aims to enhance your understanding of how mobility and immigration have shaped identities in Italy in recent decades. You will develop a detailed knowledge of Italy’s history as a former colonial power and explore the impact of postcoloniality on national cultures. These questions will be explored in relation to Italy’s identity as a destination country in global migratory flows through an analysis of four contemporary novels. The topics discussed will include the impact of displacement on subjectivity; the problematic notion of home; the memory of Italy’s colonial past; and motherhood and migration. The analysis of the texts will be informed by theories of personal, cultural, and national identity construction and students will develop an awareness of how terms such as transnationalism, postcolonialism, hybridity and multiculturalism can be applied to the Italian case.
Course image LN201:Britain in Europe: past, present and future
2018/19
Course image LN201:Britain in Europe: past, present and future
2020/21
Course image LN201:Britain in Europe: past, present and future
2017/18
Course image LN201:Britain in Europe: past, present and future
2019/20
Course image MA4J5:Structures of Complex Systems
2020/21
• Relational family: hypergraphs, simplicial complexes and hierachical hypergraphs.Overview
Location: Warwick Mathematics InstituteThis should be one of the world's most sophisticated courses on mathematical modelling, combined with applications on complex systems. The current crisis, the global pandemic, economic transitions and climate change have brought complex systems theory once more into the spotlight, and their mathematical modelling is key to their understanding and possible management. We keep also this year the partition of the lecture into three parts, structural modelling, dynamic modelling and learning/data analysis. All of these parts have proven to be necessary for any complex systems modelling, sich as models in the Life Sciences, in the Social Sciences, in Economy & Finance or Ecology and Infectious Diseases.
In this lecture will learn how to start the modelling process by thinking about the model's static structure, which then in a dynamic model gives rise to the choice of variables. Finally, with the dive into mathematical learning theories, the students will understand that a mathematical model is never finished, but needs recursive learning steps to improve its parametrisation and even structure.
A very important aspect of the lecture is the smooth transition from static to dynamic stochastic models with the help of rule-based system descriptions which have evolved from the modelling of chemical reactions.Weekly Overview
Introduction:
Week 1: Mathematical Modelling, Past, Present and Future
• What is Mathematical Modelling?
• Why Complex Systems?..
• Philosophy of Science, Empirical Data and Prediction.
• About this course.
Part I Structural Modelling
Week 2: Relational Structures
• Graph characteristics, examples from real world complex systems (social science, infrastructure, economy, biology, internet).
• Introduction to algebraic and computational graph theory.
Week 3: Transformations of Relational Models
• Connections between graphs, hypergraphs, simplicial complexes and hierachical hypergraphs.
• Applications of hierachical hypergraphs.
• Stochastic processes of changing relational model topologies.
Part II Dynamic Modelling
Week 4: Stochastic Processes
• Basic concepts, Poisson Process.
• Opinion formation: relations and correlations.
• Master eqation type-rule based stochastic collision processes.
Week 5: Applications of type-rule based stochastic collision processes
• Chemical reactions and Biochemistry.
• Covid-19 Epidemiology.
• Economics and Sociology, Agent-based modelling.
Week 6: Dynamical Systems (single compartment)
• Basic concepts, examples.
• Relation between type-rule-based stochastic collision processes in single compartments and ODE
• Applications, connections between dynamical systems and structural modelling (from Part I), the interaction graph, feedback loops.
• Time scales: evolutionary outlook.
Week 7: Spatial processes and Partial Differential Equations:
• Type-rule-based multi-compartment models.
• Reaction-Diffusion Equations.
• Applications.
Part III Data Analysis and Machine Learning
Week 8: Statistics and Mathematical Modelling
• Statistical Models and Data.
• Classification.
• Parametrisation.
Week 9: Machine Learning and Mathematical Modelling:
• Mathematical Learning Theory.
• Bayesian Networks.
• Bayesian Model Selection.
Week 10: Neural Networks and Deep Learning:
• Basic concepts.
• Neural Networks and Machine Learning.
• Discussion and outlook.
https://www.mathematical-modelling.science/index.php/lectures/warwick-2020-2021
Course image MD970:Research Methods in Clinical Education
2018/19
Welcome to the Research Methods in Clinical Education Module.
This module aims to ensure that you have a critical
understanding of research methodology appropriate to clinical education,
including qualitative, quantitative, multi-/mixed methods and ethical
considerations.
You will need to draw on knowledge and skills from past modules, especially learning theories and your understanding of effective learning environments.
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.
Course image PH998:Topics in Philosophy of Mind and Language
2016/17
MA class: Topics in Mind and Language
Joint Action and Other Minds (Wednesday 10-12, S!) 141)
Over the past decade or so there has been increasing interest, in both philosophy and psychology, in the claim that we should appeal to various forms of social interaction in explaining our knowledge of other minds, and capacity to ascribe mental states to others. This is often presented as an alternative to what is referred to as the dominant approach to such knowledge, usually identified as ‘theory-theory’. Such claims are made under a variety of headings: the ‘social interaction’ approach, the ‘intersubjectivity approach’, the ‘second person approach’, the ‘collective intentionality’ approach and more. A multitude of claims are made under these various headings, from a multitude of different perspectives, both about the kind of social interaction we should be appealing to, and about how exactly this or that interaction provides an alternative to the ‘dominant approach’. The aim of the MA class will be to make progress with mapping out this difficult terrain, relating such claims to each other, focusing in particular on the explanations of Joint Action. After some preparatory work, we will be looking at work done under that heading in some of the WMA projects, (The Sense of Commitment, Joint Practical Knowledge, The Second Person and Only Connect) and looking at work by, among others, Steve Butterfill, John Michael, Johannes Roessler, Guy Longworth, Tom Crowther, Naomi Eilan and others. Anyone with an interest in these issues very welcome.
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.
Access the module handbook here
Course image TH319:Interpreting the Theatrical Past: Approaches to Theatre Historiography
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