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.
Science for Medicine is a new project from the MBChB Cell and Tissue Biomedicine Team (CTB) and Academic Technology Team providing materials on fundamental science topics. This initiative aims to increase your confidence in learning science and ensure a smooth transition into your medical studies. Each lesson consists of a short video produced by a member of the CTB team, accompanying reading, and an interactive quiz. For each video you can turn on closed captions and download a transcript.
We anticipate that each lesson will take approximately one hour to complete. These materials are not compulsory; you have the flexibility to choose which topics to engage with based on your background and experience.
If you have any questions or would like to get in touch, please contact:
Huge thanks to Cath Fenn for developing this Moodle course.
Happy learning!
Technical Skills Series
Location : Design Studio, Junction JX 2.01
Fridays 1pm - 3pm
Note - These sessions are designed to support your coursework and submissions, without involving any formal assignments or assessments. Their purpose is to help you learn and develop skills related to the modules being taught, ultimately enhancing your overall skillset and academic success.
You can also book individual or group session with me to discuss your ideas, brainstorm, explore and talk about potential skills and projects you would like to work on. Click on the link to book a session with me.
This option, an alternative to the MA dissertation, allows students to pursue an independent practice-as-research project in the field of literary and/or theatre and performance studies, developing a specialised insight into their selected topic and chosen form. Students will engage analytically with key debates and major theoretical concepts in their chosen field, and learn key research skills. They will gain an understanding and awareness of practice-as-research methodology, including any relevant ethical considerations.
This module aims to enable students to understand and evaluate the use of Education Theory research methods in the study of Religions, Society and Education with specific reference to Islamic Education.
Students will explore the principles of Education Theory and be guided to critically analyze the use of Education Theory methods in relation to the theory and practice of Islamic Education with the view of developing distinctive research projects in the field.
The aim is to critically examine the psychological foundations of educational theory both in the western and Islamic framework with a specific focus on exploring the interconnection between educational practice and human development within context of Muslim minority and majority societies. The emphasis will be on facilitating a critical and reflective dialogue between western and Islamic perceptions and values of human development facilitated through diverse models of pedagogic practice.
Students will explore the interdisciplinary nature of research into understanding human development, its contextual articulations and formations in diverse cultural settings. The concept of holistic human development and Islamic Education will be critically grounded in individual and collective self-understanding(s) that include mental, physical, social, emotional and spiritual growth.
The relationship between education theory, pedagogic practice and diverse perceptions of human psycho-spiritual maturation and identity development will be discussed. Students will be guided to critically analyze the use of education theory methods in examining the awareness and role of human development in the organization, content and delivery (curriculum, teaching/learning strategies, assessment) of Islamic Education at different levels of formal and informal education in contemporary Muslim minority and majority societies.
Working within the context of workshops, independent study and group-supported seminars each course participant will be required to identify issues of practical professional relevance within the context of their personal and individual experience as a research-based reflective practitioner and amenable to satisfactory academic exploration and illumination by means of Education Theory research approachesWelcome to
New Perspectives in Islamic Pedagogy
This module aims to enable students to engage critically with the concept of Islamic pedagogy through exploring historical formation of Islamic traditions of learning and teaching and assessing their contemporary applications in diverse Muslim educational settings. Students will be taught the principles of historical, cultural and pedagogic analysis in relation to a selected texts, context(s) and topics in particular research projects in the inter-disciplinary field of Islamic Education.
Students will critically and comparatively explore the notion of pedagogic practice within diverse Muslim historical and contemporary cultural settings with the view of examining the role of gender, learner agency, values and ethics of teacher-student relations. The emphasis will be on exploring the models of leaner-led critical and reflective pedagogies in Islamic and western educational thought. Students will be encouraged to consider the implications of their inquires for the pedagogic creativity and development in contemporary Islamic educational practice.
Welcome to
New Perspectives in Islamic Pedagogy
This module aims to enable students to engage critically with the concept of Islamic pedagogy through exploring historical formation of Islamic traditions of learning and teaching and assessing their contemporary applications in diverse Muslim educational settings. Students will be taught the principles of historical, cultural and pedagogic analysis in relation to a selected texts, context(s) and topics in particular research projects in the inter-disciplinary field of Islamic Education.
Students will critically and comparatively explore the notion of pedagogic practice within diverse Muslim historical and contemporary cultural settings with the view of examining the role of gender, learner agency, values and ethics of teacher-student relations. The emphasis will be on exploring the models of leaner-led critical and reflective pedagogies in Islamic and western educational thought. Students will be encouraged to consider the implications of their inquires for the pedagogic creativity and development in contemporary Islamic educational practice.
Introduce students to the concept of systems engineering as a philosophy for management, operation and technical projects, especially to manage the interactions of complex systems. Guide students to expand their thinking about design to include the whole lifecycle. Give an overview of tools and methodologies used in industry delving more deeply into life cycle models and model based approaches to systems engineering. Ensure that students are able to consider functional and non-functional behaviour when creating requirements as well as predicting failure modes. Impress upon students the importance of correct specifications with traceable requirements on product success as well as on safety and the environment. Introduce a range of testing considerations and techniques which can be applied when designing a system alongside practical experience of design of experiment. Ensure students can write test procedures and produce a test report to prove a system design.
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.
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
20 lectures (4 using eLearning platform), 6x1hr seminars, 1x2hr site visit, 2x1hr examples classes (total 30 hrs), 1 hr project supervision per group
http://www2.warwick.ac.uk/fac/sci/eng/eso/modules/year4/
Advice and feedback hours are available for answering questions on the lecture material (theory and examples).
| Assessment group | Assessment name | Percentage |
|---|---|---|
| 15 CATS (Module code: ES97F-15) | ||
| A1 (Assessed work only) | Individual Essay | 28% |
| Oral Presentation on Individual Essay | 12% | |
| Interim Group Project Report | 10% | |
| Peer Review of Interim Group Project Report | 0% | |
| Final Group Project Report | 32% | |
| Peer Review of Final Group Project Report | 0% | |
| Group Project Oral Presentation | 18% | |
| Peer Review Group Project Oral Presentation | 0% | |
This is a 60 credit module for the Electro-Mechanical Engineering Degree Apprenticeship course.
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.
Project Management is an essential competence for managers and leaders. Many organisations deliver their capability to clients and customers through projects. Even if the organisation's products or services are not delivered through projects, the way organisations develop new products or services, improve internal processes and enhance their capabilities are usually through projects. The module aims to teach the generic principles of Project Management Planning and Control for any project in any environment.
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.
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
20 lectures (4 using eLearning platform), 6x1hr seminars, 1x2hr site visit, 2x1hr examples classes (total 30 hrs), 1 hr project supervision per group
http://www2.warwick.ac.uk/fac/sci/eng/eso/modules/year4/
Advice and feedback hours are available for answering questions on the lecture material (theory and examples).
| Assessment group | Assessment name | Percentage |
|---|---|---|
| 15 CATS (Module code: ES97F-15) | ||
| A1 (Assessed work only) | Individual Essay | 28% |
| Oral Presentation on Individual Essay | 12% | |
| Interim Group Project Report | 10% | |
| Peer Review of Interim Group Project Report | 0% | |
| Final Group Project Report | 32% | |
| Peer Review of Final Group Project Report | 0% | |
| Group Project Oral Presentation | 18% | |
| Peer Review Group Project Oral Presentation | 0% | |
ES9U101SH-20/21
Occurrence 01SHThe 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.
The module aims to equip students with advanced knowledge and understanding of a chosen area of study to undertake higher level independent research under guidance from a supervisor. It encourages students to develop their prior knowledge and understanding of art history at a higher level and undertake more focused and independent work. It encourages research skills, the critical application of methodology, and independent thinking. It enables students to make effective use of primary sources, both artistic and textual, in developing and completing a research project. It provides opportunities to develop research and writing.
The Basics: internet / library search tips and strategies
Conducting art historical research
Part I: how to select a topic (objects, monument, spaces)
Part II: how to identify secondary and primary sources (libraries, archives, image banks)
Part III: how to contextualise your findings in terms of the process of creation & meaning
Dealing with the visual: how to look; how to establish the original setting; basics of reconstruction
This module is based around seminars and tutorials throughout the term with an emphasis on independent study.
Learn about significant scholarly debates among historians of art and/or architecture, analyse and evaluate their contributions
Identify and evaluate the most frequently used sources (visual and textual) to conduct and complete research on a select project
Engage in the analysis of a body of primary and secondary source material including relevant information technology
Communicate ideas and findings about the topic at hand both orally and in writing at a higher level
Present material effectively in a scholarly written format
14 contact hours (4 of which as tutorials)
You should carry out a minimum of 20 hours reading and preparation per week for this module.
1 x 5,000 word research project due in week 1 of the following term (90%)
Engagement (10%)
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.
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.
This module introduces the rapidly growing field of urban science with a focus on concepts and methods for understanding modern cities and the integration of emerging technologies in the urban space. It provides a broad and systematic exposure to a range of topics and methods on urban science with emphasis given to spatial analysis.
This is achieved through the combination of three inter-related components:
1. theoretical foundations of urban science;
2. a methodological approach to the urban space with emphasis to theory and methods for spatial analysis; and
3. practice in urban science, carried out in the form of a student-led group project to solve an urban science challenge using a real-world scenario and data.This intensive module is aimed at introducing the topics of disaster risks and urban resilience with an emphasis on the use of innovative digital technologies to gather and analyse urban data for improving disaster resilience. It approaches, theoretically and practically, the main issues involved in disaster resilience and the way in which social media, mobile technologies and the web 2.0 are related to our collective experience of disasters and crisis events. By means of a practical project and field work conducted in the city of Coventry, students will learn how to collect urban data using open-source mobile data collection software (OpenDataKit), process and analyse this data with Geographic Information Systems (QGIS) and produce an interactive digital map to visualise urban aspects related to disaster resilience.
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/im928-urban-resilience/
This module serves as an interdisciplinary introduction to contemporary machine learning research and applications, specifically focusing on the techniques of deep learning which use convolutional and/or recurrent neural network structures to both recognize and generate content from image, text, signals, sound, speech, and other forms of predominantly unstructured data. Using a combination of theoretical/conceptual/historical analysis and practical programming projects in the R programming language, the module will teach both the basic application of these techniques while also conveying the historical origins and ethical implications of such applications.
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/im931-interdisciplinary-approaches-to-machine-learning/
This module serves as an interdisciplinary introduction to contemporary machine learning research and applications, specifically focusing on the techniques of deep learning which use convolutional and/or recurrent neural network structures to both recognize and generate content from image, text, signals, sound, speech, and other forms of predominantly unstructured data. Using a combination of theoretical/conceptual/historical analysis and practical programming projects in the R programming language, the module will teach both the basic application of these techniques while also conveying the historical origins and ethical implications of such applications.
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/im931-interdisciplinary-approaches-to-machine-learning/
Syllabus
Week 1: Art, media, and activism—how we got to today (lecture and seminar)
Sets the scene through a brief history of art- and media-activist practices leading up to today, examining the impact of social and technological change; also looks at the impact of networks on art’s autonomy, and the relation between theory and practice, as well as the specificity of the digital as a medium
Week 2: Capital, labour, and value in a digital age (lecture and seminar)
Looks at the ways contemporary political economy has been theorized, together with the possibilities and difficulties that communicative capital poses for organising, popular resistance, and subversive artistic praxis
Week 3: Tactical media, performance, design (lecture and seminar)
Looks at a variety of critical and aesthetic interventions, including electronic civil disobedience, DOS attacks, cybersquatting, Floodnet applications, tactical cartography and visualization, and so forth; also looks at the media activism as performance and aesthetic practice the role of art and design in critical media interventions, especially the role of speculative design fiction
Week 4: The Twitter Revolution (lecture and seminar)
Looks at the role of social media activism in protests and unrest in Moldova, Iran, and the Arab spring examining the relation between twitter and the streets, and the limits and possibilities of digital participation
Week 5: Media squares (lecture and seminar)
Looks at technologies of communication and participation in the Occupy, 15-M and Nuit Debout movements, examining the relation between digital and real-world organising, as well as connections between smart mobs and DIY artistic production
Week 7: Designing media activism (workshop)
In-class crits with pecha kucha presentations of group design projects
Week 8: Digital populisms and far-right co-options (lecture and seminar)—with visiting speaker Dr Paolo Gerbaudo (KCL)
Looks at the use of digital strategies by populist movements today, such as the gilets jaunes, and at the appropriation of critical and tactical-media approaches by the far right, evaluating the political ramifications of these developments for the theory and practice of media activism
Week 9: Digital parties and democratic reformations (lecture and seminar)
Looks at how digital technologies are transforming democratic forms and institutions, with a focus on the potential for social media to reconfigure representation and the relation between leader and base, and on how big data is changing campaigning
Week 10: Whither media activism? (workshop)
A hands-on exploration of online interventions, micropractices, and design fictions that speculate about or advocate for digital futures.
For further information please contact cim@warwick.ac.uk or visit https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im933-media-activism/
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
LL340 German 5 for Final Year Students is a combination of:
LL212 German 5 - 2 hours in person Tuesday 1-3 OR Wednesdays 12-2
+ An independent project component.
For the language content of this module, all information, links and submissions are on Moodle LL212 Course: LL212:German 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
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
Welcome to the Moodle Space for LN115.
Classes: Wednesdays, 12.00-13.00, FAB5.07
Convenor: Dr Pierre Botcherby (French Studies)
The module provides an opportunity for incoming exchange students to concentrate on a particular topic introduced in LN201 and investigate it in more depth. It is not open to students who have not already taken LN201 and not attended the study skills sessions for visiting students.
Acceptance on this module is conditional upon satisfactory performance in LN201 Britain in Europe (term 1 October - December)
It allows exchange students to develop a project autonomously, with appropriate linguistic and academic support, and to write a substantive piece of work in a non-native language.
The module aims to enhance skills in research, critical analysis and academic writing, and to foster the specific interests and aptitudes of individual students.
Students will be guided in locating a suitable research topic; mastering a relevant bibliography; immersing themselves in a wide variety of sources.
There will not be a set class, but individual support tutorials will be offered.
Possible themes:
The module is based on 100% assessed work, in the form of a mini-dissertation of 4000-4500 words (excluding bibliography and footnotes). The dissertation is written in English (though quotations are usually in their original language).
Students are required to present their chosen topic to other students.
This module aims to challenge Anglo-centric narratives of the Gothic, by putting in the spotlight trans-national and trans-linguistic exchanges between the French, German, and Italian domains in the ‘Golden Age’ of Gothic literature (1764-1830). By focusing on specific case studies of textual translation, adaptation, and manipulation, it innovatively brings together elements of translation theory, history of printed culture and history of the book, Gothic theory, and media studies. In particular, the module aims to strengthening students’ skills as researchers, by encouraging them to make direct fieldwork in a still underdeveloped area of scholarship and to undertake individual research projects assessed for the 50% of the final mark.
In 2022-23, European Gothic will be devoted to Fantasmagoriana (1812), the French-German anthology of ghost stories that inspired Mary Shelley's Frankenstein (1818) and John Polidori's The Vampyre (1819). We will start by analysing the connections between Fantasmagoriana and the popularity of 'phantasmagoria' shows in revolutionary France, between stage magic and a widespread fascination for the occult (weeks 1-3). The analysis of single tales and of their circulation across Europe (Germany, France, Britain, Italy) will enable us to discuss issues of translation and cultural adaptation in different linguistic contexts (weeks 4-5 and 7-8). The final two weeks will be devoted to Frankenstein and The Vampyre respectively, against the background of the 'haunted summer' of 1816. Reading these two seminal works through the lens of Fantasmagoriana will enable us to see in a new light the birth of modern horror and of two of its most iconic figures, i.e. the nameless 'Creature' and the vampire.
The module is available across the School of Modern Languages and Cultures, and does not require students to have language abilities in any specific language.
A module that examines the relationship between the self and its mediation in a converged media landscape, through the production of an online mediated self project and an exploration of the very latest thinking on digital representations of the self.
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
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
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)
(some other more specialised, but potentially interesting books can be found among the references at the end of the lecture notes)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:
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.
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.
Module Aims:
Modern interdisciplinary research requires the ability to understand and interpret work of a mathematical and statistical nature that is expressed in an unfamiliar specialist language, to glean from that work the important mathematical and statistical problems and directions of research, to formulate tractable problems and to collaborate in a research team with complementary skills in order to tackle the problems. A key part of the MSc training is this innovative module aimed at preparing students for such research collaborations and teamwork and at training in skills that cannot be taught in a traditional classroom environment.
Teaching:
During
a first stage, the students will learn how to capture and formulate
mathematical or statistical problems from applications. Workshops on hot
interdisciplinary research topics will be organised. In groups of 3-4
people the students engage in one area, receiving guidance in regular
meetings by research study group leader(s). The outcome will be a
project proposal including evidence of own preparatory work and a
presentation followed by a short defense.
During a second stage, the
students will carry out the proposed projects where changes to the
groups are possible subject to balanced group sizes. Guidance will still
be provided in regular meetings by the research study group leader(s)
but more independent working will be required. The outcome will be a
written report, a presentation, a poster and a webpage.
To document
progress, each group will keep a portfolio containing individual and
group elements such as workshop logs, meeting logs, and activity
reports.
Objectives:
Both stages involve team work and training in:
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.
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.
Space to explore affordances of interactive tools in Moodle, share projects in progress.
Final versions can be exported to specific Moodle module spaces for use with students.
2017 Cohort
The SSC 2 Block will give you the opportunity to undertake a project (research, audit or service evaluation) and attend a series of lectures and seminars supporting the development of your enquiry and research skills.
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.
The modules Research Topics in Interdisciplinary Biomedical Research [MD978] and Laboratory Project 1 [MD979] are a pre-requisite for this module.
Students will undertake two laboratory projects in two different disciplines. In most cases, this will be a biology-focused project and one in either chemistry, physics, mathematics, engineering or computer science. If you are a student on the Quantitative Imaging programme, your projects should focus on imaging and image analysis. Projects can be undertaken in WMS or a department within the Faculty of Science at Warwick.
Students are encouraged to develop a project proposal together with a member of staff from the supervisor pool (www2.warwick.ac.uk/fac/med/study/mrcdtp/supervisorsandprojects/). In addition, the supervisor pool will be invited to submit potential projects for consideration by the IBR DTP management committee. Projects will be reviewed for fit to the scientific brief and will be then offered to the students. The final choice of project will be made by the student in consultation with the MSc Director.
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.
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.
International development organisations and agencies assert that they use an evidence-based approach to design their projects, programmes, and policies. How does this work in practice? What are the challenges in turning words into action? This module examines how organisations and agencies pursue an evidence-based approach to the design of development programming, policy and practice, and the practical and structural challenges involved. It will explore the key operational standards and tools of evidence-based design and assess its contemporary challenges and opportunities. By the end of this module, students will develop practical knowledge of evidence-based design alongside a critical perspective of this approach.
This module is for any third-year student who seeks a deeper understanding of what it means to be a human by learning about the behaviour of our cousins, non-human animals. We cover a broad range of topics -- anything from parental, sexual and social behaviour to cognition and communication -- and discuss these form varying perspectives.
This is a relatively small module, so you will have lots of opportunities to be an active learner, to interact with me and your peers, ask questions and discuss issues. The module includes a field trip to Twycross Zoo where you will conduct data collection for a mini project that forms one of the assessments.
There are no pre-requisites and students from all disciplines are welcome!
Short description
The module aims to provide students with understanding and practical aspects of homogenisation methods for predicting overall macroscopic response of heterogeneous solids through lectures and workshop activities.
Learning objectives:
Syllabus:
Illustrative Bibliography:
J. Fish: Practical multiscaling, Wiley (available from the Library).
S. Torquato: Random heterogeneous materials, Springer (available from the Library).
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.
This module aims to position theatre and performance within the wider scene of the creative and cultural industries. It explores socio-cultural and political contexts of arts production. It introduces students to principles, practices and considerations in running an arts venue; programming, commissioning and presenting work; supporting artist development; marketing work to audiences and undertaking further outreach and engagement activities; setting up and running a theatre/performance company; conceiving programmes of work; planning tours; and identifying opportunities for funding and other sorts of professional development and support. It will also consider issues of sustainability into the future.
The module will be delivered in association with Warwick Arts Centre, building on close engagement between the Department of Theatre & Performance Studies and WAC.
The module will enable students to understand the pressures, contexts and informing principles that apply to theatre production, management and marketing. It will enable consideration and planning concerning specific company-based and individual projects. It will entail close consideration of specific producing situations and environments, and develop skills in producing, managing and marketing theatre and performance (in conceptual and emergent practical settings). It will facilitate an engagement with theatre and performance as disciplines that have effect within the wider sphere of the creative arts and cultural production.
The module will consist of sessions that combine contextual study, theoretical and conceptual overview and problem-based learning exercises. It will combine workshop and lecture-seminar approaches, with assessment activities designed to develop learning cognate to the areas studied. 3 hours per week over 9 weeks (Monday afternoons, 2.30 – 5.30) plus individual tutorials. All sessions (with the exception of the off site visits in weeks 2 and 3) will take place in Warwick Arts Centre.
This module is aimed to support you to develop your critically creative voice and practice. Through a series of structured workshops, tasks, and artist-dialogues in the first term we will work together to explore why and how you can make the work you want to make. We will think about strategies for developing work, question what ‘practice-based research’ even is, and support one another to develop our creative voices. We will also look at a handful of previous examples and alumni work and together consider what works, what stumbles, and what we can learn from those who have gone before. The module is structured to move from more supported work to more independent work as the year progresses. From the second term you will collaborate with your supervisor more and conduct more work alone/in your project group. By the end of the module you will not only have created your own piece of critically creative work but you will have learned what it means to do research through practice and also have a set of tools to take forward into your future practice -whatever that may be. Good luck, everyone!
This module explores a range of considerations to do with creating and presenting a characters in dramatic performance. You will study selected approaches to understanding and developing character in performance; explore and apply these in a workshop setting; prepare your own character-based performances for presentation; and develop your own actor's handbook of key findings, techniques and tasks geared to your own interests and development as a performer. The module will help you to gain the confidence and skills to be able to approach auditions and acting projects in the future, and will have wider benefits in terms of your understanding of dramatic texts, the construction of character, and approaches to performance.
You are an FY1 doctor working in the Emergency Department (ED) and are currently working through the paediatric patients waiting to be seen.
The next patient is Aisha, a 13-year-old teenager, who has arrived accompanied by her mother.
This virtual patient journey simulates the clinical interactions with as much 'real life' factor as possible!
Virtual Patient Case (VPC) educator contact: Cath Fenn SFHEA c.a.fenn@warwick.ac.uk
You are an FY1 doctor working in the Emergency Department (ED) and are currently working through the paediatric patients waiting to be seen.
The next patient is Aisha, a 13-year-old teenager, who has arrived accompanied by her mother.
This virtual patient journey simulates the clinical interactions with as much 'real life' factor as possible!
Virtual Patient Case (VPC) educator contact: Cath Fenn SFHEA c.a.fenn@warwick.ac.uk
A refresh of clinical decision making as you transition into Phase 3
You are working as a Foundation Year Doctor in a busy Emergency Department (ED). You are thinking about going for lunch when the Consultant in charge says to you:
“Could you please see this chap who is in Minors Bay cubicle A. Thanks”
This virtual patient journey simulates the clinical interactions with as much 'real life' factor as possible!
Virtual Patient Case (VPC) educator contact: Cath Fenn SFHEA c.a.fenn@warwick.ac.uk
A refresh of clinical decision making as you transition into Phase 3
You are working as a Foundation Year Doctor in a busy Emergency Department (ED). You are thinking about going for lunch when the Consultant in charge says to you:
“Could you please see this chap who is in Minors Bay cubicle A. Thanks”
This virtual patient journey simulates the clinical interactions with as much 'real life' factor as possible!
Virtual Patient Case (VPC) educator contact: Cath Fenn SFHEA c.a.fenn@warwick.ac.uk
You are an FY2 working in a busy Emergency Department (ED). Your next patient is Craig Morris, a 42 year old man.
This virtual patient journey simulates the clinical interactions with as much 'real life' factor as possible!
Virtual Patient Case (VPC) educator contact: Cath Fenn SFHEA c.a.fenn@warwick.ac.uk
You are an FY2 working in a busy Emergency Department (ED). Your next patient is Craig Morris, a 42 year old man.
This virtual patient journey simulates the clinical interactions with as much 'real life' factor as possible!
Virtual Patient Case (VPC) educator contact: Cath Fenn SFHEA c.a.fenn@warwick.ac.uk
Mr. Jones is a virtual patient - you will look after him throughout phase 1 - and then through phase 2 and 3, just like a real GP looking after their patients over time.
This virtual patient journey across all phases simulates the clinical interactions you have as a doctor in General Practice - with as much 'real life' factor as possible!
Questions? Contact Cath Fenn c.a.fenn@warwick.ac.uk
Mr. Jones is a virtual patient - you will look after him throughout phase 1 - and then through phase 2 and 3, just like a real GP looking after their patients over time.
This virtual patient journey across all phases simulates the clinical interactions you have as a doctor in General Practice - with as much 'real life' factor as possible!
Questions? Contact Cath Fenn c.a.fenn@warwick.ac.uk
Mr. Jones is a virtual patient - you will look after him throughout phase 1 - and then through phase 2 and 3, just like a real GP looking after their patients over time.
This virtual patient journey across all phases simulates the clinical interactions you have as a doctor in General Practice - with as much 'real life' factor as possible!
Questions? Contact Cath Fenn c.a.fenn@warwick.ac.uk
Mr. Jones is a virtual patient - you will look after him throughout phase 1 - and then through phase 2 and 3, just like a real GP looking after their patients over time.
This virtual patient journey across all phases simulates the clinical interactions you have as a doctor in General Practice - with as much 'real life' factor as possible!
Questions? Contact Cath Fenn c.a.fenn@warwick.ac.uk
Mr. Jones is a virtual patient - you will look after him throughout phase 1 - and then through phase 2 and 3, just like a real GP looking after their patients over time.
This virtual patient journey across all phases simulates the clinical interactions you have as a doctor in General Practice - with as much 'real life' factor as possible!
Questions? Contact Cath Fenn c.a.fenn@warwick.ac.uk
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%.
Project governance is a critical area in industry. It can enable anything from competitive advantage, to advantageous use of resources. Understanding the need for clear planning and objectives, benefits realisation, project plan, costs estimation and mitigating methods, risks can be properly managed to avoid becoming issues. This module follows a systematic methodology for initiating, planning, executing, controlling and closing technology solutions projects. It covers industry standard processes, methods, techniques and tools to execute projects. The roles, process, techniques and benefits of agile projects will be covered. A comparison of traditional and agile project management methods will be included.
WM31301MC (19/20)
4th November - 8th November 2019
WM92301MAF-19/20
WM92401MAF (21/22)
This new exciting module involves a number of activities related to research methods and research ethics with particular focus on cyber security. This is arguably the most important module for successfully completing your final project!
You will learn how to undertake an independent piece of cyber security research using appropriate methodological and analytical techniques. We will also cover requirements of ethical approval process and project specification to set you up for success. As such, the module is well-aligned with the student learning journey, ensuring students readiness for applying for ethical approval and working with their supervisors moving forward.
WM9P1 will be delivered in three weekly blocks taking place in October, December and March following a workshop format to maximise the learning experience. Some flexibility in the delivery of the module should be expected to ensure there is constant support to you both for your formative and summative achievement.
Each session is designed to facilitate the learning needs of individuals in a way that is most applicable. You will be encouraged to experiment with relevant challenges posed by the tutor in order that the requisite knowledge and skills are developed.
Module Learning Outcomes
Module Plan*
| Block | Week commencing | Lesson | Activities |
| 1 October | 7 October 2024 | Research process | PMA release |
| 2 December | 9 December 2024 | Research methods |
PMA Q&A Project specification |
| 3 March | 31 March 2025 | Research ethics | Applying for ethical approval |
*Please note the above plan is indicative.
