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: 19
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 FI101:Discovering Cinema
2019/20
Welcome to the Moodle module space for Discovering Cinema 2019-20
Here you will find information about the module, including reading lists, handouts, modes of assessment, and announcements
There are also links to useful resources such as the Department of Film and Television Studies Hub, which includes guidelines and advice for writing essays and exams.
If you have any questions about the module or how this Moodle space is being used, then please email the module leader, Matt Denny (m.denny@warwick.ac.uk)
Course image FI924:Postcolonial Film
2019/20
This module offers students the opportunity to study postcolonial film from different historical and national contexts and via a range of geopolitical and technological shifts. It will explore the changing relationship between colonialism and film through the course of the twentieth century and beyond. The module will begin by interrogating cinemas of and as Empire with an emphasis upon Anglo-American history, its ‘imperial gaze’ and neo-colonial Hollywood. It will then move on to explore various case studies of colonial, de-colonial or anti-colonial film (for example, Indian cinema or Palestinian film) and to consider key related themes such as questions of diaspora (via Accented cinema) and of the digital (via online activism).
Summary of Aims: This module explores the impact of colonialism upon national cinemas and filmmaking practices in broad terms and through detailed examples. It aims to provide a solid understanding of this well-established but still unfolding field whilst furthering students’ analytical and critical skills, allowing them to enter confidently into its debates.
Anticipated Learning Outcomes: By the end of the semester you will be able to:
• Demonstrate in-depth knowledge of the impact of colonialism on national cinemas and filmmaking practices.
• Critically contextualise the relationship between Empire and Cinema via historical, geopolitical, technological and aesthetic concerns.
• Articulate (in verbal and written form) a critically engaged understanding of the ways in which film has reflected, reinforced, resisted or rescripted ‘Imperial’ (orientalist/racist/colonial) processes and legacies.
• Demonstrate an ability to offer nuanced and detailed analyses of film texts that enter, confidently, into postcolonial debates.
All teaching – lecture, screening and seminar – takes place in room A1.27 from 12.00-16/16.30 on Wednesdays. The one timetabled screening per week is to be supplemented by a required viewing done on the student’s own time. As well as preparing for class each week by doing the readings assigned, and trying to watch the additional films recommended, students may be asked occasionally to do some web-based informal research or ‘tasks’ for relevant sessions. All seminars (week 2-10) will include an unassessed student presentation – on the week’s topic, determined in consultation with the module leader – which will form the basis of the presenters’ first assignment, the review essay. The requirements for this will be discussed further in class.
Please come to seminars prepared = having read and annotated assigned texts identifying any areas or ideas that were hard to follow or particularly interesting, and formulating questions in response to them and the viewings you have done, which will allow you to contribute fully to seminar discussion.
ASSESSMENT:
One 1,000 word Review Essay – 20% Deadline: Monday 6th April 2020
Building upon the unassessed presentation, this essay will critically evaluate the de-, post-, or anti-colonial concerns of one case study. Guidance on this provided in week 1
One 4,000 word Essay – 80% Deadline: Tuesday 5th May 2020
Course image GE214:The Strange World of Franz Kafka's Short Stories
2018/19
The uncompromising modernity of Kafka’s writing has fascinated generations of readers across the world. His fiction has added the word Kafkaesque to the English dictionary for the experience of an obscure and dislocating modernity. A vast body of criticism concerns the question of how to read a body of writing that upsets many of the reader’s conventional expectations about meaning-making. In this module we will analyse how Kafka employs realist, symbolist and allegorical frames of reference in order to challenge the very notion of stable meaning. You will study a selection of Kafka’s short stories with reference to the following themes: narrative perspective; authority, law and justice; gender roles; performance art and Kafka’s animals. The module is optional for students on all degrees and runs over one term.
Course Outline and Weekly Schedule
Week 1: Introduction: Auf der Galerie
Week 2: NO CLASS! Preparation for: Patriarchal Power and the Power of the Unconscious in Das Urteil [See 'Student Preparation']
Week 3: Patriarchal Power and the Power of the Unconscious in Das Urteil (continued)
Week 4: NO CLASS! Social Power and Collective Memory in Beim Bau der chinesischen Mauer and “Eine kaiserliche Botschaft”
Week 5 a): Performance Art or Art as Sham? Ein Hungerkünstler
Week 5 b): Lecture, Wednesday 31 October, 2018, 5-7pm: When Anti-World Literature Turns into World Literature: Kafka’s Archives of Resistance
Week 6: READING WEEK
Week 7: Kafka's Animals: Kafka‘s Kleine Fabel in Comparison with Aesop’s Der Löwe und die Maus
Week 8: Kafka's Animals: The Ape and his Audience in Ein Bericht für eine Akademie
Week 9: Kafka's Animals: Narrative Perspective and Gender in Josefine, die Sängerin oder das Volk der Mäuse
Week 10 a): Make-up lesson for week 4, Monday 3rd December [room: TBA]: Social Power and Collective Memory in Beim Bau der chinesischen Mauer and “Eine kaiserliche Botschaft”
Week 10 b) Course Summary: “Vor dem Gesetz” and Franz Kafka's Engagement with Modernity
Course image HA2F9:Mannerism: Art and Artistry in Sixteenth Europe
2020/21
Module Outline
Mannerism defines a key historical period in European arts, bridging the Renaissance and Baroque periods, which is characterised by a shift towards an increasingly more artful, idiosyncratic approach to artistic invention and practice. The term itself, however, is controversial, as it was forged by modern critics on the basis of the Italian sixteenth-century expression maniera (‘manner’, ‘style’). The broad aim of this module is to bring to the fore a number of critical issues raised by the many-sided notion of Mannerism, provide an in-depth examination of a large body of artists and artworks (drawings, paintings, sculptures and architecture) associated with it. The module is based on student-centred seminars, and structured in such a way that students will be invited to reflect on how their understanding of the concept of Mannerism changes throughout. It focuses on how theorists and artists developed new ways of conceiving of artistic practice, by placing unprecedented emphasis on the individual’s inventiveness and talent, and taking the ideal of beauty well beyond the rules of classical art that had prevailed in the High Renaissance. The analysis of theoretical principles elaborated by Italian treatise writers such as Vasari and Lomazzo is combined with an extensive survey of artistic practices and stylistic features that spread from Italy across Europe in the sixteenth century.
Sample Syllabus
Vasari's art theory
Mannerism in the modern scholarship
Models to imitate: Michelangelo and Raphael
The study of the human figure
Drawing and draughtsmanship
Between Florence and Rome: the early Italian Mannerists (Rosso Fiorentino, Pontormo, Parmigianino, Bronzino, Salviati)
Mannerism in sculpture: Cellini to Giambologna
Mannerism in architecture
The School of Fontainebleau
Dutch Mannerists
The School of Prague
Art and Nature: the Mannerist garden
The question of the sacred images
The Later Mannerists
Module Format
This module consists of both lectures and seminars. Seminars are student-centred; you should be prepared to contribute to the discussion in order to reap the benefits. Seminars may vary in format, and will entail a variety of in-class group activities including occasional group presentations.
Module Aims
By the end of the module you should be able to understand and compare/contrast:
- Demonstrate critical understanding of how Mannerism impacted on the development of Western art and how it has been discussed in modern scholarship.
- Learn how to deal critically with periodisation, stylistic categories and complex theoretical concepts.
- Demonstrate a grasp of the main lines of Mannerism-related artworks and the notion of Mannerism in contemporary art theory
- Demonstrate detailed knowledge of the works studied and their contexts
- Deploy these ideas critically in relation to other forms of art
Moreover, you should be able to:
- Make use of primary sources to contextualise the material;
- Improve your analytical skills and incorporate visual analysis in your work;
- Frame artists and artworks in their historical contexts and situate them in a broader art historical discourse;
- Deal with theoretical issues and historiographical concepts related to the Renaissance.
Workload
2 x 2-hour lecture/seminar per week
1 x Field trip
You should carry our a minimum of 7 hours preparatory reading and independent research per week
Assessment
3,500 word Portfolio including both documentary evidence and reflective writing (50%)
Slide test Assignment (20%)
1,500 word Essay (30%)
Introductory Reading
Essential
Giorgio Vasari, Lives of the Painters, Sculptors and Architects (ed. 1568), translated by Conaway, J., and Bondanella, P. (Oxford, 1991), ‘Preface’ to Part 3. [http://webcat.warwick.ac.uk/record=b2952624~S1]
Robert Williams, ‘Italian Renaissance Art and the Systemacity of Representation’, in Elkins, J, and Williams, R., Renaissance Theory (New York: Routledge, 2008), pp. 159-184 [http://webcat.warwick.ac.uk/record=b2344574~S1]
Michael Levey, High Renaissance (Harmondsworth: Penguin, 1975), esp. Ch. 1, pp. 15-63.
Walter Friedlaender, Mannerism and Anti-mannerism in Italian Painting (New York: Columbia University Press, 1990).
John Shearman, Mannerism (Harmondsworth: Penguin, 1967).
Philip Sohm, Style in the Theory of Early Modern Italy (New York: Cambridge University Press, 2001), pp. 86-114Chapter 4, 'Giorgio Vasari: Aestheticizing and Historicizing Style'.
Robert Williams, Art, Theory, and Culture in Sixteenth-Century Italy: From Techne to Metatechne (Cambridge, MA: Cambridge University Press, 1997), pp. 29-72 (ch. 1, ‘Vasari's Concept of Disegno’), and pp. 73-122 (Ch. 2, ‘Style, Decorum and the Viewer’s Experience’)
Further
The concept of Mannerism in modern scholarship
Anthony Blunt, Artistic Theory in Italy, 1450–1600 (Oxford: Oxford University Press, 1962).
Arnold Hauser, Mannerism: The Crisis of the Renaissance and the Origin of Modern Art (London: Routledge and Kegan Paul, 1965).
Enrst H. Gombrich, ‘Mannerism: The Historiographic Background’, in Norm and Form: Studies in the Art of the Renaissance (London and New York: Phaidon, 1966), pp. 99-106.
Hessel Miedema, ‘On Mannerism and Maniera’, Simiolus: Netherlands Quarterly for the History of Art, Vol. 10 (1978–1979), No. 1, pp. 19-45.
Jeroen Stumpel, ‘Speaking of Manner’, Word and Image, Vol. 4 (1988), No. 1, pp. 246-264.
Introduction to more specific themes
Sydney J. Freedberg, Painting of the High Renaissance in Rome and Florence (New York: Hacker Art Books, 1985).
Linda Murray, The High Renaissance and Mannerism: Italy, the North, and Spain, 1500–1600 (London: Thames and Hudson, 1977).
Wolfgang Lotz, Architecture in Italy, 1500-1600 (New Haven: Yale University Press, 1995).
Marcia B. Hall, After Raphael: Painting in Central Italy in the Sixteenth Century (New York: Cambridge University Press, 1999)
Bastien Eclercy (ed.), Maniera: Pontormo, Bronzino and Medici Florence, exh. cat. (Munich, London, New York : Prestel, 2016).
Michael Cole, Cellini and the Principles of Sculpture (New York: Cambridge University Press, 2002).
David Franklin, Painting in Renaissance Florence, 1500–1550 (New Haven: Yale University Press, 2001).
Henri Zerner, Renaissance Art in France: The Invention of Classicism (Paris: Flammarion, 2004).
Thomas Da Costa Kaufmann, The School of Prague: Painting at the Court of Rudolf II (Chicago: Chicago University Press, 1988).
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 HI31Z:Reinterpreting the Holocaust: Sexualities, Ethnicity, Class
2024/25
This 30 CATS undergraduate final-year Special Subject module introduces students to the Nazis’s project to murder Europe’s Jews and other minorities during the Second World War. The primary focus is to study these genocides and to deepen your understanding of events and experiences, as well as to introduce you to different scholarly interpretations and themes. The other goal of this module is to study the origins and implementation of the Holocaust from the contrasting perspectives of perpetrators, bystanders, and victims. We will explore the issues of race, ethnicity, gender and sexuality, age, identity, and ethical choices. This module considers how violence and trauma are narrated, remembered, and reflected in testimony, film, and literature. In the seminar, we will discuss narrativity and issues of memory, artistic representation, and also the application of historical theories.
The seminars requires close study of scholarly literature and published primary sources. You will be reading a lot, and you must ensure you read and think about the assigned readings before each seminar so that you can participate in the discussion. In addition to the 'essential' readings, at least one reading from those listed as 'recommended' is strongly encouraged each seminar as well (at the very list skim for the main points).
The seminars requires close study of scholarly literature and published primary sources. You will be reading a lot, and you must ensure you read and think about the assigned readings before each seminar so that you can participate in the discussion. In addition to the 'essential' readings, at least one reading from those listed as 'recommended' is strongly encouraged each seminar as well (at the very list skim for the main points).
Course image HP201:Modern Spanish Language II
2016/17
The aim of this module is to further extend and refine competence in modern Spanish. Emphasis is placed on the four key skills of reading, listening, speaking and writing and on the deepening of both grammatical understanding and the appropriate use of advanced linguistic structures, vocabulary, and register in spoken and written discourse. The course aims to reinforce your mastery of the language in a wide range of authentic situations. At the end of the course you will be able to understand discourse about concrete and abstract topics, to give presentations about different topics, to report on the results of your independent reading and research, and to state your point of view and support it with solid arguments. You will make use of authentic resources from around the Hispanic world, including films, books, articles, newspapers, television and radio. You will complete a range of self-study activities through our multimedia VLE (Moodle) and take part in our virtual language exchange with students in Latin America and Spain.
Course image HP201:Modern Spanish Language II
2017/18
The aim of this module is to further extend and refine competence in modern Spanish. Emphasis is placed on the four key skills of reading, listening, speaking and writing and on the deepening of both grammatical understanding and the appropriate use of advanced linguistic structures, vocabulary, and register in spoken and written discourse. The course aims to reinforce your mastery of the language in a wide range of authentic situations. At the end of the course you will be able to understand discourse about concrete and abstract topics, to give presentations about different topics, to report on the results of your independent reading and research, and to state your point of view and support it with solid arguments. You will make use of authentic resources from around the Hispanic world, including films, books, articles, newspapers, television and radio. You will complete a range of self-study activities through our multimedia VLE (Moodle) and take part in our virtual language exchange with students in Latin America and Spain.
Course image LA908:International Economic Law
2020/21
Welcome
Welcome to the International Economic Law Core Module. You will find relevant information about the module here. Please see below for details on how the module will be organised and what expectations are for preparation and other work for the module.
The Module Introduction and Information Handout containing all relevant information about the module and a schedule of classes and assessments can be found below.
The Reading List for the module can be found here and materials available electronically via TalisAspire.
Course image LA984:Dissertation, Research and Writing Seminar
2024/25
A. Mode of Study
• This module is COMPULSORY.
• Sessions will also take place in LIB 2 on Wednesdays between 2pm – 4pm.
B. Introduction to the Module
The aim of the module is to provide students with the knowledge, skills and confidence required to develop critical reading, writing and research skills in preparation for undertaking independent research and writing up academic work. This module brings together experts from the Law School, Library and Student Careers and Skills. The module is taught in Terms 1, 2 & 3.
C. Principal Module Aims
The Legal Research and Writing Skills module is a core component of the taught LLM programme. It is designed primarily to prepare students for the research and writing requirements associated with their assessments including essays and examinations, and the dissertation element of the LLM.
D. Outline of Topics
· Mastering Your Masters
· Developing and Applying Critical Reading Skills
· Developing Research and Writing Skills
· Choosing a Dissertation Topic
· Conducting a Literature Survey
· Good Academic Practice
· Choosing Your Dissertation Topic
· Dissertation Planning
· Project Planning and Management
· Specialist Dissertation Research
· Building, Structuring and Articulating Arguments
· Working with Feedback
· Peer Learning
E. Assessment
This module is linked to your assessed essays, examinations and the LLM Dissertation module. It is aimed at supporting the completion of your assessments and the 10,000 words dissertation due at the end of the academic year.
F. Materials
Useful materials online through the module website. You will also find presentations and other supplementary materials and links to useful resources on the module website.
G. Timetable
* Session topics may change
Term 1
Weeks 1 & 2: No class
Week 3: Introduction to Postgraduate Legal Study
-- introducing academic expectations for postgraduate study in law including the nature of knowledge production, participation in academic debates, and the importance of disciplinary literacy.
Week 4: Conducting a Literature Survey
-- led by Jackie Hanes, Research and Academic Support Librarian; focusing on planning a literature search and finding academic and legal information for essays and assignments; introducing specialist library and legal research resources for students on the different LLM pathways.
Week 5: Moving from ‘Consumer’ to ‘Producer’ of Knowledge
-- introducing some of the skills necessary to support your journey from a ‘consumer’ of knowledge to a ‘producer’ of knowledge; exploring some essential skills that will help you make the most out of your LLM and teach you how to embed them in your study and research.
Week 6: no class (reading week).
Week 7: academic citation
-- led by Jackie Hanes, Research and Academic Support Librarian; focusing on the use of OSCOLA in legal academic writings.
Week 8: Writing: A Matter of Presenting Research
-- introducing legal wirting style; providing tips for good legal writing.
Week 9: Good Academic Practice
-- introducing the Law Schoo's policy on academi integrity and AI's use in this regard; distingusihing between good academic practice and bad academic practice; helping to enhance academic prowess by learning how to avoid charges of plagiarism including the importance of paraphrasing, referencing, and attribution.
Week 10: Q&A and Feedback.
• This module is COMPULSORY.
• Sessions will also take place in LIB 2 on Wednesdays between 2pm – 4pm.
B. Introduction to the Module
The aim of the module is to provide students with the knowledge, skills and confidence required to develop critical reading, writing and research skills in preparation for undertaking independent research and writing up academic work. This module brings together experts from the Law School, Library and Student Careers and Skills. The module is taught in Terms 1, 2 & 3.
C. Principal Module Aims
The Legal Research and Writing Skills module is a core component of the taught LLM programme. It is designed primarily to prepare students for the research and writing requirements associated with their assessments including essays and examinations, and the dissertation element of the LLM.
D. Outline of Topics
· Mastering Your Masters
· Developing and Applying Critical Reading Skills
· Developing Research and Writing Skills
· Choosing a Dissertation Topic
· Conducting a Literature Survey
· Good Academic Practice
· Choosing Your Dissertation Topic
· Dissertation Planning
· Project Planning and Management
· Specialist Dissertation Research
· Building, Structuring and Articulating Arguments
· Working with Feedback
· Peer Learning
E. Assessment
This module is linked to your assessed essays, examinations and the LLM Dissertation module. It is aimed at supporting the completion of your assessments and the 10,000 words dissertation due at the end of the academic year.
F. Materials
Useful materials online through the module website. You will also find presentations and other supplementary materials and links to useful resources on the module website.
G. Timetable
* Session topics may change
Term 1
Weeks 1 & 2: No class
Week 3: Introduction to Postgraduate Legal Study
-- introducing academic expectations for postgraduate study in law including the nature of knowledge production, participation in academic debates, and the importance of disciplinary literacy.
Week 4: Conducting a Literature Survey
-- led by Jackie Hanes, Research and Academic Support Librarian; focusing on planning a literature search and finding academic and legal information for essays and assignments; introducing specialist library and legal research resources for students on the different LLM pathways.
Week 5: Moving from ‘Consumer’ to ‘Producer’ of Knowledge
-- introducing some of the skills necessary to support your journey from a ‘consumer’ of knowledge to a ‘producer’ of knowledge; exploring some essential skills that will help you make the most out of your LLM and teach you how to embed them in your study and research.
Week 6: no class (reading week).
Week 7: academic citation
-- led by Jackie Hanes, Research and Academic Support Librarian; focusing on the use of OSCOLA in legal academic writings.
Week 8: Writing: A Matter of Presenting Research
-- introducing legal wirting style; providing tips for good legal writing.
Week 9: Good Academic Practice
-- introducing the Law Schoo's policy on academi integrity and AI's use in this regard; distingusihing between good academic practice and bad academic practice; helping to enhance academic prowess by learning how to avoid charges of plagiarism including the importance of paraphrasing, referencing, and attribution.
Week 10: Q&A and Feedback.
MA377 Rings and Modules
Lecturer: Christian Bohning
Term(s): Term 2
Status for Mathematics students: List A
Commitment: 30 lectures
Assessment: 85% by 3-hour examination 15% coursework
Formal registration prerequisites: None
Assumed knowledge: The ring theory part of the second year Maths core:
MA266 Multilinear Algebra
Jordan normal forms
Smith normal forms over integers
Classification of finitely generated abelian groups
MA268 Algebra 3
Rings
Domains (UFD, PID, ED)
Chinese remainder theorem
Gauss lemma
Eisenstein criterion
Useful background: Interest in Algebra and good working knowledge of Linear Algebra
Synergies: The following modules go well together with Rings and Modules:
MA3G6 Commutative Algebra
MA3E1 Groups and Representations
Leads to: The following modules have this module listed as assumed knowledge or useful background:
MA4J8 Commutative Algebra II
MA453 Lie Algebras
MA4M6 Category Theory
MA4H8 Ring Theory
Content: A ring is an important fundamental concept in algebra and includes integers, polynomials and matrices as some of the basic examples. Ring theory has applications in number theory and geometry. A module over a ring is a generalization of vector space over a field. The study of modules over a ring R provides us with an insight into the structure of R. In this module we shall develop ring and module theory leading to the fundamental theorems of Wedderburn and some of its applications.
Aims: To realise the importance of rings and modules as central objects in algebra and to study some applications.
Objectives: By the end of the course the student should understand:
The importance of a ring as a fundamental object in algebra
The concept of a module as a generalisation of a vector space and an Abelian group
Constructions such as direct sum, product and tensor product
Simple modules, Schur's lemma
Semisimple modules, artinian modules, their endomorphisms, examples
Radical, simple and semisimple artinian rings, examples
The Artin-Wedderburn theorem
The concept of central simple algebras, the theorems of Wedderburn and Frobenius
Books: Recommended Reading:
Abstract Algebra by David S. Dummit, Richard M. Foote, ISBN: 0471433349
Noncommutative Algebra (Graduate Texts in Mathematics) by Benson Farb, R. Keith Dennis, ISBN: 038794057X
Lecturer: Christian Bohning
Term(s): Term 2
Status for Mathematics students: List A
Commitment: 30 lectures
Assessment: 85% by 3-hour examination 15% coursework
Formal registration prerequisites: None
Assumed knowledge: The ring theory part of the second year Maths core:
MA266 Multilinear Algebra
Jordan normal forms
Smith normal forms over integers
Classification of finitely generated abelian groups
MA268 Algebra 3
Rings
Domains (UFD, PID, ED)
Chinese remainder theorem
Gauss lemma
Eisenstein criterion
Useful background: Interest in Algebra and good working knowledge of Linear Algebra
Synergies: The following modules go well together with Rings and Modules:
MA3G6 Commutative Algebra
MA3E1 Groups and Representations
Leads to: The following modules have this module listed as assumed knowledge or useful background:
MA4J8 Commutative Algebra II
MA453 Lie Algebras
MA4M6 Category Theory
MA4H8 Ring Theory
Content: A ring is an important fundamental concept in algebra and includes integers, polynomials and matrices as some of the basic examples. Ring theory has applications in number theory and geometry. A module over a ring is a generalization of vector space over a field. The study of modules over a ring R provides us with an insight into the structure of R. In this module we shall develop ring and module theory leading to the fundamental theorems of Wedderburn and some of its applications.
Aims: To realise the importance of rings and modules as central objects in algebra and to study some applications.
Objectives: By the end of the course the student should understand:
The importance of a ring as a fundamental object in algebra
The concept of a module as a generalisation of a vector space and an Abelian group
Constructions such as direct sum, product and tensor product
Simple modules, Schur's lemma
Semisimple modules, artinian modules, their endomorphisms, examples
Radical, simple and semisimple artinian rings, examples
The Artin-Wedderburn theorem
The concept of central simple algebras, the theorems of Wedderburn and Frobenius
Books: Recommended Reading:
Abstract Algebra by David S. Dummit, Richard M. Foote, ISBN: 0471433349
Noncommutative Algebra (Graduate Texts in Mathematics) by Benson Farb, R. Keith Dennis, ISBN: 038794057X
Course image MA4A5:Algebraic Geometry
2020/21
Lecturer: Christian Böhning
Term(s): Term 2
Status for Mathematics students: List C
Commitment: 30 lectures plus assignments
Assessment: Assignments (15%), 3 hour written exam (85%).
Prerequisites:
A background in algebra (especially MA249 Algebra II) is essential. The module develops more specialised material in commutative algebra and in geometry from first principles, but MA3G6 Commutative Algebra will be useful. More than technical prerequisites, the main requirement is the sophistication to work simultaneously with ideas from several areas of mathematics, and to think algebraically and geometrically. Some familiarity with projective geometry (e.g. from MA243 Geometry) is helpful, though not essential.
Leads To:
A first module in algebraic geometry is a basic requirement for study in geometry, number theory or many branches of algebra or mathematical physics at the MSc or PhD level. Many MA469 projects are on offer involving ideas from algebraic geometry.
Content:
Algebraic geometry studies solution sets of polynomial equations by geometric methods. This type of equations is ubiquitous in mathematics and much more versatile and flexible than one might as first expect (for example, every compact smooth manifold is diffeomorphic to the zero set of a certain number of real polynomials in R^N). On the other hand, polynomials show remarkable rigidity properties in other situations and can be defined over any ring, and this leads to important arithmetic ramifications of algebraic geometry.
Methodically, two contrasting cross-fertilizing aspects have pervaded the subject: one providing formidable abstract machinery and striving for maximum generality, the other experimental and computational, focusing on illuminating examples and forming the concrete geometric backbone of the first aspect, often uncovering fascinating phenomena overlooked from the bird's eye view of the abstract approach.
In the lectures, we will introduce the category of (quasi-projective) varieties, morphisms and rational maps between them, and then proceed to a study of some of the most basic geometric attributes of varieties: dimension, tangent spaces, regular and singular points, degree. Moreover, we will present many concrete examples, e.g., rational normal curves, Grassmannians, flag and Schubert varieties, surfaces in projective three-space and their lines, Veronese and Segre varieties etc.
Books:
- Atiyah M.& Macdonald I. G., Introduction to commutative algebra, Addison-Wesley, Reading MA (1969)
- Harris, J., Algebraic Geometry, A First Course, Graduate Texts in Mathematics 133, Springer-Verlag (1992)
- Mumford, D., Algebraic Geometry I: Complex Projective Varieties, Classics in Mathematics, reprint of the 1st ed. (1976); Springer-Verlag (1995)
- Reid, M., Undergraduate Algebraic Geometry, London Math. Soc. Student Texts 12, Cambridge University Press (2010)
- Shafarevich, I.R., Basic Algebraic Geometry 1, second edition, Springer-Verlag (1994)
- Zariski, O. & Samuel, P., Commutative algebra, Vol. II, Van Nos- trand, New York (1960)
Course image MA4L4:Mathematical Acoustics
2020/21
Overview
There is much active mathematical research into aeroacoustics (the study of sound in aircraft engines). This field is closely followed, and often contributed to (sometimes helpfully) by engineers in both academia and industry (e.g. Airbus, Boeing, NASA, etc). The aim of this course is to give an overview of the mathematical techniques needed to understand the current research problems, and read current papers in the area. This could lead on to several possible PhD projects, including in asymptotics, numerical analysis, and stability theory.
Aims
The application of wave theory to problems involving the generation, propagation and scattering of acoustic and other waves is of considerable relevance in many practical situations. These include, for example, underwater sound propagation, aircraft noise, remote sensing, the effect of noise in built-up areas, and a variety of medical diagnostic applications. This course would aim to provide the basic theory of wave generation, propagation and scattering, and an overview of the mathematical methods and approximations used to tackle these problems, with emphasis on applications to aeroacoustics. The ultimate aim is for students to understand the underlying mathematical tools of acoustics sufficiently to read current research publications on acoustics, and to be able to apply these techniques to current research questions within mathematics, engineering and industry.
Learning Outcomes
- Reproduce standard models and arguments for sound generation and propagation.
- Apply mathematical techniques to model sound generation and propagation in simple systems.
- Understand and apply Wiener-Hopf factorisation in the scalar case.
Approximate Syllabus
- Some general acoustic theory.
- Sound generation by turbulence and moving bodies (including the Lighthill and Ffowcs Williams Hawkings acoustic analogies).
- Scattering (including the scalar Wiener-Hopf technique applied to the Sommerfeld problem of scattering by a sharp edge)
- Long-distance sound propagation including nonlinear and viscous effects.
- Wave-guides.
- High frequencies and Ray Tracing.
Reading List
- D.G. Crighton, A.P. Dowling, J.E. Ffowcs Williams, et al, "Modern Methods in Analyticial Acoustics", Springer 1992.
- M. Howe, "Acoustics & Aerodynamic Sound", Cambridge 2015 (available online through Warwick Library).
- S.W. Rienstra & A. Hirschberg, "An Introduction to Acoustics", (available online).
Overview
There is much active mathematical research into aeroacoustics (the study of sound in aircraft engines). This field is closely followed, and often contributed to (sometimes helpfully) by engineers in both academia and industry (e.g. Airbus, Boeing, NASA, etc). The aim of this course is to give an overview of the mathematical techniques needed to understand the current research problems, and read current papers in the area. This could lead on to several possible PhD projects, including in asymptotics, numerical analysis, and stability theory.
Aims
The application of wave theory to problems involving the generation, propagation and scattering of acoustic and other waves is of considerable relevance in many practical situations. These include, for example, underwater sound propagation, aircraft noise, remote sensing, the effect of noise in built-up areas, and a variety of medical diagnostic applications. This course would aim to provide the basic theory of wave generation, propagation and scattering, and an overview of the mathematical methods and approximations used to tackle these problems, with emphasis on applications to aeroacoustics. The ultimate aim is for students to understand the underlying mathematical tools of acoustics sufficiently to read current research publications on acoustics, and to be able to apply these techniques to current research questions within mathematics, engineering and industry.
Learning Outcomes
- Reproduce standard models and arguments for sound generation and propagation.
- Apply mathematical techniques to model sound generation and propagation in simple systems.
- Understand and apply Wiener-Hopf factorisation in the scalar case.
Approximate Syllabus
- Some general acoustic theory.
- Sound generation by turbulence and moving bodies (including the Lighthill and Ffowcs Williams Hawkings acoustic analogies).
- Scattering (including the scalar Wiener-Hopf technique applied to the Sommerfeld problem of scattering by a sharp edge)
- Long-distance sound propagation including nonlinear and viscous effects.
- Wave-guides.
- High frequencies and Ray Tracing.
Reading List
- D.G. Crighton, A.P. Dowling, J.E. Ffowcs Williams, et al, "Modern Methods in Analyticial Acoustics", Springer 1992.
- M. Howe, "Acoustics & Aerodynamic Sound", Cambridge 2015 (available online through Warwick Library).
- S.W. Rienstra & A. Hirschberg, "An Introduction to Acoustics", (available online).
G. W. F. Hegel’s Phenomenology of Spirit and Philosophy of Right are two of the best-known texts in nineteenth-century continental philosophy. As well as being important contributions to the development of the philosophical movement known as ‘German idealism’, these texts have provided a focal point for recent discussions of Hegel’s philosophy in both the continental and analytic philosophical traditions. Karl Marx is among the later philosophers whom Hegel influenced, and an engagement with key sections of the Phenomenology of Spirit and the Philosophy of Right will therefore be followed by an examination of some of Marx’s central ideas and arguments.
The module aims to encourage the interpretation and critical assessment of particular issues by means of a close reading and analysis of key texts. We will look specifically at the following themes: (in Hegel) the nature of phenomenological method; the relation between self-consciousness, desire and recognition; the relation between freedom and right; the intimate connection between evil and the good will; the difference between civil society and the state; and the problem of poverty and its possible solution; and (in Marx) the materialist conception of history; the contradictions of capitalism; and the nature of communist society.
By the end of the module the students should have developed a sound understanding of many of the central philosophical issues and problems raised by Hegel’s Phenomenology of Spirit and Philosophy of Right and by some of Marx’s writings. They should also be in a position to understand the principal similarities and differences between Hegel and Marx.
Issues and Actors in Global Economic Governance
How and why the global political economy is governed, by whom, and for whose benefit, are fundamental issues that impact upon global economic stability, growth, and development. This module examines the evolving institutional architecture and the key conceptual issues in the contemporary practice of global economic governance. Through a focus on the main actors and issues in global economic governance, you will be provided with the knowledge and tools to address these questions. This module will equip you with an understanding of the contemporary actors, forums, and institutions that provide the main pillars of global economic governance.
The module is taught by Dr. André Broome. As with
other MA modules at Warwick, Issues and Actors in Global Economic Governance is taught through a combination of
introductory presentations, intensive reading by students, and class
discussions.
Seminars begin in week 1 of the autumn term and finish in week 20, which is the last week of the spring term in the following year. The exceptions are weeks 6 and 16, which are PAIS Reading Weeks.
Seminars are an opportunity for students to express their ideas and ask questions based on a combination of the reading they have done and the natural flow and progress of discussions. Students should come to seminars having done the essential readings from the reading list and should expect to contribute to class discussions.
You may consult with your tutor
throughout the year either in seminars, advice and feedback hours, and
at other times by appointment.
Course image TH116:Performance Analysis
2020/21
Principal Module Aims
This module will introduce you to the practical craft of and the theoretical background to performance analysis and criticism. In the autumn term, the activity of the module is divided between seeing productions and writing reviews of them; workshopping these reviews in class; editing the reviews towards assessed submission; reading and discussing relevant academic and journalistic articles about criticism and particular critical principles/ methods/ approaches to analysing performance; and learning about alternative, digital, performative, and visual forms of criticism. In the spring term, the module will continue to provide you with a dynamic understanding of "performance" as a critical concept for the study of culture while at the time providing you with the opportunity to develop the basic strategies, methodologies and tools of analysis that you need to write scholarly essays from a performance and theatre studies perspective.
Principal Learning Outcomes
Upon completion of this module, students should demonstrate an ability to:
• analyse various kinds of performance and introduce terminology suitable to the analysis of theatre and performance
• better understand, appreciate, and discern the different elements of theatre production (writing, directing, acting, design, the role of the audience)
• produce critical response to (live) performance via various forms of writing as well as visual and digital forms of communication, and have improved skills in written critical expression
• distinguish between various forms of performance criticism and critical theory and examine how they are shaped by social, political, and historical contexts
• analyse the role of theory and criticism in the processes of theatrical production and reception
• have a more nuanced understanding of contentious concepts such as taste, quality, and beauty