The module follows up on BIOL6087 in introducing core evolutionary knowledge and skills including writing. The content will be a mix of practical skills sessions in evolutionary analysis, lectures, discussions and a day trip to Down House and Crystal Palace dinosaurs. One session will link the students' transferable skills to employability. The students will gain insights into the fundamentals of evolutionary thinking from its origins to modern day questions and link them to the state-of-the-art methodical approaches and career planing.
How do novels, films, artworks and performances shape political struggles and transform the societies we live in? This module invites you to explore the powerful ways in which culture responds to injustice, imagines new futures, and drives movements for human rights and social change. The course focuses on key points of intersection between the arts and activism through a range of historical and contemporary social movements in the ‘Long 20th Century’. These may include, but are not limited to: feminism, migration, climate crisis, BLM, 1968, oil, Human/Animal Rights. In these contexts, you will consider how writers and artists question the status quo, give voice to marginalized perspectives and inspire others to take action. Through close study of literary texts, films, visual culture and new media, you will gain tools for analysing the cultural politics of human rights and the role of creativity in moments of crisis and transformation. Drawing on theoretical and creative interventions into social change contexts, this module offers a chance to think deeply about how culture not only reflects the world, but helps to remake it.
Revolutions would break, remake, and reform societies on both sides of the Atlantic from the disruptions of the English Civil War to the global conflicts of the Napoleonic Empire. Revolutions may be those sudden changes in political life that men have traditionally claimed for themselves—the Glorious Revolution, the American Revolution, the French Revolution—but they may also be those sustained acts of resistance, those apparently small-scale innovations, that lead to a gradual reimagining of both nature and of the natural order. In the works on this module we will explore: •the rise of female education, and the rise of the novel; •the proliferation of print and the professionalisation of literature; •the establishment of literary canons, and new interest in the non-canonical; •the challenge of Romanticism. In all of these concerns we will find ourselves returning to that most powerful, and yet elusive, of forms, the romance.
Revolution is a modern concept in Islamic countries. Prior to the 20th century, no social or political change was either perceived as or called “revolution”. However, the Iranian Revolution of 1979 was the biggest revolution of the 20th century after the Bolshevik Revolution of 1917. Earlier in the century, Iran had also experienced the “Constitutional Revolution” of 1907, and then the “White Revolution” of 1962, although the latter was bloodless and consisted of a range of reforms presumably to pre-empt a bloody revolution. The idea of “revolution” was thus dominant in the political discourse across 20th-century Iran. It is significant that whilst the 1907 and 1979 revolutions were inspired by Western ideas, they were also distinguished by being led by the Shiite clerical establishment. Following the 1979 Revolution, Iran has entered a “Post-Revolution” era since revolution is no longer deemed a solution to socio-political crisis. However, for the Ayatollahs, another type of revolution, namely the “Islamic Revolution” has begun and is now the mission of their regime in Iran; bound to continue until the return of the Mahdi, the hidden Imam, who will be assisted, according to Shiite traditions, by Jesus Christ. This module will discuss these revolutions in Iran and their perceptions by the different social and political forces who participated in them. Part 1 will examine the role of the clerics in the Constitution, in the light of their political motivations and intellectual background (the Shiite theory of government). We will also study two major events in the 20th century that, while they were not called revolutions, were certainly bloody: the coup d’état of 1953 and the insurgence of the followers of Khomeini in 1963 to oppose the “White Revolution” of the Shah.
The 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first time that the clerics were involved in a popular movement in Iran. They took an active part in the movement for the establishment of a Constitution, even though the secular elites introduced the idea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainly aimed at removing the Shah from power, not least because he had ignored the application of the Constitution for the benefit of his autocracy. Significantly, however, while the clerics took power thanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy of Constitutional Revolution that they had supported a century earlier. This module will study this shift of attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during a period of “modernisation” in the twentieth century. Part 2 will examine the 1979 Revolution and explore the socio-political factors behind the Revolution and the triggering incidences that led to its occurrence. Relating to this period, we will scrutinise the different ideologies (socialism, liberalism and Islamism) and socio-political forces behind the 1979 Revolution and will discuss its religious and/or secular nature(s). Even though the first incidences that led to the Revolution began on university campuses with students seeking more freedom and democracy, the fact that the clerics were able to take over the helm of the Revolution and change its course towards an “Islamic” Revolution, warrants exploring the question: Was the Revolution of 1979 inspired by socialism and Marxist-Leninist ideology or did it originate in the idea of the sovereignty of the jurist (velâyat-e faqih) that Khomeini tried to theorise since the 1940s? We will also examine the impact of the end of the Cold War on the timing of the 1979 Revolution. We will also look into the so-called “Islamic Revolution”, its aims and projects, based on the messianic ideology according to which clerics should rule until the return of the Mahdi. This study will provide insights into the current crisis in the Middle East, considering the involvement of the clerical regime in Syria, Lebanon, Yemen, Iraq, and elsewhere in the Islamic world.
This is a holistic module because it emphasises that its constituent topics dealing with diverse aspects of risk management are highly interconnected. Mastery of the subject is conceived as requiring a strong understanding of these interconnections. For example, someone lacking awareness of risk psychology and rick culture topics is likely to have poor insight into what risk management can offer as a decision support function in strategic and other organisational contexts. The lecture sequence and broader student experience are carefully structured with this in mind – and exam questions are designed to offer scope for demonstrating holistic knowledge. It is hoped this will equip students with a highly versatile risk management skillset which provides employers the flexibility they expect from the contemporary risk management function.
The ability to make effective decisions in the face of risk and uncertainty is essential to success in today’s fast changing world. This module seeks to equip you with the knowledge of decision-making processes and models that will help you achieve this objective. The module will take an inter-disciplinary approach and will emphasise that a mix of both qualitative and quantitative thinking, within a structured decision analysis framework, is needed to significantly improve risk taking behaviour. Throughout the module behavioural aspects of risk will be emphasised.
To critically examine current knowledge of the application of River Restoration techniques and their transferability to the UK and worldwide. As many river restoration projects are done to improve the status of fisheries, the costs and benefits of techniques from the perspective of fish populations will be considered. To critically review and evaluate the philosophies, policies and methods available for river restoration. To enable the student to find, review, interpret, critically evaluate and present arguments for alternative river restoration approaches and methodologies.
To develop an holistic approach to river basin management and restoration based on an understanding of physical processes and human modification of natural river systems.
This module is based on a professional training course for people working in River management and restoration. The course investigates how humans have modified River basins and river channels, and how these in turn have affected the rates and magnitudes of environmental processes within the river network with particular emphasis on the fluxes of water and sediments. Specifically, the module will focus on the contrast between natural and modified channel functioning through the use of research case studies and explore how the management of these complex environments is supported by scientific knowledge. The final component of the module looks at how we can use knowledge of natural processes to help restore damaged river systems. Specific topics to be included are: Definition of catchment sediment systems, processes of channel adjustment, Geomorphology and physical habitat, ecosystem engineers, the impacts of catchment land use change on river channel processes, river channel modification, river restoration, applied fluvial geomorphology.
Robots are becoming more widely used in society, with applications ranging from agriculture through to manufacturing, with increasing interest in autonomous systems. This module will introduce students to the concept of a robot, varieties of robotic systems and the some of the fundamental techniques which are required to get robot systems to work. The module concentrates on introducing students to the necessary kinematics, dynamics and control which are needed to analyse and design robotic systems. In addition, the course will discuss trajectory generation and path planning at a basic level. The course will use dextrous manipulators and mobile robots to illustrate the concepts which will be introduced.
This module will be first offered in the 2020/21 academic year. Robotics plays an important part in the development and operation of autonomous aerospace vehicles. The robotic element may consist of a complete vehicle either in outer space or on a planetary surface (e.g. a Martian rover) or a specific component (e.g. the ISS robotic arm). The module will examine design, construction and operation of such system. The students will gain an understanding of the challenges involved developing such a system, as well as operating at significant distances from the earth.
Robots are becoming more widely used in society, with applications ranging from agriculture through to manufacturing, with increasing interest in autonomous systems. This module will introduce students to the fundamentals of robotic systems including kinematics and dynamics as applied to manipulators and mobile robots. To support many application sensors are required, the module will discuss tactile and vision sensing as applied to both fixed and mobile robots. The design and control of multifingered end effectors will be considered in detail. The module will conclude with a study on how biological systems have influenced the development of current and future robotic systems, including swarms and humanoid robotic systems.
This introductory module for the Robotics and Autonomous Systems MSc programme consists of an initial intensive teaching period, designed to introduce students with diverse backgrounds to the fundamentals knowledge and skills needed to study advanced robotics, and a long-thin period focused on developing broader research and professional skills. It culminates in a mini-conference, where students present their achievements on key project-based modules taken within the MSc. During the initial teaching period, students learn the fundamentals of modelling, sensing, and control, and work in teams to implement key methods on a simple robotic platform during practical labs. The research and professional development component introduces systems thinking as a perspective on engineering, safety and socio-technical factors, considering how people, processes and technology interact within the context of their environment. The module also develops core competencies required for practicing as an engineer, including work within diverse and inclusive teams and to support lifelong development of professional and interpersonal skills. This aspect will draw on your experiences during modules such as Robots and Automation in Society and Robots and Automation in Practice. It also gives students a grounding in the research methods and techniques such as critical literature review, that are necessary for planning and execution of summer research projects and project-based coursework. The module includes student planning, organisation and delivery of the mini-conference, held at the end of the teaching year.
Students form teams of ~4 to design, develop and demonstrate a robotic solution to a staff/industry posed challenge, using a combination of simulators and simple robotic platforms to deliver representative solutions under controlled experimental conditions. Each groups will be assigned a staff member based on their choice of challenge. The staff member will act as their advisor and represent the stakeholder perspective, with regular timetabled meetings to share progress and receive feedback. Student teams are expected to work independently between meetings to advance their projects. Teams will manage a small budget, access to the relevant facilities, and develop their own strategies for system development and testing. Demonstrations must use existing educational robotic facilities at the university, with no major modifications to electronics and hardware. There is a significant emphasis on lab work and experimental data gathering. Each team will produce an 8-page IEEE conference-style group report, a 15 minute presentation, and a 2 minute solution video. For students on the Robotics and Autonomous Systems MSc, these outputs must be presented at the MSc RAS mini-conference organised as part of the Robotics Fundamentals, Research Management, and Professional Development module.
This is an individual project based module where students critically review literature on the broader societal, regulatory, ethical and human-centred dimensions of a robotic domain of their choice, including safety and security. Students will form peer groups with an assigned mentor and attend regular timetabled meetings to share and receive regular feedback on their progress. Students will also participate in a structured debate presenting different perspectives on a set aspect of robotics in society. Each student will produce an 8 page IEEE conference style individual policy paper and poster on their chosen topic. For students on the MSc RAS, these may be presented at the Robotics and Autonomous Systems MSc mini-conference organised as part of the Robotics Fundamentals and Research Management module.
