This course is intended as a beginner’s guide to marine ecological modelling. It is suitable for students across a broad range of academic backgrounds and does not assume a high level of prior mathematical knowledge or experience in coding. The course will give you the knowledge to better understand the strengths and limitations of published models and the skills to develop your own.
This module introduces students to the main branches of ecology by considering the various levels at which the subject may be studied: individuals, populations, communities and ecosystems. The aim of the fieldwork and practical sessions is to demonstrate how professional ecologists define and identify problems, how data are collected, and how results of ecological research are analysed, interpreted and applied to environmental and global issues.
This module explores human evolution in terms of physiological, social and cultural adaptations. It explores human ecology in the broad sense, combining not just cultural and social variability, but also physiological adaptations in past and present-day hunter-gatherers and great apes. These physiological adaptations are not just skeletal, but are also reflected in soft tissues and in surviving genotypes. We shall cover six main themes: different models of biocultural change; Human Behavioural Ecology; hominin energy budgets; brain size changes; dexterity, handedness and tool-use; social organisation over time and space. Evidence derived from primatology, ethnoarchaeology, ancient DNA, stable isotopes and Palaeolithic assemblages can be used to test models such as the Social Brain hypothesis, Daily Energy Expenditures, hominin thermoregulation and mobility/locomotion costs, and the applicability of different evolutionary mechanisms to change in the archaeological record (e.g. Lamarck versus Darwin). Lectures will be augmented by student-led seminars on key debates in palaeoanthropology and Human Behavioural Ecology.
This is a blended learning module to provide students with the basic tools and information necessary to embark in their third year dissertation modules.
The module will familiarise students with the parts of statistical distribution theory and statistical inference that are essential to a full understanding of econometrics and applied statistics. It will give student a thorough introduction to the theoretical concepts underlying modern Econometrics. It develops ideas presented in ECON1007 and ECON1011 and applies mathematical techniques from ECON1008.
The module will proceed from a review of known content (like matrix algebra, linear regression, hypothesis testing) to more advanced topics such as multiple linear regression, heteroscedasticity, restrictions in hypothesis testing, issues of model misspecification, and an introduction to big data techniques such as shrinkage methods to exploit large datasets for statistical inference. The module will thus equip students with fundamental methods for statistical inference on large datasets.
This module will familiarise students with the main concepts, methods and insights of microeconomic analysis, with a special focus on their possible applications and policy implications.
The module will provide a foundation in contemporary economic geography, focusing on the ways in which economic, political and social processes construct the profound diversity of modern economic life.
This module provides a comprehensive introduction to economics, covering both microeconomic and macroeconomic aspects. It analyses how fundamental economic concepts affect individuals, companies, and financial institutions and systems. It illustrates how core economic principles may be used to aid decision making and to guide behaviour.
The aim of this module is to equip you with some analytical and professional skills that will be useful in your economics degree and future careers. The module will also provide information about employability opportunities in your discipline, such as internships and careers fairs. It consists of three timetabled lectures per semester plus independent study via Blackboard at your own convenience. The average study time is 1-2 hours per week.
The aim of this module is to equip you with professional skills and knowledge that will be useful in your future careers, as well as when applying for graduate jobs. The module consists of up to three timetabled lectures per semester plus independent study via Blackboard at your own convenience. The timetabled lectures include guest talks on what employers look for when hiring graduates. The average study time is up to 1 hour per week.
This module supports the requirement for students to transition from the taught to the research element of the Integrated PhD in Economics.
This module gives an introduction into economic policy analysis that is based on empirical data. A range of economic policy questions covering different areas of economics will be presented. Policy recommendations will be derived using analytical economic concepts and analysis of empirical data. Students will be familiarised with basic methods of data analysis for economic policy.
This module will familiarise students with some fundamental insights and principles in economics through participating, analysing and discussing experiments and it will introduce students to experimental methods as used in economics. This is done by using the modern tool of economic experiments in order to explore and illustrate central topics in economics. This module complements ECON1020/ECON1022 and ECON1021 by enabling students to experience central concepts in economics in an interactive way.
This module is about exploring education systems in a wide range of different countries. In studying this module, you will develop your skills in assessing the outcomes and inequalities of different educational systems. You will also develop your understanding of the ways in which international comparisons of educational performance, such as PISA, have influenced the curriculum at both global and at local levels.
The module provides an understanding of the relationship between education and society. This includes the ways in which education systems reflect broader economic, political, social and cultural structures and values; how these inform education policy; the impact of policy on education practice; and the experiences of educators and learners. The module examines the processes and structures in different sectors, such as mainstream schooling, shadow education, vocational, and higher education and the impact these have on learners from different social groups. Issues of social class, gender and race and ethnicity are discussed. Drawing on theories of the sociology of education, we will look at educational inequalities (in relation to, for example, educational attainment, access and progression) and the factors that shape them. We will critique particular policy initiatives, such as in relation to widening participation. We will explore these from a macro-perspective (including the political and economic conditions that have shaped policy), at the level of educational institutions (the 'meso level') and at the level of the classroom and individual learners ('micro level').
This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 20 CATs and the assignment will be 4000 words(or equivalent).
This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 40 CATs and the assignment will be 8000 words (or equivalent).
