The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already achieved A or B in their A-Level or having successfully met the learning outcomes of stage 3B.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 4.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 5.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having met the learning outcomes of stage 6.
This module in French sociolinguistics aims to build on and re-evaluate your existing knowledge of the French language from a sociolinguistic perspective. The module has three major themes: language change, language variation and language identity in relation to the French language in France and other parts of the world. It looks at French as a standard language, regional variation, minority languages in France, French in Canada and Africa, and French Creoles. It provides a challenge to the way you think about French and its relation to other languages.
Freshwater Ecosystems initially considers the interplay between the physics, chemistry and biology of freshwater ecosystems. A comparative approach is adopted, in which upland streams, lowland rivers, lakes and other standing freshwater environments are considered. Emphasis is placed on the relationships between physics, chemistry and biology, and the differences in these relationships in contrasting freshwater environments. Theoretical aspects are supported by case study seminars. The module finishes by examining the interactions of humans with freshwater ecosystems, with emphasis on impacts and management.
Alexander, Sulla, Julius Caesar and Augustus are names which epitomise leadership and authority both in the ancient world and in more recent periods of history. In this module, you will look at the political systems under which they emerged as leaders, and how they transformed the worlds they lived in. Through these we will address the questions of what makes a successful leader, and how political systems might be manipulated.
Alexander, Sulla, Julius Caesar, and Augustus are names which epitomise leadership and authority both in the ancient world and in more recent periods of history. In this module, you will learn about the political systems under which men (and, much more rarely, women) like these emerged as leaders and about how they transformed the worlds in which they lived. We shall scrutinise how leaders both good and bad managed to manipulate ancient political systems to their own advantage; we shall come to understand the qualities and attributes Hellenistic and Roman leaders needed to be successful; and we shall compare models of leadership in the ancient world with the ideals we prize in our leaders today.
This module is designed for Biomedical Engineering students on the Artificial Intelligence and Digital Health pathways. In this module, you will learn about the different types of macromolecules found in cells, with a particular emphasis on DNA and proteins. The module will study the role of nucleic acids and genetic information in defining protein structure, how protein structure influences function, and the principles by which DNA and protein can be manipulated by molecular biology. This module will also introduce the methods used to collect, present, and analyse data in the life sciences and to estimate models from data, with focused application to introductory level statistical genetics. These topics will provide a grounding in the principles underlying modern biological data science.
This module is designed for Biomedical Engineering students on the Electronics and Mechatronics for Health pathways. In this module, you will learn about the different types of macromolecules found in cells, with a particular emphasis on DNA and proteins. The module will study the role of nucleic acids and genetic information in defining protein structure, how protein structure influences function, and the principles by which DNA and protein can be manipulated by molecular biology. This module will also introduce the physical concepts of fields and waves plus the behaviour of materials in electric and magnetic fields, to provide a solid foundation in the physics underpinning biomedical technology.
The 4th century CE was a time of upheaval and change. Christianity became established as the state religion of the Roman empire, the split between the eastern and western empire was cemented, and the first large group of Goths crossed the Roman border. In this century the image of the emperor moved from that of an earthly ruler to an almost mystical being, the representative of God on earth. In this module, we focus particularly on relations between Christians and pagans, and on the changing role of the emperor in a new Christian context. We investigate how the status of the city of Rome as the centre of the Roman world was challenged by new capitals and new centres of government. We discuss the role of the army and the church in propping up, exercising, or resisting power. We look at some of the main players: Constantine the Great, Arius, Julian the Apostate, Ambrose of Milan, Symmachus, Theodosius I.
The main problem in system identification is deriving mathematical models of dynamical systems (for transfer function, state-space) from data. Such problem arises for example in control, when the complexity of a model or lack of physical insight prevent the development of a model from first principles to be used in designing a controller. The algorithms to solve the system identification problem rely, for the linear case, on mathematical methodologies formalised with (relatively) simple linear algebra. The objective of this course is to give a broad but non superficial introduction to some of the main themes in system identification of discrete-time systems: the use of Hankel matrices and of regression and algebraic structures based on time shifts to derive transfer-function and state-space models.
This module introduces you to the spread of English from its historical origins to colonial and postcolonial contexts and, further, to current global contexts. It explores sociolinguistic issues and debates centering on the development of English. It engages with different approaches to the understanding of English - for example, World Englishes, Global Englishes and English as a lingua franca - in local and global contexts.
The 1979 Revolution unexpectedly established a clerical regime in Iran for the first time in its history. What were the roots and consequences of this Revolution? This module surveys this history from an anti-Shah movement initiated by university students culminating in the 1979 Revolution, to the Islamic Revolution. The 1979 and Islamic Revolutions are often discussed as one and the same in the current historiography. In this module you will test the validity of this historical narrative. You will also reflect on the rise and consolidation of the clerics’ power: did this originate in the nineteenth century when the clerics became increasingly involved in politics or is the clerical regime better understood as a result of modernising forces in the twentieth century? In doing so, you will get to grips with some of the major concepts in Islam, including the formation of Islam, the relationship between religion and politics, differences between Shi’a and Sunnites, and the concepts of spiritual and political authority.
This module provides an introduction to early Stuart England and explores the troubled reign of King Charles I before the English Civil War.
This module investigates the events of the English Civil War of 1642-46 and explores the effects which that conflict had on the ordinary people of England and Wales.
