This module aims to teach students the fundamentals of writing structured computer programs, applicable using any high level programming language. However, students will be shown the special features of Python that makes this language especially useful for Data Science and Decision Science. The module uses software engineering techniques to enforce the importance of good programming practise and will review traditional computing algorithm analysis, design and implementation using Python.
Students should be able to follow and appreciate the key concepts underpinning quantum algorithmic information processing, including the encoding, transformation and measurement of quantum state. They will be able to write programs using specialist libraries that create quantum circuit layouts. They will be able to understand the fundamental difference between quantum and classical computing.
In this module, we explore some key concepts and ‘ways of knowing’ which are central to taking a research perspective on language use, learning and teaching: the nature of theory, data, ‘truth’, idealisation, modelling, and falsification. We study rationales for applied linguistics and language classroom research, and a range of research approaches which have been adopted for this, including systematic observation, ethnography, teaching experiments, and action research. We consider a number of specific research techniques (e.g. interview, questionnaire design, discourse analysis). We study the structure of research papers and provide opportunities for reading and discussing the research literature.
This fifteen credit module will introduce you to the theoretical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater - these techniques are relevant to any form of scientific diving. Case studies will be used to demonstrate the logistical aspects of excavation strategy, as well as the equipment and techniques necessary for search, survey, excavation, sampling and recording underwater. The course includes introductory practical sessions on diving. Non-divers can participate on an equal footing to divers through the main, assessed activities, related to planning of diving projects and an understanding of the theoretical application of diving skills and current HSE regulations as applied to maritime archaeology. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first semester module Maritime Archaeology. Assessment involves designing a diving project, which will be presented as a group and a formative exam on diving theory and legislation. Practical components will allow hands on development of skills act as supplementary and will take place in pool sessions for a total of approximately 18 hours as well as a weekend of sheltered open water dives to complete the BSAC Ocean Diver diving qualification for those who wish to do so. No pre-existing diving qualification is required for this module.
This is a structured module, partly delivered by self-study and partly by lectures, designed for MMath students in their fourth year. A semigroup is a non-empty set on which is defined an associative binary operation. Unlike a group, a semigroup needn't contain an identity element nor inverses for each element. For example, the natural numbers N with the operation of addition + is a semigroup as is the set T(X) of all maps from a set X to itself with operation of composition of maps. As another example consider the set of all nxn matrices with real coefficients with the binary operation of matrix multiplication. We already know that matrix multiplication is associative and this set forms a semigroup. In some respects we can think of a semigroup as an abstraction of a group but on the other hand it is sometimes useful to compare the theory of semigroups with that of rings (the 'multiplicative part' of a ring is just a semigroup) and many of the historical developments in the theory of semigroups owe much to these two theories. However recent work has highlighted strong connections with, for example, many aspects of theoretical computer science (automata theory, theory of codes and formal language theory) as well as with other areas of mathematics such as the theory of ordered structures and (partial) symmetries.
This module is focused on developing the basics of Signals, Control and Communications: • To introduce the underpinning elements of signal processing. • To develop an approach to the modelling of dynamic electromechanical and electronic systems • To introduce the basic concepts and applications of communications.
This module will develop understanding of how to quantitatively analyse data in the social sciences, building on the foundations from the research methods modules in the first year. It will be focused around the common methods for data analysis that are needed within the social science and will prepare students for conducting their own research in their dissertations. The module will also satisfy the requirements of the British Psychological Association (BPA) for those who need this in their degree. The module will use real-world examples to illustrate the methods, giving participants insight into different studies that will be of interest, with examples coming from all disciplinary areas involved, including Psychology. The methods will be taught through flipped learning, with instructional videos placed online, supplemented by lectures and tutorials were problem sets will be considered. A range of further examples, as worksheets and recorded lectures, will be placed online in order to create a comprehensive resource for the methods, with the online material further tailored to different disciplines. The module will follow the BPA requirements, including the use of the APA style of referencing.
This module is designed to provide you with a broad introduction to the culture, history and language of Spain, Latin America and the Spanish speaking World. By studying various types of primary and secondary sources, you will become familiar with a wide range of themes, events and ideas from the regions. All materials will be available in English, allowing students with little or no knowledge of the Spanish language to engage with the module.
This prepares you for the rest of the programme and so it is intended to support you in concurrent and subsequent modules by developing your skills with the statistical analyses that are used in quantitative approaches to research. You will develop your understanding of how to plan statistical analyses, how to carry out a bivariate statistical analysis, and how to use the results of a statistical analysis to advance scientific knowledge in a given area. You will use all of this knowledge to complete a partially written research report by carrying out a statistical analysis of a real-world educational dataset and then writing-up the results of this analysis in a critical manner.
The theory and methods of Statistics play an important role in all walks of life, society, medicine and industry. They enable important understanding to be gained and informed decisions to be made, about a population by examining only a small random sample of the members of that population. For example, to decide whether a new drug improves the symptoms of a disease in all those diagnosed as having the condition (the population), a clinical trial might be undertaken in which a sample of people who receive the new drug is compared with a sample receiving no active treatment. Such statistical inferences about a population are subject to uncertainty - what we observe in our particular sample (or samples) may not hold for the whole population. Probability theory and statistical distributions are needed to quantify this uncertainty, and assess the accuracy of our inference about the population. This module aims to lay foundations in probability and distribution theory, data analysis and the use of a statistical software package, which will be built upon in later modules. The module begins by introducing statistical data analysis by using the freely available R package, https://cran.r-project.org/. Statistical analysis and report writing are discussed along with the use of the R software package for summarising and interpreting data. It then formally defines probability and studies the key properties. The concepts of random variables as outcomes of random experiments are introduced and the key properties of the commonly used standard univariate random variables are studied. Emphasis is placed on learning the theories by proving key properties of each distribution. Basic ideas of statistical inference, including techniques of point and interval estimation and hypothesis testing, are introduced and illustrated with practical examples.
This module will develop your critical knowledge and understanding of aspects of the work and lives of teachers in schools and relate this to your own experience. You will develop an understanding of key themes relating to teachers, teaching and classroom practice. Themes might include recent research on effective teaching and teacher development, education policies which affect teachers and portrayals of teachers in popular culture.
The Ancient World has profoundly influenced subsequent generations of history, and helps us to understand the foundations of today’s world. This module provides an introduction to this momentous period of history from Dark Age Greece to the emergence of Islam. We will explore major civilisations including Classical Greece, the Hellenistic world, the Roman Republic, the rise and fall of the Roman Empire and the Byzantine Empire up to the rise of Islam. This module will introduce you to central themes in Greek, Roman and Byzantine history, assessing political processes, socio-cultural changes and ideological developments. A wide array of evidence will be investigated from the literary to the material and visual, such as historical writings, art, architecture, archaeology, inscriptions, and philosophy. Throughout we will ask major questions: what were the key turning points and markers of change in the Ancient World? What were the distinctive features of the major ancient civilisations? How did the dominant civilisations interact with other cultures and societies under their rule? Importantly, we will also investigate the reception of the Ancient World: how has it been understood by subsequent generations and what is its significance and impact throughout history? In this way, the module will provide you with an overview and important background knowledge that will support you in the rest of your degree and beyond.
This module is designed to provide you with a broad introduction to the diverse cultures and histories of the Portuguese-speaking or ‘Lusophone’ world. By studying various texts, films, images and digital materials, from the fifteenth century to the twenty-first, you will become familiar with a wide range of themes, events and ideas from across the three main regions of the Portuguese-speaking world: Portugal, Brazil and Portuguese-speaking Africa. All written texts are available in English translation, and all films are available with English subtitles, allowing students with little or no prior knowledge of Portuguese language or the Portuguese-speaking world to engage with the module.
This module will consolidate and expand your specialist cardiac knowledge and practice. You will be introduced to invasive cardiology including cardiac catheterisation led procedures and cardiac rhythm management (CRM). These invasive procedures detect, quantify and treat cardiac pathologies. Clinical specialists will guide and support you through this fascinating complex world ready for your year 3 clinical placement and work towards becoming a qualified cardiac physiologist.
During this module you will explore some of the new and innovative practices and challenges facing education. The module begins by examining innovation in a wider sense, such as the changing curriculum or the challenges of globalisation, but then moves to a closer examination of eLearning, one of the more noticeable challenges facing education practices.
The module brings together a range of ideas, subject-matter and methods of making, to open up deeper understanding of the scope and potential of contemporary art practice. There is an emphasis on non-traditional media, encompassing performance and the digital.
Computer networking is a core technology of the internet of things; without it, ‘things’ would be unable to communicate with each other or report data. This module is concerned with how IoT device network with each other, from the structure and purpose of layers in protocol stacks, through to example IoT protocols, state-of-the-art directions, and security implications. A key part of the module is the coursework, in which students design and implement their own network protocol(s) in either simulation or hardware. This module is taught together with ELEC3227 Embedded Networked Systems. This module and ELEC3227 are mutually exclusive. This module has higher requirements on the desired learning outcomes, which will be assessed by a different coursework assignment.
At the end of the taught phase of the IPhD in Applied Linguistics/ELT, you will work under supervision towards the preparation of a doctoral research proposal. This is non-credit-bearing Masters-level module, however progression from year 1 of the IPhD (from the taught phase to the doctoral phase) is dependent upon successful completion of this proposal, which must be passed at 65% or higher.
Iron Age Europe witnessed the divergence of a ‘classical' Mediterranean world, whose culture included such features as states, towns, coinage and literacy, from a ‘barbarian' world to the north, where these features developed only much later, if at all. This module will examine the evidence for this period in Britain and Ireland: the adoption of new technologies, especially iron; changes in agricultural production; the social significance of food and drink; the construction of hillforts such as Maiden Castle and the sort of society who lived in them; the growth of more specialised systems of production and exchange. One important theme is the connection between Britain and the continent and the expanding power of the Roman Empire. There were important social transformations in the Late Iron Age, especially in southern England: key questions include the relative importance of indigenous factors and connections with Rome, and the extent of social and political evolution before the Roman conquest: how urban were sites such as Colchester and Silchester, which became important towns after the Roman conquest.
The historical memory of the West has always dissociated religion from the revolutionary ideal, from the Enlightenment principles that opposed it. From a Western perspective, Islam denoted tradition, while revolution represented change. However, in many Islamic societies, sociopolitical movements have been closely intertwined with Islam. From the 1979 Revolution in Iran to the Arab Spring of 2012, revolutionary movements were expressed in religious language. Therefore, revolution and change within an Islamic framework are not inherently contradictory. This module discusses the crisis of identity that Islam is experiencing today by examining two different definitions of Islam: Political Islam seeks to revive Islam's "golden age" by adhering to early Islamic principles and establishing states governed by Islamic law (e.g. al-Qaeda, ISIS, and the Taleban (in Afghanistan). Reformist Islam aims to modernize Islamic jurisprudence (fiqh) and reform sharia law to meet contemporary needs. However, reformist Islam—whether rooted in theoretical arguments or practical realities—is frequently overshadowed by the prevailing notion that equates Islamism exclusively with militant jihadist groups. Both political and reformist Islam challenge the traditional interpretations of Islam that prevailed until the late 19th and early 20th centuries. The module examines these movements that manifest differently across diverse sociopolitical and historical contexts.
