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A shipowner will wish to use its ship to make as much profit as it can and will usually do so by chartering the ship either on a time charter or voyage charter basis. This course will consider the basic obligations which you would expect to find in any charterparty such as the shipowner's obligation of seaworthiness, the obligation not to deviate and the charterer's obligation to nominate a safe port, before turning to consider time charterparties and voyage charterparties, and their differences, in greater depth. The standard form contracts in common use will be studied, as will the international conventions, such as the Hague and Hague-Visby Rules, which may be incorporated voluntarily in to those contracts. The principles of general commercial contract law, such as frustration, remedies for breach, remoteness of damage, and assessment of damages have often been developed in the area of carriage of goods by sea.

Innovation is essential for Defence and Security (D&S) to ensure operational capability is maintained and enhanced in an increasingly complex and dynamic global environment. Developing world leading technological and tactical solutions will ensure threats are dealt with effectively, efficiency is enhanced, and resources are maximised. Threats and opportunities are constantly evolving so innovation is required to provide agile and resilient responses.

This module will introduce students to the multifaceted components of D&S innovation. Innovation often thrives in environments where there's collaboration between government agencies, academia, industry partners, and international allies. By fostering these relationships, the UK can leverage a diverse range of expertise and resources to drive innovation forward. The module is delivered via a series of case studies covering innovation in the context of D&S, policy, intellectual property, ethics, diversity, responsible research, engagement and collaboration. In order for students to gain a foundation in both theory and practice, they will be taught by relevant academics and industrial partners. For each topic area, a high level theoretical overview will be provided, supported by a more detailed case study example of how this manifests in practice.

The topics covered in this module will all be necessary considerations as the student moves into their research phase of the iPhD, where there will be further opportunities to consolidate the content of this module via their Feasibility Study and PhD progression review points.

Innovation is essential for Defence and Security (D&S) to ensure operational capability is maintained and enhanced in an increasingly complex and dynamic global environment. Developing world leading technological and tactical solutions will ensure threats are dealt with effectively, efficiency is enhanced, and resources are maximised. Threats and opportunities are constantly evolving so innovation is required to provide agile and resilient responses.

This module will introduce students to the multifaceted components of D&S innovation. Innovation often thrives in environments where there's collaboration between government agencies, academia, industry partners, and international allies. By fostering these relationships, the UK can leverage a diverse range of expertise and resources to drive innovation forward. The module is delivered via a series of case studies covering innovation in the context of D&S, policy, intellectual property, ethics, diversity, responsible research, engagement and collaboration. In order for students to gain a foundation in both theory and practice, they will be taught by relevant academics and industrial partners. For each topic area, a high level theoretical overview will be provided, supported by a more detailed case study example of how this manifests in practice.

The topics covered in this module will all be necessary considerations as the student moves into their research phase of the iPhD, where there will be further opportunities to consolidate the content of this module via their Feasibility Study and PhD progression review points.

MSc SAM/STATS Case Study 1 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 1 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning.

Students will normally undertake MSc SAM/STATS Case Study 1 over a six-week period in the early summer (typically, mid-June until end-July). The topic for MSc SAM/STATS Case Study 1will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.

MSc SAM/STATS Case Study 1 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 1 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning.

Students will normally undertake MSc SAM/STATS Case Study 1 over a six-week period in the early summer (typically, mid-June until end-July). The topic for MSc SAM/STATS Case Study 1will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.

MSc SAM/STATS Case Study 2 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 2 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning.

Students will normally undertake MSc SAM/STATS Case Study 2 over a six-week period in the early summer (typically, end-July until early-September). The topic for MSc SAM/STATS Case Study 2 will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.

MSc SAM/STATS Case Study 2 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 2 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning.

Students will normally undertake MSc SAM/STATS Case Study 2 over a six-week period in the early summer (typically, end-July until early-September). The topic for MSc SAM/STATS Case Study 2 will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.

MSc SAM/STATS Case Study 2 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 2 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning.

Students will normally undertake MSc SAM/STATS Case Study 2 over a six-week period in the early summer (typically, end-July until early-September). The topic for MSc SAM/STATS Case Study 2 will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.

The castle was one of the most characteristic creations and symbols of the middle ages. They were advanced military technology which supported a range of functions; they dominated populations and secured conquests; they were garrisons, centres of government and elite residences, among other functions. Within this module, you will examine how the castle developed in terms of functions and uses. Changing military technology formed perhaps the largest single influence on the development of the castle, and the module will include consideration of the development of siege technology, and especially of the evolution of artillery. Social change also influenced the development of the castle, for castles depended on the predominance of an aristocratic class itself subject to change. Finally, you will look at the end of the castle as a serious military asset, and how some of its functions and values survived even that.

The castle was one of the most characteristic creations and symbols of the middle ages. They were advanced military technology which supported a range of functions; they dominated populations and secured conquests; they were garrisons, centres of government and elite residences, among other functions. Within this module, you will examine how the castle developed in terms of functions and uses. Changing military technology formed perhaps the largest single influence on the development of the castle, and the module will include consideration of the development of siege technology, and especially of the evolution of artillery. Social change also influenced the development of the castle, for castles depended on the predominance of an aristocratic class itself subject to change. Finally, you will look at the end of the castle as a serious military asset, and how some of its functions and values survived even that.