feedback control|controller implementation|robustness of control systems

This course is concerned with the design of practical feedback controllers. Feedback is used in a control system to change the dynamics of the plant or...

This alternative first year Dutch Language course runs across both terms and is aimed at students with previous knowledge of Dutch. Following the language...

This alternative first year Dutch Language course runs across both terms and is aimed at students with previous knowledge of Dutch. Following the language level test during induction week, a programme will be put together in collaboration with the student based on their individual learning needs.

Its main aim is to maintain and strengthen their academic and language skills in order to prepare them for the second-year language course. Students are expected to work independently on listening, reading and written work with regular tutor feedback and tutorials, as well as attend weekly conversation classes. This course also includes an introduction to the field of linguistics, which will prove useful in the student’s further language career.

This module is designed to enable the postgraduate to develop the underlying scientific principles underpinning implant treatment. Topics will include anatomy,...

This module is designed to enable the postgraduate to develop the underlying scientific principles underpinning implant treatment. Topics will include anatomy, implant design, implant surfaces, bone physiology and healing.

 

PURPOSE OF EDUCATION|CONCEPTS OF EDUCATION|KNOWLEDGE AND LEARNING|RESPONSIBILITY FOR EDUCATION

Education can be viewed as an industry, a product, a philosophy, a process or a project. In this module, you will be given the opportunity to explore these...

Education can be viewed as an industry, a product, a philosophy, a process or a project. In this module, you will be given the opportunity to explore these different perspectives on education and to develop a response to them that is informed by your own educational context and experience. The module is based around the following questions posed by Fielding and Moss (2011) that are fundamental to understanding education:

• What is education for, what is its purpose, both here and now and looking to the future?

• What should be its fundamental values and ethics?

• What do we mean by knowledge and learning (including formal and informal contexts)?

• What is our concept of education?

• What is our image of learners, educators, learner contexts, and of community/society?

• Who is responsible for education, and what does it mean to be responsible?

This module will use these questions to explore a range of educational contexts, sectors and phases. Students will critically explore the questions in the light of readings, arguments raised by leading experts in the field of education and their own experience. The module can be taken either fully online or face-to-face. For students choosing the fully online option, the module will include a series of synchronous and asynchronous on-line activities.