Trinity College Dublin

The course provides instruction in agile development methodologies and promotes close collaboration between team members. The development of the project is structured as two product releases as part of the development cycle. Each week, the current state of progress is reported and discussed, both in the lectures and in the group meetings. A project mentor meets with each team weekly and will advise on setting up the team structure including the assignment of roles and responsibilities within the team and on reporting systems both internally and externally. Weekly peer code and design reviews are a core component of the delivery of the course. These are to encourage a team approach to learning and introduce the practicalities of software quality control. 

This course offers students the opportunity for an extensive study of one of the most important writers of the 20th century: George Orwell. Students study the representative sample of Orwell’s writing across a variety of forms and subjects, looking at Orwell as a novelist, a journalist, a memoirist, a social theorist, a political thinker and writer, and an essayist and cultural critic. 

This course introduces students to global mental health from a critical perspective, with a particular focus on contextual constructions of mental illness, mental health programming in low resource and humanitarian settings, and for marginalized populations. The course covers global differences in definitions and incidence of psychiatric disorders, the validity and effectiveness of mental health and psychosocial support (MHPSS) interventions, and the wider role of power and inequity in shaping national mental health policies and international guidelines. 

The course introduces rings, subrings, homomorphisms, ideals, quotients, and isomorphism theorems. It includes integral domains, unique factorization domains, principal ideal domains, Euclidean domains, Gauss' lemma and Eisenstein's criterion. Fields, field of quotients, field extensions, the tower law, ruler and compass constructions, construction of finite fields.  Students state the definitions of concepts and prove their main properties, describe fields and rings and perform computations in them. Students discuss the theoretical results covered in the course and outline their proofs. They perform and apply the Euclidean algorithm in a Euclidean domain, giving examples of sets for which some of the defining properties of fields. They focus on proving the tower law, and use it to prove the impossibility of some classical ruler and compass geometric constructions. Students learn to identify concepts as particular cases of fields, rings, and modules (e.g. functions on the real line as a ring, abelian groups, and vector space).

The course situates Chaucer’s exceptionally diverse canon within the literary and historical contexts that produced them, while also considering how archival discoveries and fresh theoretical approaches make possible new understandings (or at times misunderstandings) of the medieval author and his works. Given the increasingly diverse and global readership of Chaucer’s work in 21st centuries, it is unsurprising that these works elicit such varied and often contradictory responses. As readers of Chaucer in the 21st century, students are encouraged and supported to develop their own voice and critical skills, and it is not expected that they have extensive previous experience with medieval literature. 

This course addresses the history of economic thought, which is done in two sections. The first section traces the elaboration of basic economic principles by classical, socialist, and neoclassical thinkers. The second section splits up 20th century economic thought into its constituent disciplines. The course provides insight into the historical and ideological context in which different economic systems and policies arose. Students interested in interdisciplinary work focus on subjects as diverse as economics, political science, sociology, history, and philosophy.  

This course explores key concepts and debates in environmental and technology ethics: the commitments and values operative in models of sustainable development (theories of justice, capability, and agency); questions of human populations (demographics, food production, and food security); sustainable transport; values at work in approaches to biodiversity conservation (wild, agricultural, urban); and conflicts and convergences in aiming for smart and sustainable cities. Students focus on the instrumental versus intrinsic value; demographics and consumption; food security and related aspects of animal agriculture; justice and sustainable development; environmental citizenship; and the future of work. The course examines key ethics responses rooted in hermeneutics, in philosophical, and religious traditions (Christianity, Islam, Buddhism, and Daoism) and characterizes the role of the ethicist in "expert" cultures and in policy development in Ireland, the EU, and internationally.  

In 2015, the 2030 Agenda for Sustainable Development set out 17 Sustainable Development Goals which provide a roadmap for addressing the key global challenges that the world is facing including, poverty, inequality, climate, environmental degradation, peace, and justice. In this course, students are introduced to the SDGs, the practical ways in which policy aims to address them, and how the success of these policies in progressing the Goals can be measured and evaluated. 

This course presents a thematic overview of the global intersections and relationships of Western visual and material culture across a range of historically located examples. Topics are explored in this course under the broad themes of appropriations and the "other" and cultural geographies. Through these lenses students explore topics as diverse as orientalism, photography and colonialism, and globalization and contemporary art, and what they reveal about cultural transmission through the ages.

This course considers objects and places from the medieval world that have accumulated multiple meanings over time. Challenging the narrative of a "clash of civilizations" between Islam and Christianity, it focuses on the entangled histories of art and architecture in the medieval Mediterranean, examining through case studies the mediatory role of art, material culture, and architecture from the 10th to 15th centuries.