University of Edinburgh

This is an introductory course in Nuclear Astrophysics, a subject in its own right that often drives major scientific and technological advances in modern day research both in nuclear physics and astrophysics. The course builds upon (and adds a layer of complexity to) the existing Nuclear Physics course and provides an option for choice of specialized topics within Nuclear Physics (but also Astrophysics).

This course is for students interested in the policies and management of the natural environment and its resources. The transferable nature of the skills elements involved may make this course attractive to other students wishing to pursue a career in government agencies or consultancy. The course provides students with a toolkit of quantitative and qualitative techniques used in resource planning and analysis, together with case studies with which to gain experience of their application.

This course looks closely at cultural representation in museums, what they display, to whom, and how. Students first gain an understanding of how museums are organized and the concerns each department faces in terms of cultural representation. Then, they embark on an exploration of the current critical issues facing museums as they represent cultures, both that of the communities in which they reside and other peoples. Nowhere are these issues more palpable than in the National Museum of Scotland, with its large, varied, and historical collection, tasked with representing Scotland's relationship to the global world for a local and global audience. Using the galleries of the National Museum as guide and case study, students examine how nine specific conversations in museology - capitalism, community, citizenship, technology, scientific norms, race, colonialism, ethnology, and memory - are constructed, negotiated, and challenged in the museum.

This course gives students the skills to work with biological datasets to present, summarize, and explore patterns in a wide range of datasets using python, pandas, and seaborn. For each course topic, student apply the concepts they have learned to complex research datasets. Student groups choose a dataset to work with at the start of the course. The course is taught in workshops, with short lectures introducing the topic, and group practice with examples and complex datasets using Jupyter notebooks.

The New Testament Book of Revelation has exerted an exceptional theological and cultural influence. Students study this important text in its historical context, but also to explore its later reception in theology, art, politics, and film. The course begins with a close reading of the text, locating it within its ancient Jewish and Roman imperial context, and drawing on ancient literary and archaeological evidence to explore questions of genre, identity, and response to colonialism. Recent scholarship, including historical-critical, postcolonial, rhetorical, and feminist interpretations, enable students to engage critically with a variety of approaches to the text. Students then draw on reception studies to explore some of the many ways Revelation has been interpreted in later theology, politics, and culture.

This course is a communicative course aimed at developing students' understanding and production of the language at CEFR level A2/B1. The course consolidates knowledge of French grammar and develops reading and writing skills. Students work on listening and speaking skills and students have the opportunity to practice the language with their peers on a variety of everyday topics such as talking about past experiences and events and expressing opinion, as well as discussing selected movies.

While most businesses will employ an accountant for the preparation of financial statements and for analysis of accounting information, it may still be important that others, such as owners, managers, or employees, from a non-accounting background, have a good understanding of the importance of various aspects of accounting and finance for a business or organization. In this course, students view accounting as a tool of management, and learn how to critically evaluate financial reports to assess the performance of a business or organization, and to plan for its future activities.

 

This course examines Restoration and 18th-century English theater in its social and historical contexts. Students explore a wide range of dramatic genres, from established genres - tragedy and comedy - to experimental forms like Restoration tragicomedy, heroic tragedy, and farce. Key playwrights may include Dryden, Behn, Congreve, Centlivre, and Sheridan, but students also discuss the theory and practice of performance in the period, the concurrent development of literary criticism, and the social role of the drama in this period.

The course builds on knowledge obtained in the Financial Accounting modules of Accountancy 1 and 2 to explore some of the more complex and controversial areas of financial reporting. The object is to develop a critical understanding of conceptual issues in financial accounting as well as to enhance technical and analytical skills. The course covers the advanced analysis and interpretation of the annual report, some of the more complex accounting standards not addressed in earlier courses, and current issues in financial reporting. The course broadens students' horizons by examining the regulations, techniques, and debates surrounding topics such as fair value accounting; accounting for financial instruments; revenue recognition; intangible assets, and accounting in specialist sectors. Students are also introduced to accounting for capital reconstruction. 

This course covers moral philosophy, the branch of philosophy that deals with the nature, extent, and foundation of obligations, duties, virtues, practical reasons, and moral rights. Precise topics vary from year to year; representative topics include: Where do moral obligations come from, and what motivates people to follow them? How do we know what we morally ought to do? Do people have moral right; what about animals? What reasons do we have to help those in need? Do we have moral duties to ourselves; to our loved ones? Is the aim of providing a fully general, informative, moral theory achievable? Is there a universal human morality?