University of Edinburgh

The course offers a unique opportunity to learn one of the official languages of Scotland. Students develop simple strategies to learn languages and gain confidence in holding a basic everyday conversation. This course is suitable for students with no previous knowledge of the language. Students achieve the equivalent of the A1 level of the Common European Framework of Reference for Languages (CEFR)and develop their confidence in holding a basic everyday conversation. Students develop these basic linguistic skills through a variety of comprehension and production activities. The course focuses on language that is required for communicating in real everyday situations, such as introducing oneself and others and talking about the daily routine. The course includes autonomous learning activities, which enable students to practice and consolidate their skills.

This course introduces students to the study of the archaeology and history of ancient Egypt from the start of the 1st Dynasty at c. 3000 BC, and through the two Pyramid Ages of the Old and Middle Kingdoms, ending at c. 1650 BC. The course focuses on providing a basic solid grounding on the chronology, geography, society, and political organization of Egypt during this period. It furthermore looks to aspects of religion, daily life, and provide some insights into art and literature, particularly pertinent for the Middle Kingdom, the classic period of Egyptian literature.

The world's knowledge is defined by hybridity between oral traditions and written texts. This course is an introduction to Scotland's rich oral/aural traditions of song, storytelling, instrumental music, dance, and folklore. Key concepts and theories relating to the interaction between orality and print, transmission (sharing) of oral material, and intangible cultural heritage as defined by UNESCO are explored in the context of modern (cultural) ethnology. Students learn fieldwork techniques, archival research skills and oral history interviewing. Themes can include children's song, ballads, political song, Robert Burns and Walter Scott, Highland bagpipes, Gaelic folktales, and Scottish legends, and special material is drawn from printed collections and the School of Scottish Studies Archives.

The course covers basics of Turkish language, alphabet, vowel harmony, simple, past and future tenses. Topic-based vocabulary is provided, and simple dialogue introduced.

In this course, students learn how to use Python to retrieve and parse data from biological repositories through bulk download and application programming interfaces (APIs). They learn about established data formats for different data modalities so that they understand the structure and content of the data they are using and how it was generated. Each week students focus on analytical tasks in linked topics that span the main components of modern biomedical informatics research. Topics change slightly each year, but typically include tools, algorithms, and approaches for biological sequence, multi-omics (transcriptomics, proteomics, methylomics), biomedical network, and biomedical text analysis. Each topic is explored using real-world examples.

 

This course explores the diverse and changing nature of the discipline of archaeology from the 19th century to the present day. Themes covered include the construction of chronologies, data recovery, classification and interpretation, cultural and processual/post-processual models, and the developing role of archaeological and environmental sciences.

A general form of the Navier-Stokes equation is derived with a focus on the physical interpretation of the mathematical model. This equation is used to derive simplified models for bi-dimensional incompressible flows, including potential flow and boundary layer flow. The fundamentals of turbulent flow, including basic turbulent statistics, are presented.

The course is built on the recognition that the key challenges of the Anthropocene are complex, dynamic, and multifaceted and that understanding and tackling these challenges requires working across the boundaries of academic disciplines. Students experience teaching where multiple disciplinary lenses and different approaches come together in dialogue around specific themes (like carbon, energy, water, plastic, or sea level rise). Students examine the interactions between scientific knowledge and economic, political, social, and cultural processes involved in making and tackling of climate and nature crises. Students learn how taking action for more sustainable planetary futures requires scientific knowledge; collaboration; an openness to different perspectives; a commitment to social justice; and communication.

This is a research project carried out under the guidance of a supervisor at the Simons Initiative for the Developing Brain (SIDB) at the University of Edinburgh.

This is an independent research course with research arranged between the student and faculty member. The specific research topics vary each term and are described on a special project form for each student. A substantial paper is required. The number of units varies with the student’s project, contact hours, and method of assessment, as defined on the student’s special study project form.

This course covers the essential programming structures for managing data and controlling computation, as well as abstractions that facilitate decomposing large systems into modules. The course also covers pragmatics of programming languages, including abstract syntax, interpretation and domain-specific language implementation. Students do not learn how to use any one language, but instead learn the basic elements needed to understand the next 700 programming languages, or even design their own.