University of Edinburgh

The course encourages students to grow and extend their practice both within and out of the confines of the college environment and reach a broader, more diverse audience. Students are encouraged to reflect on their art practice in relation to the wider current and historic contexts. They work independently in conjunction with a number of cross-school studio critiques, project space presentations, and regular tutorial support. External exhibition opportunities, invited artists, gallery visits, lectures, and workshops contribute to learning. Students test how artworks are installed, received, and understood professionally by participating in an external exhibition and collaborating with their peers across the school in the development and implementation of other external opportunities.

The first half of the course introduces major theories of economic sociology and their relationship to mainstream economics. The course begins with the field of behavioral economics and asks how far its theories take us towards a sociological perspective. This lays the groundwork for examining the idea of embeddedness, which has been economic sociology's main metaphor for socializing our view of markets since the 1980s. The course then looks at the alternative theoretical perspectives which have developed in the decades since, including the idea of "markets as politics" and the notions of "calculation" and "performativity." The second half of the course focuses on the application of these concepts to case studies of neoliberalism, carbon markets, financial models, and regulation. For example, the course asks if economic theory is not just modelling the economy but also playing a large role in shaping it and what this means for a society. Students also look at the sociological mechanisms involved in the uptake of mathematical financial models and their possible role in economic crises.

Foundation German 3 is the follow-up to the 40 hour Foundation German 2 course or Intermediate German. Students who have successfully completed the Foundation German 2 course or the Intermediate German course or have an equivalent knowledge (Higher or AS level) are ideally suited for this course.

The course introduces students to the variation observed in the languages of the world, to the analytical and theoretical challenges that such variation poses, and to responses that have been given to these challenges. The issues are first introduced from a "bird's eye" view; then actual examples are given and explored in detail in the areas of (morpho)syntax and phonology; and finally the course concludes with a module on the implications of cross-linguistic variation for our understanding of how language is acquired (and vice versa). There are four blocks of teaching: 1. The implications of variation (6 lectures): This block introduces the issue of cross-linguistic variation, shows why it is fundamental to our understanding of language, and presents and explores the responses that have been given by linguists, often from very different points of view. 2. Grammars and syntax (11 lectures): This block presents case-studies of cross-linguistic differences in syntax and explores how the syntactic theory that the students have already learned can account for these differences, and where it has to be extended or adapted. Students will both become familiar with a wider range of linguistics phenomena, and develop their understanding of the theoretical tools for explaining them. 3. Phonology (10 lectures): This block explores universals and variation in the module of phonology, covering phenomena from segmental phonology, tonal phonology, syllable structure, and stress. As in the previous segment, students will both be exposed to some important points of variation, and develop their understanding of the theories that have been developed to account for the topography of this variation. A theme that recurs throughout this and the previous segment is the constant tension in theory building between descriptive coverage and predictive power. 4. Language acquisition (6 lectures): Languages can vary from each other because some aspects at least of linguistic knowledge are not genetically determined; what is not genetically determined has to be learned. This final block sets out how the question of possible limits to variation have, in modern linguistic theory, become intimately intertwined with the question of how language is acquired, and explores how language acquisition has become central to linguistic theory. It will also look at how language development is shaped by the interaction of internal factors (language-specific and domain-general predispositions), external factors (quantity and quality of input), and children's developing processing abilities.

This course covers: -Parametric families and likelihood -Sufficiency, Neyman factorisation, minimal sufficiency, joint sufficiency -Elements of statistical decision theory -Estimation, minimum variance unbiased estimators, Cramer-Rao lower bound, Bayes and minimax estimators -Hypothesis testing, pure significance tests, optimal tests, power, Neyman-Pearson lemma, uniformly most powerful tests -Confidence intervals, relationship to hypothesis testing -Selected topics in modern statistics.

This course examines philosophical approaches to feminism and feminist issues. Topics may include inequality in the work place and in family structures; global feminism; the relationships between lesbian and feminist philosophy; and issues around sex and sexuality, including the objectification of the female body, pornography, and prostitution.

The course applies AI techniques to the problems of making devices capable of interacting with the physical world. This includes moving around in the world (mobile robotics), moving things in the world (manipulation robotics), acquiring information by direct sensing of the world (e.g. machine vision) and, importantly, closing the loop by using sensing to control movement.