GRADUATE RESEARCH SCHOOL OFFICE RESEARCH …€¦ · GRADUATE RESEARCH SCHOOL OFFICE . 1 . Contents...

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RESEARCH PROGRAMMES

2019-2020

SEMESTER 1 MODULE DESCRIPTORS

GRADUATE RESEARCH SCHOOL OFFICE

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Contents

Discipline Specific Modules ..................................................................................................................... 5

AAAA Advanced Modelling Techniques in Financial Economics................................................ 6

BENV 9001 Lead and BIM ................................................................................................................... 7

BENV 9003 BIM Mechanical and Electrical 1 ...................................................................................... 8

BENV 9004 BIM Mechanical and Electrical 2 ...................................................................................... 9

BIOL 9227 Cell Biology & Immunology ............................................................................................ 10

CFCS 9000 Perspectives on Family and Community ........................................................................ 11

CFCS 9002 Transitions across the lifespan ...................................................................................... 12

CFCS 9003 Management Issues in Child, Family & Community Work ............................................ 13

CIVL 9000 Introduction to Sustainable Infrastructure .................................................................... 14

CIVL 9001 Finite Elements in Science and Engineering .................................................................. 15

CIVL 9004 Transport Planning and Simulation ............................................................................... 16

CIVL 9005 Traffic Management and Road Safety ........................................................................... 17

CIVL 9006 Energy Infrastructure ..................................................................................................... 18

CRIM 9001 Criminological Theory ................................................................................................... 19

ENEH 1006 Applied Modelling in Environment, Food and Health ................................................... 20

ENEN 9101 NZEB Policy & Technologies ........................................................................................... 21

ENEN 9102 NZEB Calculation & Cost Optimality .............................................................................. 22

ENEN 9103 Energy Modelling Tools #1 (DEAP)................................................................................. 23

ENEN 9104 Energy Modelling Tools #2 (PHPP) ................................................................................. 24

ENEN 9105 Hygrothermal Risk Assessment for Building Performance ............................................ 25

ENEN 9106 Thermal Bridge Calculation for Building Performance .................................................. 26

LAW 4021 Jurisprudence ................................................................................................................. 27

LAW 9008 Criminology .................................................................................................................... 28

LAW 9015 Company Law ................................................................................................................. 29

LAW 9016 Contract Law .................................................................................................................. 30

LAW 9017 Constitutional Law ......................................................................................................... 31

LAW 9018 Criminal Law................................................................................................................... 32

LAW 9019 Employment Law ........................................................................................................... 33

LAW 9021 European Human Rights Law ......................................................................................... 34

LAW 9022 European Union Law ...................................................................................................... 35

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LAW 9023 Family Law ..................................................................................................................... 36

LAW 9024 Property Law .................................................................................................................. 37

LAW 9027 Tort Law ......................................................................................................................... 38

LAW 9034 Administrative Law ........................................................................................................ 39

LAW 9036 Evidence Law ................................................................................................................. 40

MATH 9951 Methods for Applied Mathematics ................................................................................ 41

MATH 9971 Classical Mechanics & Thermodynamics ....................................................................... 42

MATH 9972 Special Relativity & Tensor Calculus .............................................................................. 43

MATH 9974 Biomathematics ............................................................................................................. 44

MLMU 9001 Introduction to BIM for Construction Management ..................................................... 45

MLMU 9002 Introduction to BIM for Cost & Value Management ..................................................... 46

MLMU 9009 Theory & Practice of Building Information Modelling and Management ..................... 47

MLMU 9014 BIM Architecture 1 PBE .................................................................................................. 48

MLMU 9015 BIM Architecture 2 SBE .................................................................................................. 49

MUSM 3526 Approaches to Music Analysis - Tonal ........................................................................... 50

MUSM 9002 Performance Studies 1 ................................................................................................... 51

MUSM 9004 Ensemble 1 ..................................................................................................................... 53

MUSM 9011 Ensemble 2 ..................................................................................................................... 54

MUSM 9014 Contemporary Composition Perspectives ..................................................................... 55

MUSM 9015 Contemporary Composition Techniques ....................................................................... 56

SOC 9004 Governance and Field of Social Care Practice: Debates for Social Care Managers ....... 57

STRT 9000 Advanced Structural Design ........................................................................................... 58

Employability Skills Modules ................................................................................................................. 59

BSRM 1001 Business Research Methods .......................................................................................... 60

CRIM 9000 Research Methods in Criminology ................................................................................ 61

GradCAM XXXX Philosophy of Science and Technology ................................................................. 62

GRSO 10XX Work-based Learning and Employability Skills .............................................................. 63

GRSO 1001 Research Methods ......................................................................................................... 64

GRSO 1005 Introduction to statistics ................................................................................................ 65

GRSO 1010 Introduction to Pedagogy for Postgraduates ................................................................ 66

GRSO 1012 Research Integrity .......................................................................................................... 67

MED 3036 Advanced Qualitative Research in Media Studies ......................................................... 68

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MUSM 9008 Music Career Preparation .............................................................................................. 69

MUSM 9012 Artistic Research Perspectives 1 .................................................................................... 70

MUSM 9013 Artistic Research Perspectives 2 .................................................................................... 71

THED H1001 Teaching in Higher Education ........................................................................................ 72

XXXX Practice Education in the Clinical Setting ...................................................................... 73

ZZZZ Data Handling and Analysis ........................................................................................... 74

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Please Note: Times, dates and venues for all modules are subject to change.

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Discipline Specific Modules

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AAAA Advanced Modelling Techniques in Financial Economics Credits: 10 ECTS Timetable: Wednesday 10-1pm for 12 weeks starting 18th September TU Dublin Aungier Street Student Competency. Completion of Econometrics 1 and 2 courses in the School of Accounting and Finance, or completion of any relevant econometric courses that demonstrate understanding of time series analysis. The course competency is in the context of Advanced Time Series Analysis Module Aim. This module aims to advance time series analysis by looking at macroeconomic forecasting and policy scenario analysis. The course will be based on a learning by doing approach where student will be exposed to econometric techniques for modelling the dynamic behaviour of macroeconomic variables like for example: GDP, consumption, investment, inflation, interest rates, markets performance and any relevant theme in the field of economics and finance. The course aims to ensure that students are able to analyse relevant variables and their response to major policy changes. Indicative Content: The course is structured around two key areas: 1. Model building 2. Model Forecasting The core aspects to support the outlined two areas are summarised as follows: 1. Analysis of Time Series Properties and Model Design 2. Dynamic Specification of Vector Auto-regression (VAR) and Error Correction Models (VECMs) 3. Application and Analysis of Time Series Models 4. Evaluation of Macroeconomic Models and Outcomes 5. Forecast Uncertainty and Forecasting for Policy Analysis Indicative Assessment Description: 100% Continuous Assessment – Research paper

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BENV 9001 Lead and BIM Credits: 5 ECTS Timetable: To be confirmed TU Dublin Bolton Street Student Competency. Students should have intermediate knowledge of utilising a BIM authoring or management tool and an undergraduate qualification or equivalent experience in a construction-related discipline Module Aim. This module is designed to introduce learners to the key principles and strategies for implementing Lean methodologies in the construction sector. The integration of Lean and BIM is driving transformation of Design and Construction activities as clients seek increased value, reduced/removed waste (physical and intellectual), and smoother operation of projects. Indicative Content: Lean principles Lean in Design & Construction Lean BIM and iBIM Lean and Irish procurement contracts Using Lean principles to measure the benefits of BIM Framework for adopting Lean and BIM strategies in synergy (Sacks et al. 2010) – interaction matrix Lean and sustainability Quality & Construction Management tools: e.g. PDCA (Continuous Improvement), Value Stream Mapping SIPOC, LastPlanner® Indicative Assessment Description: Technical Report (Review of Lean & Lean in Construction) 60 % Task-Based Project Work

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BENV 9003 BIM Mechanical and Electrical 1 Credits: 5 ECTS Timetable: To be confirmed TU Dublin Bolton Street Student Competency. Students should have an undergraduate qualification in building services, electrical, mechanical engineering. Module Aim. This module is designed to take engineers & designers, with no previous BIM experience, to a level where they are adept in the use of BIM software and can carry out primary MEP tasks within industry-standard BIM authoring tools Indicative Content: Organisation of the graphic user interface (GUI) Hierarchy of commands & sub commands on the GUI Importing and linking Visibility control Spaces MEP systems Indicative Assessment Description: Continuous, project-based assessment using BIM software to input a range of building services and associated plant within a digital model 100 %

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BENV 9004 BIM Mechanical and Electrical 2 Credits: 5 ECTS Timetable: To be confirmed TU Dublin Bolton Street Student Competency. Students should have knowledge equivalent to the contents of BIM Mechanical and Electrical 1 and an undergraduate qualification or experience in an M&E engineering-related discipline. Module Aim. This module is designed to take engineers & designers, from BIM MEP level 1, to a level where they are adept in the use of BIM software and can carry out more complex MEP tasks within the graphical user interface Indicative Content: Heating and cooling loads MEP systems Tagging and scheduling Create families Interference check Plotting Energy Analysis Indicative Assessment Description: Continuous project-based assessment using BIM software to input a range of building services, associated plant and energy analysis within a digital model. 80 % Technical report 20 %

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BIOL 9227 Cell Biology & Immunology Credits: 5 ECTS Timetable: To be confirmed TU Dublin Kevin Street Student Competency. Suitable for students who are studying in the life sciences and have a background in Biological/Biomedical Sciences. Module Aim: The aim of this module is to develop and update knowledge in key areas of contemporary cell biology and immunology. Indicative content: Cell cycle control system: role of cyclin-dependent protein kinases (CDKs) and CDK inhibitory proteins. Control of cell division and growth: effect of mitogens on CDK activity, effects of DNA damage, abnormal proliferation signals. Apoptosis: role of caspases, cell surface death receptors, Bcl2, Inhibitors of apoptosis (IAPs), dysregulation of apoptosis and its contribution to disease (cancer). Ion-channel coupled, G-protein coupled and Enzyme-linked cell surface receptors, intracellular signalling proteins: case study (pattern recognition receptors): Toll-like receptors (MAP kinase and NFB activation). Gene expression and RNA processing, splicing pathway, role of spliceosome, alternative and aberrant forms of splicing, splice variants as cancer biomarkers. Pattern recognition molecules of the innate immune system e.g. toll-like receptors. MHC class I and II structure, function and antigen processing and presentation. Antigen recognition structures of the adaptive immunity including the TCR and immunoglobulin molecules. Downstream signalling events following receptor engagement within the immune response; failures in these systems and resulting pathology. Lymphocyte function: T cells, B cells: subsets and roles in immune responses Indicative assessment description: Critical review of journal article (50 %) and peer seminars (50%)

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CFCS 9000 Perspectives on Family and Community Credits: 10 ECTS Timetable: Tuesday’s 4 pm to 6 pm, starting 17th September 2019, TU Dublin Grangegorman Student Competency. Research students from social science-related disciplines. Module Aim Module investigates concepts of family and community in sociological, policy and practice contexts. Role of the family in care, education and welfare is examined in a changing society. The concept of community is examined in relation to sociological and policy perspectives and the meaning of community for both individuals and families is explored. Module seeks to provide socio-educational practitioners with an opportunity to reflect on family and community aspect of clients' lives and interaction between family, community and the state in care, education and welfare. It will furnish students with concepts and critical perspectives to enable them to visualise how they can contribute to best policy, practice and research in their sector. Indicative Content Care the role of services and the state:Caring activities and stress. Changing roles of men and women in relation to care and work. Community and partnership approaches to social provision. Concepts of care and wellbeing over the lifecourse. Ecological systems model, cultural context and the individual. Ethical dimension of love and care. Examination of services as loci of power, control and regulation. Family, care and community: Identifying principles and models of best practice. Identifying resources, risks, resilience and networks. Ireland's mixed economy of welfare model. Listening to families and communities: examples of innovative policy and practice: Mapping interdependencies in families and communities. Marginalisation and disadvantaged groups. Parenting, interdependencies and reciprocities. Policy models: Professionalisation of care. Reviewing current issues- including the role of men, quality and access to services. Social theory perspectives on family and community: Sociological and political perspectives on family, kinship, neighbourhood and community Family and community in traditional and contemporary society. Standardisation of outcomes. Support and sociability within neighbourhoods and communities. The concept of citizenship. The enabling state. Universalist and selectivist provision. Values underpinning family and social policy. Visualising approaches to practice, services, policy development and research for the future. Indicative assessment description: Examination 50 % Essay 50 %

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CFCS 9002 Transitions across the lifespan Credits: 10 ECTS Timetable: Thursdays 4pm to 6pm, starting September 19th, TU Dublin Grangegorman RD 006. Student Competency. Research students from social science-related disciplines. Module Aim The primary aim of this module is to conceptualise and explore (human/individual) adaptation and adjustment to normative and non-normative change throughout the lifespan. Moreover, the module seeks to highlight the changing meanings and vantage points associated with the processes and timing of these transitions Indicative Content Achievement Transitions Across the Lifespan: Adjustment to Transition:, Affiliation Transitions Across the Lifespan: Core Concepts of Transition: Cultural and gender influences on experiencing and adjusting to transitions. Domains of achievement related to age and stage of development, psychological processes involved in normative and non-normative achievement transitions (entering preschool, school, retirement): coping with success and failure; self-efficacy and attribution of control to other; social comparison (upward and downward comparisons). Identity Transitions across the Lifespan. Nature of identity; multiple transformations associated with changing developmental status and agenda across the lifespan; emergence and development of the self-concept, competence and self-esteem; crisis of identity in adolescence and associated concepts of individuation and increasing autonomy; negotiating multiple pathways into adulthood and the significant implications for identity of choosing among these pathways. Patterns of close interrelatedness amongst the three core themes of identity, affiliation and achievement; implications for experiences and adjustment to normative and non-normative transitions across the lifespan; role of protective factors in facilitating transitions, resilience as a function of gender, class and cultural differences. Shift from child-parent relationships, characterized by horizontal power structures, to more vertical relationships; developmental transitions during adolescence; development of intimate relationships, sexual attitudes and behaviour and sexual orientation; the transition to formalized partnerships, such as co-habitation, marriage and parenting; attachment relationships across the lifespan; non-normative perspectives such as grief processes, response patterns and adjustment problems in the context of the loss of a child; parental separation and associated child and parental adjustment. Sources of support which may facilitate positive adjustment and resilience in the context of normative and non-normative transitions. Theoretical frameworks underpinning the concept of normative and non-normative transitions across the lifespan; concepts of risk and resilience in adaptation to transitions; similarities and differences between normative and non-normative transitions; social norms in relation to the meaning of time and timing in contemporary society and their differential impact on the life course as a function of gender, class and changing cultural and historical contexts; transitions. Indicative Assessment Description: Examination 60 % Essay 40 %

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CFCS 9003 Management Issues in Child, Family & Community Work Credits: 10 ECTS Timetable: Tuesdays 6 pm to 8pm, Starting September 17th, TU Dublin Grangegorman, RD006. Student Competency. Research students from social science-related disciplines. Module Aim This module is primarily designed to benefit students working as practitioners or in senior positions in child, family and community sectors. The module provides theoretical and practice perspectives on management and leadership issues in the context of evolving community based services. It will focus on effectiveness in care, education and community sectors and provide opportunities for students to reflect critically on their own practice. It will also enable them to promote and appraise changes in the organisational/policy context of their agencies. Key areas covered will include leadership and communication, team work and staff development, mentoring, project evaluation, evidence informed evaluation and planning, and working in community based contexts. Guest lecturers will elucidate topics and present case studies on relevant issues including leadership, community led approaches, mentoring, evaluation and organisational change. Indicative Content Organisational change and community development Staff development, supervision and mentoring Leadership in education, care and community sectors National and local policy context shaping organisation/sector. Learning organisations Personal values and management styles Different types of evaluation including a focus on process evaluation Evidence informed planning Multidisciplinary working and collaboration at community level Indicative Assessment Description: Case Study 50% Report 50%

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CIVL 9000 Introduction to Sustainable Infrastructure Credits: 5 ECTS Timetable: Thursday 6-8pm for 12 weeks starting 19th September 2019, TU Dublin Bolton St Student Competency. Minimum entry requirements are 1. An accredited Second Class Honours Grade Two (2:2) in Civil/Structural/Environmental Engineering or a closely related discipline or 2. Any qualification(s) deemed by the TU Dublin equivalent to above in conjunction with relevant work experience. Module Aim This module introduces the student to the main infrastructural topics which will be addressed in the programme and highlights their economic, social and environmental impacts. Key tools for estimating and understanding these impacts are outlined before issues of sustainability are discussed for each infrastructural group: water; energy; transport; and structures. The module highlights the global, national and regional contexts for the sustainability debate and presents current state of the art and possible future trends in each area. Material is addressed at a high level, with more detailed design and planning left to individual modules. Indicative Content Context Assessment tools and concepts Life Cycle Assessment Water and the Environment Energy and the Environment Transport and the Environment Structures and the Environment Indicative Assessment Description: Normally there are 2 coursework assignments during the module.

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CIVL 9001 Finite Elements in Science and Engineering Credits: 5 ECTS Timetable: Wednesday 4-6pm for 12 weeks starting 18th September 2019, TU Dublin Bolton St Student Competency. Minimum entry requirements are 1. An accredited Second Class Honours Grade Two (2:2) in Civil/Structural/Environmental Engineering or a closely related discipline or 2. Any qualification(s) deemed by the TU Dublin equivalent to above in conjunction with relevant work experience. Module Aim This module provides students with a sound theoretical basis and an understanding of finite element theory so they can use it to solve practical problems including thermal transport, hydraulic systems, fluid flow, electromagnetism, electrical networks and civil engineering with worked examples throughout. It will also demonstrate how it has been used in aeronautical, biomedical and automotive applications. The coursework will use computational software to analyse real problems and will demonstrate how the theoretical aspects are used in practice. Other software currently available for other applications will also be introduced. The module will also include one or more guest lectures by experts who have successfully applied the finite element method to real-world problems. This will allow the student to see the potential of the method away from the classroom. Through a sound theoretical basis, students will be able to apply the method to solve computational d problems. Indicative Content Introduction to the Finite Element Model set-up Variational, Virtual work and Weighted Residual (Galerkin) Methods Shape Functions Structural beams, frames and truss analysis Heat and Mass Fluid flow in porous media and through hydraulic networks Electrical networks, electromagnetism and electrostatics Applications –in automotive, biomedical and aeronautical Indicative Assessment Description: Normally there are 2 coursework assignments during the module.

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CIVL 9004 Transport Planning and Simulation Credits: 5 ECTS Timetable: Thursday 3-6pm for 12 weeks starting 19th September 2019, TU Dublin Bolton St. Student Competency. Minimum entry requirements are 1. An accredited Second Class Honours Grade Two (2:2) in Civil/Structural/Environmental Engineering or a closely related discipline or 2. Any qualification(s) deemed by the TU Dublin equivalent to above in conjunction with relevant work experience. Module Aim This module introduces the student to the characteristics of transportation supply and demand and the policies which inform transportation choices. The modelling of urban transportation systems is discussed, with a focus on the need to reduce overall volumes using demand management techniques. The concept of mobility management will be focused on. Use of the VISSIM simulation model will form a central part of the module Indicative Content Land-use planning techniques and their importance to the transport planning and modelling process Derivation of travel patterns using quantitative methods Transportation policies within Ireland, UK and US and their direct effect on the transportation planning and modelling process Detailed knowledge of VISSIM model, involving student gathering survey information for a given network and modelling existing and possible future traffic scenarios within model Indicative Assessment Description: Normally there are 2 coursework assignments during the module.

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CIVL 9005 Traffic Management and Road Safety Credits: 5 ECTS Timetable: Tuesday 6-8pm for 12 weeks starting 17th September 2019, TU Dublin Bolton St. Student Competency. Minimum entry requirements are 1. An accredited Second Class Honours Grade Two (2:2) in Civil/Structural/Environmental Engineering or a closely related discipline or 2. Any qualification(s) deemed by the TU Dublin equivalent to above in conjunction with relevant work experience. Module Aim This module will introduce students to advanced topics in traffic management & road safety, such as the concepts involved in determining measures relating to the management and control of traffic in an urban environment. It will also introduce students to the process involved to analyse and evaluate road safety problems to determine appropriate remedial measures. Students will demonstrate competence through a mixture of group exercises and projects. Indicative Content Introduction to Intelligent Transport Systems (ITS) Forecast traffic demand using statistical techniques Redesigning the Urban Street Urban Street Networks: Movement and place; Permeability and legibility; Management Urban Street Design: Carriageway Conditions; Pedestrian & Cyclist Environment Implementation Shared Parking Principles Collision statistics, road safety programs, major barriers to improvement Interrogation of road safety strategies Introduction to the evaluation- quality, methods and assessment of road safety schemes Scheme Options for Design Road Safety Audits Indicative Assessment Description: Normally there are 2 coursework assignments during the module.

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CIVL 9006 Energy Infrastructure Credits: 5 ECTS Timetable: Tuesday 4-6 pm for 12 weeks starting 17th September 2019 TU Dublin Bolton Street Student Competency. Minimum entry requirements are 1. An accredited Second Class Honours Grade Two (2:2) in Civil/Structural/Environmental Engineering or a closely related discipline or 2. Any qualification(s) deemed by the TU Dublin equivalent to above in conjunction with relevant work experience. Module Aim This module introduces the student to energy infrastructure concerns energy production, transmission and storage. Robust, efficient and cost-effective infrastructure is crucial for the functioning of integrated national, all-island and European markets and to help meet climate and energy targets. Ireland needs to modernise and expand its energy network to adapt to new renewable sources. Indicative Content Context: national, all-island and European. Energy sustainability concepts Production technologies Distribution technologies Energy storage The future of energy infrastructure Indicative Assessment Description: Normally there are 2 coursework assignments during the module.

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CRIM 9001 Criminological Theory Credits: 15 ECTS Timetable: Thursdays 5-8 pm starting 19th September 2019 TU Dublin Grangegorman Student Competency. Research students from social science-related disciplines. Module Aim The module introduces the student to classicism and positivism and looks at the relevance of classical theory today. The student will then proceed to examine the work of the Chicago school and social disorganisation theory (this may be thought of as sociological positivism). The module also covers other key theories such as control theory; subcultural and strain theories; labelling perspectives on crime; radical and critical criminology and left realism. As each new theory is introduced to the student, an understanding of its limitations and main criticisms and the connections and distinctions between it and other theories and practice will be imparted as well as the basic concepts. Indicative Content Theory applied to discussion of- Anomie Theory/Strain/Sub Cultural Theory: Crime as a response to social inequality and the gap between culture and social structure. Survey of the work of inter alia Durkheim, Merton, Cloward and Ohlin, Cohen and Agnew. Indicative Assessment Description: Short Essay on Classical Criminological Theory (2,000 words) 25% Substantive Essay Integrating Module Elements (3,500-4,000 words). 60% Learning group participation and final presentation. 15%

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ENEH 1006 Applied Modelling in Environment, Food and Health Credits: 5 ECTS Timetable: 1 day Greenway TU Dublin Grangegorman and ½ day TU Dublin Mountjoy Square week of 28thOctober and 1 day week of 16th December Greenway TU Dublin Grangegorman Student Competency. No specific student competency needed Module Aim Applied Modelling in Environment, Food and Health is a module that covers a spectrum of applied mathematics (i) in Environmental Sciences with attention to sensors and chemometrics (ii) in Food Science including the modelling of biochemical and physical dynamics and (ii) in Health dealing with issues arising from modelling in Pharmaceutical Healthcare research. The focus of the module is to introduce and expose the student to modelling approaches as a result of the exploitation of informative experimental designs. This output will be the driving force for describing phenomena applied to the own research of the student in the area. The student will be exposed to new advances in modelling practices and tools of analysis and through example will learn the basics of how to apply this knowledge in their own research programme. Skills on defining problem objectives in dynamic food and health environments will be transferred and the software tools to manage such queries will be explored. Modelling applications will be transferred and will engage in critical assessment for applying mathematical knowledge to particular contexts. Indicative Content: Session 1)

Linear and Nonlinear modelling Introduction to design of experiments Linear modelling Nonlinear Modelling Empirical vs Non-Empirical modelling

Session 2) Kinetic modelling of physical and chemical phenomena Chemical reaction kinetics Biological reaction kinetics Pharmacokinetics and Pharmacodynamics

Session 3) Introduction to Stoichiastic modelling Discriminating between variability and uncertainty Distributions characterisation Probabilistic modelling Quantitative risk assessment

Session 4. Chemometrics/Multivariate data analysis

Data pre-processing Exploratory Analysis

Discriminant Models 1: Unsupervised Discriminant Models 2: Supervised Multivariate Regression

Indicative Assessment Description: 100 % CA

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ENEN 9101 NZEB Policy & Technologies Credits: 5 ECTS Timetable: Blended online delivery with 4 teaching & 2 projects weeks. Each teaching week has 3 hours of recorded lectures to view. A web-based student handbook, a module site and a social media site further support the delivery. On-site workshop at end of week 5. Student Competency. Students should have a cognate undergraduate degree (e.g. architecture, engineering or building surveying). Module Aim The NZEB Policy & Technologies module is presented in two components, the first covering NZEB policy and legislation, the second covering NZEB building technologies. The policy and legislation component is designed to develop an understanding of the EU Energy Efficiency Directive (EED) and Energy Performance in Buildings Directive (EPBD), which require the transposition of the Nearly Zero Energy Building (NZEB) performance standard to the Irish statutory and regulatory environment. It explores European and national policies in building energy efficiency and NZEB and explores the legal and policy issues necessary for building design professionals to be able to influence the shift to NZEB design and construction. The building technologies component is designed to enable experienced building design professionals to develop an understanding of the emerging technologies used in the NZEB performance standard with a focus on the use of materials and installations suitable for the design of building solutions in NZEB dwelling design and retrofit. Indicative Content: NZEB Policy and legislation:

EU + national policies regarding energy efficiency + NZEB: Energy Performance in Buildings Directive (EPBD) + Energy Efficiency Directive (EED); General NZEB application to both new build and retrofit buildings; Analysis of building stock in Ireland and main uses; Difference in application of NZEB to residential and non- residential buildings;

NZEB building technologies Materials & Installations suitable for NZEB design and retrofitting: Building fabric: existing performance assessment; Building fabric: additions and interventions;

Indicative Assessment Description: There are two components with C#1 = 70%, C#2 = 30%. Component #1 is two summative assessments delivered as McQ online, each with 60% pass needed. Component #2 is a mini-project with 40% pass required.

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ENEN 9102 NZEB Calculation & Cost Optimality Credits: 5 ECTS Timetable: Blended online delivery with 4 teaching & 2 projects weeks. Each teaching week has 3 hours of recorded lectures to view. A web-based student handbook, a module site and a social media site further support the delivery. On-site workshop at end of week 5. Student Competency. Students should have a cognate undergraduate degree (e.g. architecture, engineering or building surveying, building science). Module Aim The Calculation element of the NZEB Calculation & Cost Optimality module will enable the learner to appraise and select from a range of calculation theories and methodologies used in energy modelling of building fabric. The module will explore how specific calculation theories and methodologies are used to achieve compliance with the Nearly Zero Energy Building (NZEB) performance standard, evaluating both minimum performance requirements and enhanced / improved detailing & specification. The Cost Optimality element of the module introduces the learner to the concept of cost optimality as provided for in the Energy Performance in Buildings Directive (EPBD). It investigates life cycle cost analysis and investment return and explores the cost management and financial issues necessary for professionals to be able to influence the shift to NZEB design and construction. Indicative Content: Energy calculation

Fundamental units of energy measurement and calculations using units correctly (to be taught comprehensively). U-value (W/m2K) calculation to BR443 level (ISO 6946) (to be taught comprehensively). Psi-value (W/mK) and Chi-value (W/K) origin, cause & context in U-value to be examined (NOT modelled or if so then only by demonstration). Y-value (W/m2K) calculation in context of a DEAP assessment and its effect on BER through use of a case study (to be taught comprehensively). Brief introduction to moisture in building fabric, moisture risks (i.e. interstitial and surface condensation, surface condensation and mould) including surface risk of condensation (frsi) calculations;

Management and finance Cost / benefit balance; Simple Payback Calculation; Life Cycle Cost Analysis Calculation (LCCA); Investment return; Cost optimality;


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ENEN 9103 Energy Modelling Tools #1 (DEAP) Credits: 5 ECTS Timetable: Blended online delivery with 4 teaching & 2 projects weeks. Each teaching week has 3 hours of recorded lectures to view. A web-based student handbook, a module site and a social media site further support the delivery. On-site workshop at end of week 5. Student Competency. Students should have a cognate undergraduate degree (e.g. architecture, engineering or building surveying). Module Aim This Energy Modelling Tools #1 (DEAP) module is designed to enable experienced building design professionals to develop knowledge and skill in the application of the Irish statutory Dwelling Energy Assessment Procedure (DEAP). DEAP is a simplified energy assessment tool used to demonstrate compliance with domestic building regulations and domestic building energy rating. It can also be applied to inform the design of Nearly Zero Energy Building (NZEB) performance solutions in residential buildings. The module assists learners to develop a critical understanding and knowledge of the DEAP energy tool and method including the conventions and guidance that the method relies upon to determine geometry, fabric, ventilation and heating systems inputs, and an array of conventional energy systems, renewable energy technologies and controls solutions. The module develops skills and critical understanding of the energy assessment tool in the context of residential design applications, facilitating informed design decisions in relation to energy performance impacts from geometry, fabric, services and renewable systems toward achieving the NZEB design performance standard. It requires the application of the DEAP tool and method to explore, propose and determine case specific building, fabric systems and renewable solutions to validate energy compliance with performance standards. Indicative Content: Energy modelling (Simplified Energy Rating Method) of residential buildings: tools and techniques

Incorporation of renewable energy sources in building stock Introduction and overview of the DEAP method Application of DEAP tool and method for conventional housing and systems. Overview of conventions and guidance Overview and application of method for alternative and renewable energy systems


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ENEN 9104 Energy Modelling Tools #2 (PHPP) Credits: 5 ECTS Timetable: Blended online delivery with 4 teaching & 2 projects weeks. Each teaching week has 3 hours of recorded lectures to view. A web-based student handbook, a module site and a social media site further support the delivery. On-site workshop at end of week 5. Student Competency. Students should have a cognate undergraduate degree (e.g. architecture, engineering or building surveying). Module Aim The Energy Modelling Tools #2 (PHPP) module is designed to enable experienced building design professionals to develop and apply an understanding of the international Passive House Planning Pack (PHPP) modelling and design software in building performance design for existing and new residential or non-residential uses in Ireland and in similar temperate climatic zones in Europe and elsewhere. It requires the application of calculation theories and methodologies and energy modelling protocols to meet the Nearly Zero Energy Building (NZEB) performance standard. It develops skills in the application of advanced tools in modelling and designing buildings and explores techniques for upgrading geometry, fabric and services installations to achieve the NZEB design performance standard, using the internationally recognised Passive House Planning Package (PHPP) energy performance design tool. It employs project-based learning techniques to explore, propose and determine case-specific building, fabric and energy systems solutions that deliver energy performance comparable with the EU NZEB performance standard through the application of the PHPP design tool. Indicative Content: Energy modelling of buildings: tools and techniques

Description tools and methods; International PHPP energy calculation methods and techniques: PHPP; Geometry, fabric, services and systems installations including MVHR, heat pumps, PV; Case studies;


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ENEN 9105 Hygrothermal Risk Assessment for Building Performance Credits: 5 ECTS Timetable: Blended online delivery with 4 teaching & 2 projects weeks. Each teaching week has 3 hours of recorded lectures to view. A web-based student handbook, a module site and a social media site further support the delivery. On-site workshop at end of week 5. Student Competency. Students should have a cognate undergraduate degree (e.g. architecture, engineering or building surveying, building science). Module Aim The Hygrothermal Risk Assessment for Building Performance module enables learners to explore and critique the applied building physics and conventions of hygrothermal calculation and risk evaluation, and their use in creating high quality building fabric performance specifications. It engages the learner in the analysis and evaluation of the relevant standards and validated software used in the steady state calculation of hygrothermal risk for a limited group of construction components, and the transient numerical simulation of hygrothermal risk for all construction components. It enables the learner to differentiate and appraise underlying building physics principles and calculation conventions to specify building construction assemblies which satisfy hygrothermal performance requirements and to conclude when specialist guidance is needed. Indicative Content: Hygrothermal risk evaluation – Physics and conventions:

Introduction to applied building physics relevant to the steady state calculation and transient numerical simulation software applications that are used to assess hygrothermal risks in Irish dwellings; Conventions for hygrothermal risk assessment using steady state calculation; Conventions for hygrothermal risk assessment using transient numerical simulation; Material data: how it is measured, where can it be found, how to risk assess using inadequate data.

Guidance and standards for calculation: Introduction to hygrothermal guidance and standards

Computer applications & report writing Computer applications for 1D steady state risk assessment (using Glaser Method) Computer applications for 1D transient numeric simulation (featuring Wufi Pro) Creating a formal assessment

Hygrothermal problem solving Construction conditions that exacerbate hygrothermal risks in traditional, retrofitted and contemporary construction assemblies; Construction approaches with low hygrothermal risk: guidance


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ENEN 9106 Thermal Bridge Calculation for Building Performance Credits: 5 ECTS Timetable: Blended online delivery with 4 teaching & 2 projects weeks. Each teaching week has 3 hours of recorded lectures to view. A web-based student handbook, a module site and a social media site further support the delivery. On-site workshop at end of week 5. Student Competency. Students should have a cognate undergraduate degree (e.g. architecture, engineering or building surveying, building science ). Module Aim The Thermal Bridge Calculation for Building Performance module provides learners with an introduction to the applied building physics and conventions of thermal bridge calculation, and their use in creating high quality building performance designs to the Nearly Zero Energy Building (NZEB) standard. The focus of the module is on the application of theoretical knowledge and mathematical calculation tools to the use of a 2D thermal modelling application. The module enables the learner to engage in a critical analysis of the relevant standards through the use of validated 2D thermal modelling software. This requires the application of applied building physics and conventions of thermal bridge calculation in the creation of high quality building details which comply with 2D thermal modelling conventions and standards and the TGD Part L of the Building Regulations, and to know when specialist guidance is needed. Indicative Content: Thermal modelling Physics and conventions:

Introduction to applied building physics relevant to risks associated with thermal bridges in Irish dwellings;

Conventions for thermal bridge calculation; Conventions for (fRsi) surface risk of condensation calculations.

Guidance and standards for calculation: Introduction to thermal bridge guidance and standards.

Computer applications & report writing Computer applications for 2D thermal bridge calculation Creating a formal assessment

Thermal bridge problem solving Construction details that exacerbate thermal bridge risks in traditional, retrofitted and contemporary construction assemblies; Low thermal bridging construction: guidance


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LAW 4021 Jurisprudence Credits: 10 ECTS Timetable: Tuesday 7.30pm-9.00pm, starting 17th September, TU Dublin Aungier Street 2085 Student Competency. IELTS 7.5 or equivalent Module Aim This module equips students with a thorough and critically informed understanding of the major principles, concepts and ideas in legal theory. It promotes a deep understanding of law through analysis of range of theoretical perspectives on law and legal process, and the relationship between law and social life. Indicative Content Introduction: What is Jurisprudence? What is Law? Why do lawyers need theory? Law as it is: British legal Positivism The law according to Hubert Hart Germanic legal positivism Law and Morality The Natural Law tradition Separation of Law and Morality Ronald Dworkin on Law & Morality Sociological Jurisprudence Sociology, sociology of law and sociological jurisprudence Marx, Webber, Durkheim & Ehrlich Pound and law as social Engineering Radical jurisprudence Critical legal studies Postmodern legal theory Feminist jurisprudence and queer theory Outside the law Law and literature Indicative Assessment Description: 60 % Three hour terminal examination containing essay questions which build upon formative assessments provided in lecture and tutorial sessions. 40 % Self-directed essay/project Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9008 Criminology Credits: 10 ECTS Timetable: Tuesday 6.00pm- 7.30pm, starting 17th September, TU Dublin Aungier Street 2024 Student Competency. IELTS 7.5 or equivalent Module Aim This module enables students to explore and critically appraise theoretical perspectives and debates in criminology and investigate elements of the criminal justice system analytically with the use of criminological theory. Students investigate and evaluate major concepts and ideas within the academic literature. The module serves as an introduction to criminological theory and, as such, will pay particular attention to the main schools within criminology and their development. Criticisms of and comparisons between the theoretical schools will be explored and appraised. These debates provide a framework within which elements of the Irish criminal justice system are investigated. Crime statistics, the media reporting of crime, policing, the role of victims in criminal justice, sentencing policy and prison policy in Ireland will be central elements of study. Students will explore and assess the current structures in these areas, examine the central debates relevant to each topic and assess them from a theoretical perspective. Indicative Content Part A: An Introduction to Criminological Theory Early Criminological Theories, Classicism and Positivism Psychological Theories of Crime Psychoanalysis of criminal behaviour, learning and cognitive theories Sociological Theories of Crime, Development of sociological study of crime, The influence of Durkheim Merton and Strain Theory Environmental/Socio-Spatial Criminology, Wilson and theories of defensible space Subcultural Theories of Crime Social Interactionism Labelling Theory: Lemert and Becker Critical and Radical Perspectives in Criminology Marxist Criminology, Left and Right Realism, The relevance of Marx to Criminology today? Feminist Criminological Theory, The development of feminist criminology, The relationship of gender to crime and punishment Contemporary and Emerging Criminological Theories Garland and The Culture of Control: impact, relevance and critique Governance in ‘late modernity’ and the use/place of crime Penology and the philosophy of punishment Part B: Criminal Justice in Ireland: Criminological Perspectives Levels of crime in Ireland and perspectives on crime statistics, Victims in the Irish criminal justice system: victimology and victims’ rights, Moral panic theory and the media reporting of crime in Ireland Policing: theory and practice in Ireland Prisons and Penal Policy in Ireland Indicative Assessment Description: 40 % Research Essay 3500 words 60 % Terminal Exam Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9015 Company Law Credits: 10 ECTS Timetable: Monday 9.00am-11.00am, starting 16th September, TU Dublin Aungier Street 2046 Student Competency. IELTS 7.5 or equivalent Module Aim This module equips students with a critically informed knowledge and understanding of the forms of association available to businesses and other enterprises in Ireland, focused in particular on the management structure and practical administration of registered companies. All key areas of company law are considered including formation, administration, directors’ duties, borrowing and winding up. Indicative Content Sources of company law. Corporate personality. Types of company, company formation and its consequences. Company governance, division of power within a company. Types of directors, directors’ procedural rules applicable to directors. Restriction and disqualification of directors. Director’s duties. Company capital, including sources of capital and investor protection. Payments from capital. Members’ rights and minority protection. Creditors and security, company borrowing. Receivership. Liquidation. Examinership. Indicative Assessment Description: 100 % This module is assessed by way of a three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions. Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9016 Contract Law Credits: 10 ECTS Timetable: Friday 12 - 2.00pm, starting 20th September, 2019, TU Dublin Aungier Street 3044 Student Competency. IELTS 7.5 or equivalent Module Aim This module provides students with a firm understanding of the operation of the rules of contract in the Irish legal system. It is fundamentally concerned with agreement, consideration and the intention to create legal relations. The terms and clauses of contracts are examined, followed by vitiating and voiding factors, the termination of contracts and, finally, remedies for breach of contract. Indicative Content The Origins and Philosophy of Contract Law Contract Formation The Agreement: Offer and Acceptance Enforcing Agreement: the Intention to Create Legal Relations and the Requirement of Certainty Enforcing Agreement: Consideration Promissory and Proprietary Estoppel The Capacity to Contract: Infancy, Insanity and Intoxication Privity of Contract and third-party rights The Formalities of Contract Contracting in Cyberspace: The implications of E-commerce The Terms of a Contract The Incorporation, Effects and Relative Importance of the Terms of a Contract; Express and Implied Terms The Incorporation and Effects of Exemption/Exclusion Clauses and Limited Liability Clauses The Statutory Regulation of Contract Clauses (with particular reference to Consumer Protection) Contractual Defences Misrepresentation; Contracts uberrimae fidei Mistake Duress, Undue Influence, Unconscionable and Improvident Bargains Contracts and Public Policy: Illegal and Void Contracts; Contracts in Restraint of Trade and Employment (outline only) The ‘End’ of a Contract The Termination of a Contract: Performance, agreement, breach and frustration; The discharge of contracts Remedies for Breach of Contract Indicative Assessment Description: 80 % Examination: Three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions 20 % Coursework: Student work in groups to draft a legally valid contract for a given commercial scenario Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9017 Constitutional Law Credits: 10 ECTS Timetable: Friday 9.00 - 11.00 am starting 20th September, 2019, TU Dublin Aungier Street 4083 Student Competency. IELTS 7.5 or equivalent Module Aim This module is designed to equip students with a firm knowledge and understanding of the principles and rules of Irish Constitutional Law, to include the main structural features of the State’s legal order, and the rights and freedoms clauses governing the relationship between State and citizen. Indicative Content An overview of the Irish Constitution and Irish constitutional history Constitutional interpretation The roles of the Executive, the Legislature and the Judiciary and the separation of powers doctrine The election and referenda processes Locus standi and mootness Article 26 and the Role of the President Criminal Trial Rights Personal rights under Article 40 of the Constitution (to include the rights of the person, the right to life, the right to life of the unborn, the right to a good name, the right to liberty, equality, and the freedoms of expression, assembly and association) The unenumerated rights doctrine The impact of the European Convention of Human Rights Education The Family Religion Property Rights Indicative Assessment Description: 80 % Three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions 20 % Research essay Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9018 Criminal Law Credits: 10 ECTS Timetable: Monday 2.00 - 4.00pm, starting 16th September, 2019, TU Dublin Aungier Street 3045 Student Competency. IELTS 7.5 or equivalent Module Aim This module provides students with an in-depth knowledge of Irish Criminal Law, and the various implications of committing a criminal act. Students will learn how to identify, and hypothetically prosecute or defend a crime, and to understand the theoretical and practical implications of viewing crime from variety of perspectives. Furthermore, this module informs students of the role played by the executive, legislative and judicial branches in dealing with crime. Indicative Content Introduction to the Irish Criminal Justice System What is a crime? Distinction between Crime and Tort Classification of Criminal Offences – Minor and Non-Minor Offences Courts exercising Criminal jurisdiction Appellate Courts and Irish Criminal Justice Sources of Criminal Law Criminal Liability The actus reus, requirement of voluntariness and the defence of automatism Liability for omissions Mens rea: intention, recklessness, knowledge. Insanity, automatism and diminished responsibility Infancy Provocation Duress and necessity Self-defence and defence of others. The impact of intoxication on criminal liability Inchoate offences Strict liability offences. Offences Murder and manslaughter. Offences contrary to sections 2 to 15 inclusive, of the Non-Fatal Offences Against the Person Act, 1997. Rape, sexual assault, and incest. Offences contrary to sections 2 and 3 of the Criminal Law (Sexual Offences) Act 2006 as amended by the Criminal Law (Sexual Offences) (Amendment) Act 2007 Theft, Robbery and burglary Handling and possessing stolen property. Public order offences. Criminal damage Indicative Assessment Description: 80 % Examination 20 % Assessment Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9019 Employment Law Credits: 10 ECTS Timetable: Monday 6.00 pm- 7.30pm, starting 16th September, TU Dublin Aungier Street 2046 Student Competency. IELTS 7.5 or equivalent Module Aim The aim of this module is to enable student to identify best model practices in matters of employment and industrial relations as they affect the modern working environment. It examines the key features of Irish and European Union law that apply to the employer/employee relationship, the legal implications of that relationship, the contractual obligations and the duties and liabilities in tort arising between Employer and Employee as well as the range of statutory rights and duties that apply to this relationship. It equips students with a comprehensive understanding of Irish Employment Law, with particular reference to the role of the manager as employer. Among other issues, the module will scrutinise the influence of Ireland’s membership of the European Union and the particular relevance of the Constitution of Ireland to employment law. The module also focuses on the law applicable to the conduct of industrial relations and the resolution of workplace disputes, as well as the law applicable to the termination of employment. Indicative Content Unit 1: Employment Contracts Unit 2: Institutions & the Presentation of Cases; Reforms of Employment Rights Redress System Unit 3:Protective Legislation: Unit 4: Termination of the Employment Contract Unit 5: Employment Equality Law Unit 6: Workplace Bullying Stress & Harassment Unit 7: Health and Safety (Selected Issues) Unit 7: Transfer of Undertakings Indicative Assessment Description: 70 % Examination 30 % Assignment Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9021 European Human Rights Law Credits: 10 ECTS Timetable: Monday 6.00pm-7.30pm, starting 16th September, TU Dublin Aungier Street 4079 Student Competency. IELTS 7.5 or equivalent Module Aim The core aim of this module is to provide students with a detailed and critically informed knowledge of the principal legal institutions and instruments for the protection of human rights in Europe. The module concentrates on the critical analysis of the human rights instruments drafted under the auspices of the Council of Europe - with particular emphasis on the European Convention on Human Rights - and the protection of human rights within the EU, with particular emphasis on The Charter of Fundamental Rights of the EU and the principles developed through the case law of the Court of Justice of the European Union (CJEU). Amongst other things, the module scrutinises the influence of Ireland’s membership of the European Union and the particular relevance of the Constitution of Ireland to human rights law, as well as the European Convention on Human Rights Act 2003. Indicative Content Introduction to historical background of development of human rights protection. Development in Europe post WWII. The Council of Europe and the institutional structure established by the European Convention and the practice and procedure involved in making an individual application under the Convention. The jurisprudence of the European Court of Human Rights in relation to selected substantive rights guaranteed under the Convention. The European Convention on Human Rights Act, 2003. An in-depth analysis of the Act and its implications. The case-law developed by the CJEU for the protection of fundamental rights. The genesis, content and scope of the EU’s Charter of Fundamental Rights. The relationship between the protection of human rights under the European Convention system and the EU system. The judiciability of human rights in EU law Critical analysis of selected topics with human rights relevance in EU law (e.g. European Arrest Warrant, anti-terrorism legislation) Indicative Assessment Description: 60 % Terminal exam 40 % Coursework essay Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9022 European Union Law Credits: 10 ECTS Timetable: Wednesday 12.00 - 2.00pm, starting 18th September, TU Dublin Aungier Street 3200 Student Competency. IELTS 7.5 or equivalent Module Aim This module provides students with an overview of the workings of the European Union, and the implications of Ireland’s membership thereof. The module is fundamentally concerned with the Institutions and Constitutional law of the European Union and with the substantive law of the Union (especially the free movement of goods, services, establishment and persons and an outline of EU competition law). Indicative Content Introduction to European Law The relationship between European and National law Enforcement of European Law at national level General Principles of Law Judicial Review of European Law Free Movement of Goods Free Movement of Persons Free Movement of EU Citizens Indicative Assessment Description: 80 % Three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions. 20 % Continuous Assessment Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9023 Family Law Credits: 10 ECTS Timetable: Wednesday 12.00 - 2.00pm, starting 18th September, TU Dublin Aungier Street 3100 Student Competency. IELTS 7.5 or equivalent Module Aim Family law involves the study of how familial relationships are regulated by law. This includes the legal regulation of adult intimate relationships, of familial relationships between adults and children, and of the relationship between the state and family members in times of crisis or incapacity. Legal regulation of family relationships generally reflects social understandings of the nature of family life, and as a result the subject has a necessarily socio-legal flavour. This module takes a contextual approach to family law, emphasising the links between legal regulation and social practice, encouraging students to both understand and evaluate the legal rules governing this most intimate aspect of social life. The Family law module divided into two discrete parts: • Regulation and recognition of intimate relationships between adults, formation and breakdown, • The care of children.

Indicative Content What does Family Law concern? Introduction to family law. What is the legal family? Family diversity and alternatives to marriage. Alternative concepts of family: The sociological family. Marriage: Formation and Breakdown Marriage formation: The definition of marriage Nullity of marriage Judicial separation and separation agreements Divorce Ancillary orders on judicial separation and divorce Civil partnership and cohabitation Maintenance and child support Domestic violence Child Law The role of Human and Constitutional Rights in shaping the relationship between children, family and the state Disputes about children: Guardianship, custody and access Adoption Children in care: Foster care and residential care Children in crisis: Care proceedings Miscellaneous Transnational family issues and conflicts of law Child abduction Alternative dispute Resolution: Mediation and collaborative law Indicative Assessment Description: 40 % Self-directed research essay 60 % End of year examination Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9024 Property Law Credits: 10 ECTS Timetable: Monday 4.00pm-6.00pm, starting 16th September, TU Dublin Aungier Street 4086 Student Competency. IELTS 7.5 or equivalent Module Aim This module deals with the law of real property in Ireland and the rights and liabilities which arise under it. It will consider the basic concepts of property law, the different estates or interests which can be held in land and the ways in which interests in land are transferred and acquired, including under the law of succession. This module is designed to give students a broad overview of real property law as it applies in Ireland. It is intended to provide students with an understanding of the basic concepts and processes involved in real property law and enable them to apply these concepts in practical situations. Indicative Content The nature of Land Law and its historical background. Finding: Determining ownership of objects found on land, including treasure trove. The Doctrine of Estates. The Influence of Equity. Co-ownership - Joint Tenancy and Tenancy in Common. Adverse Possession. Licences and Proprietary Estoppel. The Concept of a Licence. Bare Licences. Licence coupled with an Interest. Contractual Licences. Proprietary Estoppel. Requirements and Recent Developments. Third Parties. Rights of Residence, their Nature and Effect. Mortgages Registration and Well Charging Orders. Settlements of Land. Origins and Purpose. The Settled Land Act 1882-1890. The Definition of Settled Land. Powers and duties of the Tenant for Life. Trustees of the Settlement. Overreaching Effect of Sale. Trusts for Sale. Family Property. Future Interests- Reversion and Remainders, Executory interests, the Rule against Perpetuities. Landlord and Tenant. Agreements and covenants. Registered and Unregistered Land. Incorporeal Hereditaments. Covenants. The Position at Common Law and in Equity. The Rule in Tulk v Moxhay. Succession Law. The Succession Act, 1965. Wills - requirements for a valid will. Operation of wills. Construction of wills. Testamentary freedom. Intestacy. Disabilities Indicative Assessment Description: 100 % Three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions. Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9027 Tort Law Credits: 10 ECTS Timetable: Wednesday 4.00pm-6.00pm, starting 18th September, TU Dublin Aungier Street 2020 Student Competency. IELTS 7.5 or equivalent Module Aim This module equips students with a thorough knowledge of the principles and rules of Irish tort law, an understanding of how those principles apply in a practical context and the capacity to critically analyse the functions, policies, and practical application of the laws of tort in Ireland with appropriate reference to comparative laws in other common law jurisdictions. Indicative Content Introduction to the Law of Tort, Historical Evolution, Negligence, Policy Considerations and the Imposition of the Duty of Care, The Standard of Care, Causation and Remoteness of Damage, Pure Economic Loss, Negligent Misstatements, Liability of Vendors, Lessors and Builders for Quality Defects and Fitness of Premises, Negligent Infliction of Psychiatric Damage (“ Nervous Shock”), Liability of Public Authorities and Breach of Statutory Duty, Workplace Stress and Bullying, Occupier’s Liability, Professional and Medical Negligence, Product Liability , Employer’s Liability, Vicarious Liability, Nuisance, Private and Public, Trespass to Land, The Rule in Rylands v Fletcher, Liability for Animals, Fatal Injuries, Limitation Periods, Defences, Civil Liability Act,1961, The Doctrine of Res Ipsa Loquitur, Contributory Negligence, Volenti non fit injuria, Illegality, Defamation and Defences to Defamation, Trespass to the Person, False Imprisonment, Assault , Battery Indicative Assessment Description: 80 % This module is assessed by way of a three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions 20 % Research essay Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9034 Administrative Law Credits: 10 ECTS Timetable: Wednesday 6.00pm-7.30pm starting 18th September, TU Dublin Aungier Street 2046 Student Competency. IELTS 7.5 or equivalent Module Aim This module examines the methods and means by which the activity of the State and its constituent parts are monitored by the judiciary. It looks, in particular, at the distribution of powers and functions amongst the various organs of central and local government, at the control of persons in whom statutory discretion and power are vested and at the duties of persons and bodies performing functions on behalf of the State. A particular emphasis is placed on the process of judicial review, the remedies available at judicial review and the bodies and persons against whom judicial review may be taken. Indicative Content Introduction to Administrative Law Control of the activities of the State; concept of Judicial Review; constitutional judicial review; administrative review – remedies: certiorari, mandamus and prohibition; equitable remedies - injunctions - interim measures The scope of Administrative Law The Concept of the State: Contract v. Judicial Review; What is a ‘public’ body? Control of Discretionary Powers Jurisdiction; The Wednesbury principles: Reasonableness, Good faith, Use of relevant criteria; the doctrine of ultra vires, the abuse of discretionary powers, fair procedures and legitimate expectations. Public policy and the role of the courts: Are certain powers beyond review? Constitutional/Natural Justice Bias - nemo iudex in causa sua; Fair Procedures - audi alteram partem; Duty to give reasons Legitimate Expectation Judicial review procedures and remedies Right of access to Justice EU law aspects of administrative law in Ireland Impact of EU Charter of Fundamental Rights Impact of European Convention on Human Rights Act Indicative Assessment Description: 100 % This module is assessed by way of a three hour terminal examination containing a mix of essay and problem questions which build upon formative assessments provided in lecture and tutorial sessions Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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LAW 9036 Evidence Law Credits: 10 ECTS Timetable: Thursday 6.00 - 7.30pm, starting 19th September, TU Dublin Aungier Street 5034 Student Competency. IELTS 7.5 or equivalent Module Aim This module deals with the Law of Evidence in Ireland. It considers the basic concepts of evidence law, the burden and standard of proof, the different categories of evidence (real, documentary, testimony and circumstantial evidence) and the circumstances in which particular evidence falling within these categories may be excluded as hearsay, bad character evidence, unconstitutionally or unlawfully obtained evidence and under the doctrine of privilege. This module gives students a broad overview of evidence law as it applies in Ireland. It is intended to provide students with an understanding of the basic concepts and processes involved and enable them to apply these concepts in practical situations Indicative Content Burden and Standard of Proof Presumptions Real evidence Documentary evidence Circumstantial evidence Testimony: competence and compellability course of trial corroboration The rule against hearsay The rule against bad character evidence: the ‘P’ test; Section 1(f) of the Criminal Justice (Evidence) Act 1924 The rule against unconstitutionally and unlawfully obtained evidence (including the rules applicable to confessions) The doctrine of privilege Indicative Assessment Description: 100 % written examination Research students taking this modules MUST fulfil the assessment requirements for the module, including examination.

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MATH 9951 Methods for Applied Mathematics Credits: 5 ECTS Timetable: To be confirmed. Evening, 3 hours per week, 6.30pm – 9.30pm one day per week;

Week beginning 16th September 2019, TU Dublin Kevin St Student Competency. A primary degree in mathematics, science, engineering or other numerate discipline where mathematics was studied as a significant component for three years Module Aim This module provides an important foundation in mathematical methods for solving problems in applied mathematics. The module explores a variety of integral transform methods and methods of solution for differential equations that are commonly used in applications. Solutions to archetypal problems in applied mathematics are explored and interpreted in a physical context. Indicative Content Description of first and second-order PDEs. Introduction to characteristics, their interpretation and application. Conservation laws and shocks. Physical examples. The method of separation of variables. Applications to physical problems (e.g. wave equation, heat equation, Laplace’s equation). Interpretation of solutions. The Dirac delta function and fundamental solutions. Integral transforms (e.g. Laplace transform). Application to physical problems (e.g. wave equation, heat equation, Laplace’s equation). Interpretation of solutions. Indicative Assessment Description: 100% CA comprising single written assessment

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MATH 9971 Classical Mechanics & Thermodynamics Credits: 5 ECTS Timetable: To be confirmed. Evening, 3 hours per week, 6.30pm – 9.30pm one day per week;

week beginning 16th September 2019, TU Dublin Kevin St Student Competency. A primary degree in mathematics, science, engineering or other numerate discipline where mathematics was studied as a significant component for three years Module Aim This module introduces classical mechanics and thermodynamics. Starting with the Newtonian picture, the fundamental principles of the theory are presented. Kepler’s laws and a simple theory of orbits are also presented. Then Lagrangian and Hamiltonian formulation of mechanics, together with their equivalence will be studied. Various mechanical problems will be solved in these two contexts. The module also gives a thorough introduction to thermodynamics -- thermodynamical processes, laws of thermodynamics, heat machines, equation of state, Maxwell’s relations. Formulation of the second law á la Kelvin, Clausius, and Caratheodory and equivalence of the three formulations will also be studied. Indicative Content Newton's laws. Energy, momentum, angular momentum. Conservation laws. Runge-Lenz vector. Orbits. Kepler's laws. Calculus of variations. Lagrangian and Hamiltonian mechanics. Examples. Postulates of thermodynamics. Temperature. First law of thermodynamics. Equation of state. Main thermodynamical processes. Caratheodory's formulation of the second law of thermodynamics. Entropy. Kelvin's and Clausius' formulations of the second law of thermodynamics. Equivalence of the three formulations. Main equation of thermodynamics. Thermodynamical potentials. Maxwell's relations. Third law of thermodynamics. Indicative Assessment Description: 100% CA comprising single written assessment

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MATH 9972 Special Relativity & Tensor Calculus Credits: 5 ECTS Timetable: To be confirmed. Daytime, 3 hours per week (possibly as a single block for 13 teaching

weeks starting week of 16 September 2019, TU Dublin Kevin St Student Competency. A primary degree in mathematics, science, engineering or other numerate discipline where mathematics was studied as a significant component for three years Module Aim This module introduces the special theory of relativity as the tool to reconcile classical mechanics with electrodynamics. The radical re-thinking of space-time is introduced in terms of k-calculus. Various special- relativistic examples will be considered. Separately, an introduction to the mathematical language of the general theory of relativity is offered: tensor calculus Indicative Content Galilean transformations. Introduction to electromagnetism. Conflict between electromagnetism and classical mechanics. Michaelson-Morley experiment. K-calculus. Lorentz transformations. Length contraction. Time dilation. Meson decay. Doppler effect. Transverse Doppler effect. Twins paradox. Other examples. Manifolds. Lengths, areas and volumes. Scalars. Vectors. Tensors. Bases. Contravariant and covariant components. The metric tensor. Tensors and coordinate transformations. Mapping tensors into tensors. Contraction and inner product. Outer product. The quotient theorem. The Lie derivative. The covariant derivative. Indicative Assessment Description: 100% CA comprising single written assessment

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MATH 9974 Biomathematics Credits: 10 ECTS Timetable: To be confirmed. Daytime, 3 hours per week (possibly as a single block for 13 teaching

weeks starting week of 16 September 2019, TU Dublin Kevin St Student Competency. A primary degree in mathematics, science, engineering or other numerate discipline where mathematics was studied as a significant component for three years Module Aim. This module introduces the students to practical application of mathematical models as a tool for exploration of the underlying mechanisms involved in biological processes. No previous knowledge of biology is assumed for this module. With each discussed topic a brief description of the biological background sufficient to understand the studied model is given. The course is supposed to be of interest to people whose primary motivation is to learning mathematical modelling applied to a wide range of biological problems. The module covers various aspects of single population models, including both continuous and discrete models as well as the interaction of several populations. The basic results in this area are illustrated with numerous important examples. This module is designed to be relevant to postgraduate students applying not only applied mathematics but also mathematical physics. Indicative Content Overview of mathematical models in Biosciences. Continuous population models for single species: growth models; insect outbreak models; delay models. Population models with spatial distributions, Fischer-Kolmogoroff model (Individual work). Discrete population models for single species. Periodic solutions, bifurcation and chaos (Individual work). Introduction to the theory of two component dynamical systems. Continuous models for interacting populations: Predator-prey models, competition models, symbiosis. Indicative Assessment Description: 100% CA comprising two written assessments (40% during semester; 60% at end of semester)

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MLMU 9001 Introduction to BIM for Construction Management Credits: 5 ECTS Timetable: To be confirmed. TU Dublin Bolton St. Student Competency. Students should have an undergraduate qualification in a construction-related discipline (building services, civil, electrical, mechanical or structural engineering; geomatics or quantity surveying, construction management, architecture or architectural technology) Module Aim. Introduction to BIM for Construction Management introduces the learner to 4D BIM methodologies and applications. This module aims to develop the learner’s knowledge of 4D BIM. The BIM digital building model can be leveraged to provide the basis for construction management. This methodology provides additional benefits in health and safety checks, risk mitigation, conflict detection and improved productivity. Indicative Content: Introduction to 4D construction management and scheduling with a BIM platform Visualisation of the project Using 4D model for constructability reviews and creating digital RFI’s and tracking issues Clash detection and resolution Generating animations to enhance communication channels Indicative Assessment Description: Technical Report 20 % Project based on software application usage 80 %

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MLMU 9002 Introduction to BIM for Cost & Value Management Credits: 5 ECTS Timetable: To be confirmed. TU Dublin Bolton St. Student Competency. Students should knowledge equivalent to the contents of Introduction to BIM for Construction Management and an undergraduate qualification or experience in a construction-related discipline Module Aim. Introduction to BIM for Cost and Value Management’ introduces the learner to BIM technologies for cost and value management. The module is designed to develop learners’ knowledge on how BIM and IT can be better harnessed to assist in the production of more accurate and reliable cost and full life cycle information. Indicative Content: Working with files and file types e.g. DWG, DWF, DWFx, IFC, pdf, csv 2D Quantification with On-Screen Takeoff Introduction to a BIM authoring application including tools to view and navigate around BIM BIM based quantification and estimating toolsets within the authoring application Working with object properties and running schedules for cost purposes Extract datasets to spreadsheets Importing data from authoring BIM to external cost related application, to produce cost information in QS standard methodologies Indicative Assessment Description: Technical Task-based Report 20 % Project based on software application usage 80 %

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MLMU 9009 Theory & Practice of Building Information Modelling and Management Credits: 5 ECTS Timetable: To be confirmed. TU Dublin Bolton St. Student Competency. Students should have an undergraduate qualification (or equivalent RPL) in a construction-related discipline (building services, civil, electrical, mechanical or structural engineering; geomatics or quantity surveying, construction management, architecture or architectural technology) Module Aim. The processes and technologies associated with Building Information Modelling and Management (BIM) are varied and applicable to many disciplines. This module brings together the knowledge gained by learners in other BIM-related, and possibly discipline specific, modules to further develop their understanding of: the theory and systems behind BIM processes and technologies, their use by particular disciplines, and how they combine to collaboratively contribute to the complete building design process. The uses of BIM technologies throughout the design, construction & operation stages of a project are also outlined. Indicative Content: The use of individual technologies is explained in terms of suitability for each AEC discipline. The tasks that can be achieved by these technologies are outlined in detail including their interoperability. The use of BIM technologies as a collaborative design and construction process. How BIM can be utilised as a facilities / asset maintenance and management tool. he current National and International BIM Standards are explored, including mandatory legislation. Relevant developments around digital construction including Lean Construction and achieving the targets set by the EU Buildings Directive. Indicative Assessment Description: Academic technical paper based on course content and individual, self-directed research. The paper is produced via structured drafting, where drafts are critiqued either peer-to-peer or by tutors and improved via feedback and feedforward. 100 %

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MLMU 9014 BIM Architecture 1 PBE Credits: 5 ECTS Timetable: To be confirmed. TU Dublin Linen Hall. Student Competency. Students should have an undergraduate qualification in a construction-related discipline (building services, civil, electrical, mechanical or structural engineering; geomatics or quantity surveying, construction management, architecture or architectural technology) Module Aim. The BIM in Architecture, Primary Building Elements module is in response to an AEC industry need for BIM-skilled personnel. It is aimed at industry professionals wanting to up-skill in the area of BIM Technologies. This is an introductory module and will develop the learner’s knowledge of basic techniques for creating primary building elements for a digital building model. Indicative Content: Introduction to Revit Walls Floors Roofs Organising and documenting the project Site Intro to Object styles, Line styles, Shading, Shadows for Revit Views Project Work: Selection of projects from the workplace, revision and reinforcement of Learning Indicative Assessment Description: Assessment of Digital Model submission 40 % Assessment of PDF submission of organised views on Sheets 40 % Contribution to Discussion forum 20 %

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MLMU 9015 BIM Architecture 2 SBE Credits: 5 ECTS Timetable: To be confirmed. TU Dublin Linen Hall. Student Competency. Students should have knowledge equivalent to the contents of BIM Architecture 1 and an undergraduate qualification or experience in a construction-related discipline. Module Aim. The BIM in Architecture, Secondary Building Elements module is in response to an AEC industry need for BIM-skilled personnel. It is aimed at industry professionals wanting to up-skill in the area of BIM Technologies. This module will develop the learner’s knowledge of basic techniques of creating detail in and from the digital building model. It will develop skillsets to create the learner’s own content through the family editor, initially exploring these techniques through Revit massing exercises. Indicative Content: The Revit workflow process and toolsets Working to smaller scales in Revit First look at massing Advanced massing Data from Massing What is the family editor Creating usable Revit content with parameters Combining detailing, massing and the family editor Self-directed Project work Indicative Assessment Description: Assessment of Construction Details 25 % Assessment of Tower Massing 25 % Assessment of Family Editor Project 25 % Contribution to Discussion forum 25 %

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MUSM 3526 Approaches to Music Analysis - Tonal Credits: 5 ECTS Timetable: To be confirmed. 4pm-5.30pm Thursday for 12 weeks, starting 19th September 2019. Student Competency. Students are required to have an undergraduate degree in music or equivalent. Module Aim This module is divided into two units: Unit A deals with tonal music; Unit B deals with post-tonal music. Students will select the unit that best aligns with the content of their Research Studies (thesis). Unit B will run in Semester 2. The purpose of the module is to introduce students to a variety of approaches to analysing either tonal or post-tonal music. The rationale is to equip students with the skills to independently research theories and approaches that will complement the research elements of the course. Indicative Content With the emphasis on a holistic approach to analysis, this module will focus on score-based (for example: late 19th-century harmony, pitch class set theory, thematicism, semiotics, and structure) and interpretative (for example: hermeneutics) methodologies. Indicative Assessment Description: Students are required to give at least one class presentation (formative) that demonstrates an understanding of one of the methodologies covered. Students are required to submit a project of c. 2500 words that will encompass at least two of the methodologies covered and how these methods can be applied to their research. Approval of the topic must be sought from the lecturer.

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MUSM 9002 Performance Studies 1 Credits: 10 ECTS Timetable: 12 hrs over full academic year. Lessons arranged with student and specialist lecturer. Student Competency. This module is only available to research students in such cases where the research project requires specialist music performance and/or vocal/instrumental pedagogical studies. Module Aim This module provides a progressive learning environment for the postgraduate instrumental/vocal/conducting student, focusing on advanced repertoire with an emphasis on facilitating artistic, intellectual and creative development through individual lessons, specialist coaching and performance opportunities. Units to be taken depend on instrument/voice specialism. Indicative Content Principal Study (All students) Students work on advanced solo and/or chamber music repertoire (ensemble repertoire in case of conductors) representing a variety of composers and musical styles and build recital programmes in consultation with their principal study lecturer. Lessons focus on issues relating to advanced technique, style and interpretation, approaches to practice, and professional performance presentation skills. Chamber Music Coaching (Chamber Music students) Students will work with their chamber music ensemble on advanced chamber repertoire representing a variety of composers and musical styles and will prepare recital programmes chosen in consultation with their chamber music lecturer(s). Lessons will focus on issues relating to ensemble, listening skills, repertoire, style and interpretation, approaches to practice, and professional performance presentation skills. Repetiteur / Accompaniment (Vocal/Orchestral) Students will work with their repetiteur/accompanist on advanced repertoire representing a variety of composers and musical styles and will prepare recital programmes chosen in consultation with their principal study teacher. Lessons will focus on issues relating to ensemble, listening skills, repertoire, language (singers), style and interpretation, approaches to practice, and professional performance presentation skills. Lieder Class (Vocal) / French Song Class (Vocal) Students will perform selected songs from the Lieder and French Song repertoire in class and will participate in discussion of stylistic and interpretative issues with the coach and their peers. Coaching will focus on issues relating to style and interpretation, listening skills, language and sensitivity to the role of the piano. Oratorio (Vocal) Students will perform solo parts from the oratorio repertoire and coaching will focus on issues relating to style and interpretation, technique and professional performance presentation skills.

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Aria Class (Vocal) Students will perform operatic arias and coaching will focus on issues relating to style and interpretation, technique and preparation for professional opera auditions. Jazz Performance Class and Irish Traditional Music Performance Class Students will perform in class and will participate in discussion of stylistic and interpretative issues in solo and ensemble contexts. The class will also focus on arrangement. Masterclass/Seminar (All students) Students will perform regularly at masterclasses /seminars and will receive critical feedback from their peers, teachers and invited external specialists. They will be encouraged to engage in self-evaluation and in-depth discussion of their personal approach to performance. Issues addressed will include technical and interpretative matters, performance skills and music criticism. Indicative Assessment Description: Tutor Report 20 % Performance 80 % For Instrumentalists/Singers: Performance (20-25 minutes): This module will be assessed by a Performance, normally given in January/February, of 20-25 minutes’ duration. Repertoire will be chosen in consultation with the Principal Study teacher. The performance can focus on solo repertoire, chamber music repertoire or a combination of solo and chamber music repertoire, demonstrating at least two contrasting musical styles. The performance will be assessed by a panel of examiners according to the standards expected in a professional recital. For Conductors: Performance (20-25 minutes): This module will be assessed by a Performance, normally given in January/February, of 20-25 minutes’ duration. Repertoire will be chosen in consultation with the Principal Study teacher. The performance focuses on ensemble repertoire, demonstrating at least two contrasting musical styles (accompanied by piano). The performance will be assessed by a panel of examiners according to the standards expected in a professional recital.

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MUSM 9004 Ensemble 1 Credits: 5 ECTS Timetable: Starting week of 16th September, 2019

Irish Traditional Music Ensemble: Mondays 11am-12noon (TU Dublin Rathmines) Jazz Ensemble: Mondays, 5-6pm (Tu Dublin Rathmines) Wind Ensemble: Wednesdays 5.30pm-7.30pm (TU Dublin Kevin Street) Chamber Ensemble: Wednesdays as arranged (TU Dublin Chatham Row)

Students must be advanced instrumentalists and pass entry audition. Ensembles: Wind Ensemble, Symphony Orchestral, Chamber Ensembles Module Aim This module gives students the opportunity to perform in various types of ensemble contexts: Major Ensemble such as Symphony Orchestra and Wind Ensemble; Chamber Ensembles and Accompaniment. Each instrumental student will be involved in at least one ensemble activity during the year. The nature of the ensemble is dependent on instrument/voice. Indicative Content Symphony Orchestra/Wind Ensemble/Irish Traditional Music Ensemble/Jazz Ensembles Students will play in orchestral/wind/traditional/jazz ensembles as appropriate and will prepare concert performances from the standard orchestral/wind ensemble//traditional/jazz repertoire. Rehearsals will focus on stylistic and interpretative issues, various aspects of ensemble playing including leadership skills, and developing a culture of professionalism amongst the players in relation to attendance, punctuality and commitment. Vocal Ensembles Students will attend Opera Ensemble/Opera Aria class for up to three hours weekly and will be involved in staged productions. Rehearsals will focus on performance skills, characterisation, working with a conductor, receptivity and creative response to stage direction, dramatic interpretation and movement, and on developing a culture of professionalism amongst the singers in relation to attendance, punctuality and commitment. Chamber Ensembles Students will focus on selected works from the chamber music repertoire. Coaching will focus on issues relating to style and interpretation, listening skills, sensitivity to the role of each instrument in the group and working together as an integrated ensemble. Chamber groups will be required to perform in recitals as appropriate. Indicative Assessment Description: Continuous Assessment (Tutor’s Report) 100 % Students will be required to perform in public concerts. There will be an emphasis on development of Professionalism and Artistry with particular emphasis: x Professionalism: Attendance, punctuality and commitment x Artistry: Development of instrumental skills and stylistic awareness within an ensemble context or Development in vocal/operatic skills and stylistic awareness x Communication and teamwork skills in a group context x Responsiveness to conductor/director and peers

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MUSM 9011 Ensemble 2 Credits: 5 ECTS Timetable: Starting week of 16th September

Irish Traditional Music Ensemble: Mondays 11am-12noon (TU Dublin Rathmines) Jazz Ensemble: Mondays, 5-6pm (TU Dublin Rathmines) Wind Ensemble: Wednesdays 5.30pm-7.30pm (TU Dublin Kevin Street) Chamber Ensemble: Wednesdays as arranged (TU Dublin Chatham Row)

Student Competency. Students must be advanced instrumentalists and pass audition. Ensembles: Wind, Symphony Orchestral, Chamber Ensembles. A sense of progression of skills is expected from Ensemble 1. Module Aim This module gives students the opportunity to perform in various types of ensemble contexts. Ensembles include Symphony Orchestra, Wind Ensemble, Irish Traditional Music Ensemble, Jazz Ensemble, Chamber Choir, Choral Society, Opera Ensemble and Chamber Music (for keyboard studies). Students must participate in a public performance. Indicative Content Instrumental Ensembles: Students will play in ensembles as appropriate and will prepare concert performances from the standard repertoire. Rehearsals will focus on stylistic and interpretative issues, aspects of ensemble playing including leadership skills, and developing a culture of professionalism in relation to attendance, punctuality and commitment. Vocal Ensembles: Students will attend Opera Ensemble/Opera Aria class weekly and will be involved in staged productions. Rehearsals will focus on performance skills, characterisation, working with a conductor, receptivity and creative response to stage direction, dramatic interpretation and movement, and on developing a culture of professionalism in relation to attendance, punctuality and commitment. Conductors: Conducting students will attend ensembles as appropriate and assist the director/conductor in preparation for concert performances. Rehearsals will focus on stylistic and interpretative issues, aspects of ensemble playing including leadership skills, and developing a culture of professionalism in relation to attendance, punctuality and commitment. Normally a conducting student would have the opportunity to conduct an ensemble in a performance context. Indicative Assessment Description: Continuous Assessment (Tutor’s Report) Students will be required to perform in public concerts as required. There will be an emphasis on the development of Professionalism and Artistry with particular emphasis on the following: x Professionalism: Attendance, punctuality and commitment x Artistry: Development of instrumental skills and stylistic awareness within an ensemble context or Development in vocal/operatic skills and stylistic awareness x Communication and teamwork skills in a group context x Leadership skills x Responsiveness to conductor/director and peers

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MUSM 9014 Contemporary Composition Perspectives Credits: 5 ECTS Timetable: Friday 4 pm. Reflective Composition workshops will take place every second week

in both Semester 1 and Semester 2 and will be 2.5 hours in length. Students will present their workshop in Semester 2.

Student Competency. Students must have an undergraduate degree in music or equivalent. Module Aim This module consists of 12 workshops led by 12 different composers who present a selection of their works and provide detailed analyses of their compositional techniques and stylistic influences. Students will participate in all 12 workshops and present one of these workshops him/herself. Indicative Content Presentation/workshops will be scheduled at two-weekly intervals over two Semesters. These 2.5 hour sessions will be led by a different composer at each presentation. The presenters will be a mixture of composition post-graduate students (whose presentation will be prepared with support from their supervisor) and distinguished visiting composers. Each composer will present a wide selection of their compositions and discuss the influences on their individual compositional style. The composers will be selected to incorporate a very broad range of contemporary compositional styles including genres utilising computer-simulated composition and compositions that combine acoustic and electronic compositional techniques. After the composers who will be presenting the seminars has been decided the students will be provided with a bibliography designed to provide technical and aesthetic insight to the styles of the composers who will be presenting the seminars. The presentations will consist of a blend of formal lecture, live or recorded performance of the composer/lecturer’s music and interactive discussion. Indicative Assessment Description: Presentation of a 2.5 hour workshop exploring a selection of his/her compositions and critically engaging with the participants of the workshop in discussion and practical demonstration. 40 % Written: Submit the paper given at the workshop along with a reflective, self-evaluated report based on the discussion following the presentation 40 % Written: Submit a report (c. 1,200 words) on material presented in one or two of the workshops incorporating critical evaluation 20 %

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MUSM 9015 Contemporary Composition Techniques Credits: 5 ECTS Timetable: Two contemporary composition techniques workshops will take place in each

Semester (four in total). There will be two follow-up tutorials after each workshop. Student Competency. Students must have an undergraduate degree in music or equivalent. Module Aim This module consists of 12 workshops and tutorials led by four different instrumental lecturers at the Conservatory. Each lecturer will present a workshop displaying extended techniques used by contemporary composers on their particular instrument. Indicative Content Four instruments will be studied in this module. The choice of instruments will be tailored to the

particular compositional focus of the particular student cohort. Each instrument will be studied in three workshops with the following structure:

Step 1 will primarily be led by a lecturer in this instrument and will consist be a blend of technical descriptions of the possibilities of extended techniques on the instrument and demonstration of these techniques. The participants will be encouraged to experiment with some of these techniques. Contemporary compositions utilising these techniques will be presented and the lecturer will provide a reading list specific to the instrument in question.

Step 2 will be self-directed learning where the students will study the scores presented is week 1 and explore the reading list for the instrument. The students will work on a compositional sketch using extended techniques.

Step 3 The students will present an outline sketch of the piece they envisage writing for the instrument. These will be assessed by the lecturer and small sections will be performed to verify the practicalities of the techniques and the aesthetic effect.

Step 4 In the light of the recommendations made at the second tutorial, the students will develop their initial sketches into a completed short solo piece for the instrument

Step 5 the completed pieces will be presented to the lecturer for discussion and performance and assessment. Indicative Assessment Description: Presentation of composition sketches for four solo instruments displaying contemporary compositional practice 40 % Submission of four completed short pieces for four different solo instruments displaying a clear understanding of contemporary compositional practice in these instruments 60 %

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SOC 9004 Governance and the Field of Social Care Practice: Critical Debates for Social Care Managers Credits: 5 ECTS Timetable: Tuesday 4 - -6 pm starting 5th November, TU Dublin Grangegorman NA003 Student Competency. Social care work experience Module Aim Students undertaking this module will be encouraged to examine and assess key concepts and frameworks which are currently dominating the development of social care service provision and will be encouraged to critically examine these concepts in relation to the future development of care practices in social care services as well as the future development of social care as a profession. The module enables students to develop a critical overview and analysis of the current issues and debates surrounding the development of contemporary social care practice and management models and the philosophical principles underpinning them. The module will enable students to analyse and interpret dominant discourses which have and are shaping the models of care being provided and adopted across a range of social care services in contemporary society. The module will explore the role of social forces (media, politics, professions) shaping the field of practice and the discourse that emerges to set limits on the scope of the field and the possible practices within it. The module will therefore introduce students to complex social theoretical ideas which will provide a platform for exploring the limits and opportunities within the field. These will include reflexivity, subjectivity and objectivity, the body, field theory, practice theory, critical pedagogy and social praxis. Students will be challenged to think in terms of how they as leaders work at the boundaries of the field and are placed to shape its future direction. Indicative Content: Governance: Governmentality Thesis; Discipline and Self-Governance; and, Network Theory of Governance Dominant Frameworks and the Governance of Social Care Field: Neo-liberalism; Managerialism; Moral Panic and Agenda Setting in the Social Care Sector; Globalisation, Post Fordism and the Globalisation of Social Care Field Theory and the Social Care Sector: Social Capital, Habitus and Bourdieusian Toolkits Social Care, Critical Pedagogy and Transformational Practice Action Toolkits and Transformational Practice Indicative Assessment Description: Assessment 100 %

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STRT 9000 Advanced Structural Design Credits: 5 ECTS Timetable: Thursday 8-10pm for 12 weeks starting 17th September 2019, TU Dublin Bolton St Student Competency. Minimum entry requirements are 1. An accredited Second Class Honours Grade Two (2:2) in Civil/Structural/Environmental Engineering or a closely related discipline or 2. Any qualification(s) deemed by the TU Dublin equivalent to above in conjunction with relevant work experience. Module Aim This module aims to develop the learner’s understanding of the design, analysis, assessment and evaluation of engineering structures, including bridges and buildings. This course covers both the theoretical background and practical design considerations and includes a detailed study of the structural theory, followed by its practical application to particular design situations. This module also aims to provide the learner with an understanding of how this knowledge may be applied in practice in an economic, safe and environmentally sustainable manner Indicative Content: Theoretical assessment and practical application of the following: Overall structural stability: Tall buildings, stability systems, shear walls, shear centre. Elastic stability: Buckling, lateral, torsional and warping effects, elastic critical loads, second order effects, stability coefficients, shear buckling, tension field action, plastic hinge development, bending moment-axial force interaction. Dynamics: Structural Behaviour, Vibration control in design and detail, damping. Design of Plates, Shells and Grids: Membrane forces, bending moments torsion. Tension Structures: Geometric non-linearity, suspension structures, cable stayed structures. Structural Software: Use of advanced structural software, processing of results, validation of results. BIM Software: using BIM software to design and implement structural design Indicative Assessment Description: Normally there are 2 coursework assignments during the module.

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Employability Skills Modules

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BSRM 1001 Business Research Methods

Credits: 5ECTS Timetable: TBC, but the module involves 3 x 2 hour mandatory sessions in TU Dublin Aungier St. Student Competency. Students should normally be registered in the College of Business and pursuing business-related research. Module Aim This module is structured so as to give the student a systematic understanding of the different forms of research available to them during the research process. Indicative Content: This module is designed to help students deal with the issues around the setting and development of research objectives, embarking on a research process, evaluating and selecting appropriate methodologies (including methods) and the arrival at a sound rigorous conclusion. This module will help the student comprehend and have an appreciation for the Philosophy of Research debate. Students will be able to critically evaluate the importance and relevance behind their own decisions during the research process. Indicative Assessment Description: Qualitative Research Assignment 20 % Quantitative Research Assignment 20 %. Research Proposal 60 %

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CRIM 9000 Research Methods in Criminology Credits: 15 ECTS Timetable: Wednesday 4-7pm starting 18th September 2019, TU Dublin Grangegorman Student Competency. Research students from social science-related disciplines. Module Aim Good research design and evidence of sound research practice are central to any thesis. The purpose of this module is to ensure that all students are familiar with appropriate research theory and are provided with training in research methodology and techniques. Indicative Content The module will introduce students to the principal theoretical perspectives involved, to quantitative and qualitative techniques, research design, fieldwork, data analysis and ethical considerations in research. Students will also receive training in referencing, critical reading skills, academic writing, proposal writing and the use of computer based analysis packages. Students will have the opportunity to formulate their research topic, develop a research schedule and select appropriate methodologies for their particular research project Indicative Assessment Description: Research Proposal 50 % Critical Review 20 % Presentation 20 % Online 10 %

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GradCAM XXXX Philosophy of Science and Technology

Credits: 5 ECTS Timetable: The seminar will meet 6 times over the semester at a lunchtime for 2 hours. The

finalised schedule will be released in September Student Competency. This module is suitable for all research students. Module Aim This module introduces students to the history of philosophical concepts in relation to understanding the basis for science as a postivistic world view. The Module aims to frame science and technology as forms of the mediation in the world which do not happen in a vacuum. The premise of the module is that technology is built in and for society. The social, politcal and cultural framing of questions raised by the development of specific forms of technology will be base of the module. The module will investigate in the first instance the epistemological frameworks of scientific thought, then it will investigate the development of specific forms of science as techno-science. The module will also introduce fundamental elements of the philosphy of science and technology in relation to the development of digital technologies Indicative Content Indicative syllabus covered in the module and / or in its discrete elements Seminar 1: Introduction and Overview: A brief history of Philosophy of Science and Technology Seminar 2: What is ‘Science’ as an epistemological endeavour Seminar 3: What is Technology as form of mediation in the world Seminar 4: The industrial Revolution and the development of Techno-Science Seminar 5: What is the Digital? Seminar 6: What is the impact of the digital technologies on the construction of knowledge? Indicative Assessment Description: A written reflection on learning together with plan to integrate the critical framework within the research project underway 70 % Class Participation, Attendance and Reading 30 %

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GRSO 10XX Work-based Learning and Employability Skills Credits: 5 ECTS Timetable: Module takes place over 12 months and students will engage in a 1/2 day introduction

to this module, week of 1st October 2019, TU Dublin Focas Research Institute Student Competency. Students must spend some or all of their time in industry or other professional environments eg research students funded by the Irish Research Council through their Employment-based and Enterprise Partnership schemes. Module Aim A number of research students may spend some or all of their time in industry or other professional environments. This is particularly true for research students funded by the Irish Research Council through their Employment-based and Enterprise Partnership schemes. In addition to their research, these students also undertake periods of planned work-based learning which is completed within the organisation in a market sector that is closely aligned with the student’s research programme. This module allows students to apply theoretical knowledge acquired as part of their research to a real life setting. In addition, students will be able to acquire new skills as part of this module. Their learning is demonstrated by completing a work-based reflective journal, which is assessed. Indicative Content Introduction to work-based research Introduction to the Workplace Work based learning Indicative Assessment Description: Reflective Journal 100 %

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GRSO 1001 Research Methods Credits: 5 ECTS Timetable: From 30th September to 30th October 2019, TU Dublin Bolton St. Student Competency. Students should be in the first year of their research in any discipline Module Aim The purpose of this module is to introduce students to different research methodologies and to help students to think about methodologies not just for their own research area but also to understand the range of skills and abilities in a wide range of disciplines. The module provides targeted support for in-depth discipline-specific training step by step through the process of undertaking a literature review, using a systematic and comprehensive approach Indicative Content: Thinking critically, thinking theoretically Identifying and formulating research questions Designing and planning research Literature reviews Data collection and analysis Reflection and communication Reporting research Indicative Assessment Description: The preparation of a mind map in respect of the research project 20 % The preparation of a short report on a literature review of an academic paper related to the research project 30 % A short research plan to include any key milestone dates 20 % A short paper on the justification/ consideration of the methodological approach to be taken in the research project 30 %

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GRSO 1005 Introduction to statistics Credits: 5 ECTS Timetable: To be confirmed. Likely to be block delivery over approx. 4 weeks towards end of

semester 1 TU Dublin Kevin St. Student Competency. Students should be in the first year of their research in any discipline Module Aim This module is designed for PhD and Masters students in all disciplines and provides a foundation in the principles and use of data analysis and statistics. It requires no previous statistical background or third-level mathematical knowledge and aims to provide students with the skills to identify and understand the major themes and uses of formal quantitative methods used in research. The module will identify and promote an awareness of the use of statistics and data analysis across all research disciplines with examples taken from the arts & humanities, business, engineering and science. By the end of the module, the student will be able to identify what areas of their own research might require data analysis and be aware of issues that need to be addressed when designing a process of data collection and analysis. Indicative Content: Orientation: the role of data analysis in research and the formal statistical method. Case studies: quantitative analyses applied in a number of subject areas; the advantages of formal data analysis and common pitfalls encountered. Identifying the role of data analysis in my research. Sampling variability and sample design. Describing data. Data visualisation. The probabilistic underpinnings of statistical data analysis. What are Statistical Models for data?: formulating a model; confidence intervals; hypothesis tests. Reporting results. Practical skills in dealing with data: using statistical software Indicative Assessment Description: 100% CA comprising three components (10% attendance; 45% across eight separate online quizzes; 45% across four problem sheets)

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GRSO 1010 Introduction to Pedagogy for Postgraduates Credits: 5 ECTS Timetable: TBC from Monday 4-6 pm starting 16th September 2019, TU Dublin Cathal Brugha St Student Competency. Students should be demonstrating or acting as tutors or intend to do so in the near future. Module Aim The aim of this programme is to support the postgraduate demonstrator in developing the key and core pedagogical skills that will assist them in demonstrating undergraduate teaching laboratories. Indicative Content: This module provides postgraduate demonstrators from within the Institute (and potentially outside the Institute) with extensive knowledge of an academic teaching and learning environment with a particular emphasis on practical teaching. Additionally, quality assurance structures, approaches to providing feedback, and social constructivist approaches to teaching in a practical setting will be explored through relevant case studies and scenario based learning. The module is set in the context of the national and international move towards a more structured approach to postgraduate training. Indicative Assessment Description: Each participant will be required to develop their own reflective, online portfolio that clearly demonstrates their achievement of the learning outcomes

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GRSO 1012 Research Integrity Credits: 5 ECTS Timetable: 2 hour workshop, week of 9th September Student Competency. Students should be in the first year of their research in any discipline. Module Aim If you had to carry out research involving human participants, would you know how to go about it? What should you do if you see a colleague engaging in questionable research practice? Do you have a clear understanding of how much input you need to have in order to merit authorship and how to prevent disputes on this subject? Have you considered the broader impact of your research on society? This programme is designed to help graduate and early career researchers answer these and many other questions that will arise as they consider how to plan, carry out and report their research with integrity, and to deal with the complex situations in which they may find themselves. Indicative Content: Introduction

• Principles and responsibilities • Principles vs. practice • Responding to research misconduct • Professionalism and mentoring

Designing • Planning your research • Research with human subjects • Research with animal subjects • Managing and protecting interests • Workplace safety

Conducting • The Research Record • Research data • Collaboration and the research environment • Data interpretation and presentation

Reporting • Research communication and scholarly publishing • Plagiarism • Authorship • Peer review

Responsibilities to society • Advocacy • Responsibility to the public

Indicative Assessment Description: Contribution to Discussion at Workshop 20 % Continuous, quiz-type assessment using online software

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MED 3036 Advanced Qualitative Research in Media Studies Credits: 5 ECTS Timetable: One Friday afternoon per month starting 13th of September TU Dublin Aungier St. Student Competency. Students should be studying in the Arts and Humanities Module Aim The module has the dual aims of equipping research students with conceptual understandings of current academic debates regarding qualitative methods in the field of Media Studies and with advanced practical skills to put those methods into practice. Methodological concerns regarding data selection, establishing rigour, reflexivity, representing others, and ethical issues are addressed in detail. Practical issues addressed include access to participant selection, study sites, methodological tools for data collection, innovative sources of data, and writing field notes. This module is aimed at research students (PhD or MPhil) in the field of Media Studies who are considering one or more of these elements as part of their dissertation research design and/or who are interested in gaining more advanced skills in qualitative research. Indicative Content: Theoretical approaches to research design Quality in Qualitative Research Data Collection Ethnographic Methods Audience Studies Emergent practices in Media -Digital, Sound and Visual Methods Research Ethics Indicative Assessment Description: 100% CA comprising of a research plan, workshop attendance and a presentation

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MUSM 9008 Music Career Preparation Credits: 5 ECTS Timetable: 12-1.30pm Monday for 12 weeks, starting 16th September TU Dublin Rathmines Rd Student Competency. The module is designed for students planning for a career in music performance or music pedagogy. Module Aim The purpose of the module is to prepare students with the know-how, skills and competencies for a career in music through selected topics of professional relevance. The indicative topics areas include writing grant applications, marketing and promotion, project management, finance and entrepreneurialism. There is an emphasis on practical application and project-based learning Indicative Content With an emphasis on project-based learning, the students will practically apply know-how, skills and competencies within music business and career management contexts. Topics covered may include:

• Writing to a brief: the business and grant application • The effective CV • Artistic project planning • Finance and budget planning • Marketing and promotion • Running a teaching studio • Collaborative projects • The music business infrastructure

Indicative Assessment Description: Formative Assessments (short practically focused tasks) 40% Final Music Business Project Proposal Submission (c. 2500 words) 60 %

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MUSM 9012 Artistic Research Perspectives 1 Credits: 5 ECTS Timetable: To be confirmed. 6pm-7.30pm Thursday every fortnight for 2 semesters, Please note

that this module continues through Semester 1 and 2, 2019-20. Student Competency. Students should have an undergraduate degree in music or equivalent Module Aim The purpose of this module is to integrate students into the postgraduate community of the Conservatory. Indicative Content Students will attend regular ARP lectures (to be delivered by staff and visiting scholars/performers) that will deal with a wide range of performance and artistic issues. These sessions will typically involve the delivery of a paper (30-40 minutes) followed by questions and discussion (20 minutes). Postgraduate students will actively participate in the discussions. Indicative Assessment Description: Students are required to submit two 1000-word reports on two ARP lectures.

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MUSM 9013 Artistic Research Perspectives 2 Credits: 5 ECTS Timetable: To be confirmed. 6pm-7.30pm Thursday every fortnight for 2 semesters, Please note

that this module continues through Semester 1 and 2, 2019-20. Student Competency. Students should have an undergraduate degree in music or equivalent Module Aim The purpose of this module is to integrate students into the postgraduate community of the Conservatory. Indicative Content Following on from Artistic Research Perspectives 1, students will continue to attend and participate in ARP lectures. In the second semester students will present a paper of c. 20 minutes’ duration and deal with c. 10 minutes of questions and discussion. Indicative Assessment Description: Oral: Presentation of a 20-minute paper at one of the ARP lectures. 70 % Written: Submit the paper given at the ARP along with a reflective, self-evaluated report based on the discussion following the presentation. 30 %

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THED H1001 Teaching in Higher Education Credits: 5 ECTS Timetable: End of August/Start of January – 2 full days intensive course. TU Dublin Tallaght Student Competency. Students MUST have some access to teaching/lab demonstration/tutoring. Students attending this module cannot also do/or have done the pedagogy module GRSO1010. Module Aim This module is aimed at graduate students who are involved/getting involved in teaching or lab demonstrating. Its goal is to give these students the basic skills to become a better teacher. The student will gain an understanding and awareness of the literature on teaching practice, learn how to create a lesson plan, gain an understanding of the purpose and importance of, assessment and effective feedback and finally learn how to practice reflection to enable them to evaluate their own performance and develop as a self-directed learner. Indicative Content Introduction to Module Overall module design and module assessments. Roles, responsibilities, and expectations of lecturers, research demonstrators and tutors. Good teaching and demonstrating Planning My Teaching General principles and theories of teaching and learning. Lesson planning. Technology Enhanced Learning. Completing teaching session templates. Small Group Teaching Advantages of small group teaching. Strategies that can be used with small groups. Dealing with group dynamics. Motivation and Critical Thinking Teaching goals. How to enhance student learning. Promotion of student engagement. Promotion of critical thinking. Improving My Performance Introduction to Reflective practice and reflective writing. Introduction to the benefits of peer observation and learning. Peer Observation Assessment process. Allocation of peer observation partners. Indicative Assessment Description 100% assessment consisting of peer observation with reflective practice and preparation of a lesson plan.

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XXXX Practice Education in the Clinical Setting Credits: 5 ECTS Timetable: tbc, TU Dublin Kevin Street Student Competency. Students developing research in a clinical setting. Module Aim This module in practice education in the clinical setting prepares qualified and experienced healthcare professionals for the important role of supervising students on practice placements. The module will enable practice educators (clinical placement supervisors) to develop the skills and knowledge required to teach, mentor, support and assess students on practice placement. Learning is supported through involvement in workshops and the completion of a self-managed portfolio of work including a log book and reflective practice journal. Workshops include opportunities for group work to facilitate critically reflective discussion. Work based experiential learning involving the supervision of at least one student is an essential element of the learning process and a requirement for this module. Indicative Content Education Competencies Teaching and learning styles and models of practice education. Supervision Competencies The role of the practice educator (clinical placement supervisor). Assessment & Feedback Approaches to assessment of experiential learning. Approaches to feedback on assessment of experiential learning. Designing and managing effective feedback processes. The who, what and when of feedback. Professional Practice Competencies Clinical reasoning and the importance of integrating theory and practice. Developing reflective practice skills. Legal, ethical and professional issues that influence practice. The meaning of the profession. Management and Administration Competencies Communication skills. Student induction. Organising a systematic placement programme. Time management skills. Indicative Assessment Description: Assignment 1 Multimedia Blog based on critically discussing and evaluating learning styles and models of practice education in the light of the participant’s own professional practice (word guide:500 – 700) Assignment 2 Individual case study report. Plan, prepare and present a case study report on the participant’s supervision of a student, including teaching, learning and assessment. (word guide:1,500 – 2,000) 8 min presentation. Assignment 3 Reflective paper (c.2,000 words) to discuss the key learning points from participation in the module and importantly, the implications for their role as practice educators. Reference should be made to scholarly literature on key topics.

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ZZZZ Data Handling and Analysis Credits: 10 ECTS Timetable: 10.00-12.00 & 14.00 -16.00 for 4 weeks starting 3rd October 2019, TU Dublin Tallaght Student Competency. Any postgraduate research student Module Aim This module addresses Quantitative and Qualitative Data Analysis for researchers Indicative Content Single-factor Experiments Principles of experimental design: randomisation, replication, blocking. Hypotheses, models, and assumptions. One-way Analysis of Variance. Use of software. Two-factor Experiments Main effects and interaction effects. Design and analysis of two-factor experiments. Interpreting ANOVA tables and interaction plots. Multi-factor experiments Fractional factorial experiments. Curvature. Aliasing. Effects plots. Crossed and nested designs. Fixed and random factors. Power and sample size. 1 Regression Hypothesis testing in regression. Prediction intervals and confidence intervals in regression. Selection of variables. Factors and covariates. The general linear model (ANCOVA). 10.00% Measurement System Validation Gauge R&R studies; measurements, parts and sessions; SNR and %R&R; identifying improvements. Qualitative Data Analysis Explore and interpret data in the form of written text and spoken words, whether from websites or interviews or elsewhere. Cultural Historical Activity Theory: Develop a platform to guide the investigating of social activities, to produce a lens of enquiry and a framework of conjoint measurement, to refine the research question and to guide literature review. Design of research instruments i.e. Survey, Interview, Focus group activities etc. Reference management. Thematic analysis and introduction to Nvivo. Indicative Assessment Description: 20 % A mini-project in Quantitative Data Analysis 20 % A mini-project in Qualitative Data Analysis 60 % A major project in either Quantitative or Qualitative Data Analysis

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