. "Orientation and introduction"@en . . "1" . "no data" . . "Presential"@en . "TRUE" . . "Emphasis in natural sciences"@en . . "14" . "no data" . . "Presential"@en . "FALSE" . . "Analysis of urban systems"@en . . "7.5" . "Introduction to the structure of the settlement network of Greece.\nGeneral reference to the sizes of settlements, their form and their problems.\nThe Settlement issue in Greece : historical reference to the formation of the settlement network.\nEconomic situation, productive forces and settlements. The effects of economic choices on the sizes of settlements and their structure.\nThe formation of the legislative framework (land-use, town planning, housing, etc.) governing the development and evolution of settlements. The consequences of the implementation, non-existence or non-implementation of the legislative framework on the settlement network. The new regulations (Kapodistrias, etc.) and their consequences.\nThe methodologies and techniques for the development of settlements in Greece. Brief references to the identifications and the study of their physiognomy.\nDetermination of boundaries, building conditions, restrictions, etc. as a result of the development process in Greece.\nMethodology for the formulation of a programme for a settlement plan. Standard specifications.\nProcedures and ways of implementation of settlement plans in the Natural Area.\nComparisons of the settlement network of Greece with the settlement network of Europe and especially of the Mediterranean countries." . . "Presential"@en . "FALSE" . . "Geographical-syntactical analysis and modeling of spatial organization and growth using gis"@en . . "7.5" . "Theories, methods, techniques and technologies of spatial analysis and planning belonging to the fields of Geostatistics, Location - Allocation Models, Spatial Interaction Models, Space Syntax Analysis and Urban Growth Models are presented. In this context, the potential of GIS is exploited in combination and their role as Spatial Decision Support Systems is highlighted." . . "Presential"@en . "FALSE" . . "Physical education"@en . . "5" . "not provided" . . "Presential"@en . "FALSE" . . "Open geoinformation"@en . . "2" . "not provided" . . "Presential"@en . "FALSE" . . "Programming"@en . . "5" . "To adopt the basic concepts of programming and the ability to design simple programs in the programming language Java for\nsolving mathematical, geodetic and geoinformatics problems.\n-Use information technology in solving geodetic and geoinformation tasks.\n-Recognise problems and tasks in the application of geodetic and geoinformation principles and methods, and select proper procedures for their solution.\n-Communicate the results obtained by means of geodesy and geoinformation to clients and experts of geodetic and other related professions.\n-Keep pace with and adopt new technological achievements in the field of surveying," . . "Presential"@en . "TRUE" . . "Spherical trigonometry"@en . . "3" . "Τhe goal of course Spherical trigonometry is the renewal and replenishment secondary knowledge of trigonometry plane on the theoretical and practical knowledge of trigonometry spheres with particular emphasis on applications in geodesy and\r\ngeoinformatics. \r\n Κnowledge of secondary school mathematics ( trigonometry) programs \r\n To know theoretical principals, procedures of computer processing and visualisation of surveying data.\r\n- To understand the mathematical methods and physical laws applied in geodesy and geoinformatics. To apply the knowledge in mathematics and physics for the purpose of recognizing, formulating and solving\r\nproblems in the field of geodesy and geoinformatics. \r\n To plan the continuation of academic education in the field of geodesy and geoinformatics, or related disciplines, and to develop the lifelong learning attitude. --Define and distinguish spherical triangles\r\n- Solve the spherical triangle using the cosine rule for pages / corners and\r\n- Solve rectangular and quadrant spherical triangle\r\n- Apply Legend theorem for solving spherical triangles 1. Sphere (sphere), main circle. spherical distance\r\n2. Spherical Triangle\r\n3. Spherical triangle inequality. Spherical excesses\r\n4. Gender. Spherical polar triangle.\r\n5. The basic relationships between the spherical triangle.\r\n6. Cosine rule (for pages, angles) spherical triangle.\r\n7. Sine theorem.\r\n8. 1 and 2 theorem of cotangent\r\n9. Napier's rule\r\n10. Troubleshooting spherical triangle with applications in geodesy and geoinformatics\r\n11. Rectangular spherical triangle. Euler's theorem,\r\n12. Resolving rectangular spherical triangle.\r\n13. The difference between flat and spherical trigonometry.\r\n14. Geographic (astronomical) coordinates. Spherical distance between two points on the earth (sphere)\r\n15. Application of spherical trigonometry in geosciences" . . "Presential"@en . "FALSE" . . "Transformation of coordinates"@en . . "3" . "Adoption of theoretical knowledge and empirical skills in analysis and processing of geodetic measurements.\nActive empirical application of knowledge from analysis and processing of geodetic measurements in solving surveying tasks based on geodetic measurements data. \nDemonstrate competences in theoretical principles, procedures of computing and visualising the surveying \nUse information technology in solving geodetic and geoinformation tasks. Exercise appropriate judgements on the basis of performed calculation processing and interpretation of data obtained by means of surveying and its results.\nRecognise problems and tasks in the application of geodetic and geoinformation principles and methods, and select proper procedures for their solution. \nCommunicate the results obtained by means of geodesy and geoinformation to clients and experts of geodetic and other related professions Explain the basic principles, concepts, methods and procedures for analysis and processing of mutually independent geodetic measurements.\nUse appropriate technical terminology related to the analysis and processing of geodetic measurements.\nUnderstand the laws of theory of errors, mathematical statistics and probability theory in the analysis and processing of geodetic measurement errors.\nApply different criteria to assess the quality of geodetic measurements (precision, accuracy, reliability) and the criteria for evaluating the accuracy of mutually independent geodetic measurements.\nApply the laws of variances propagation, weights propagation and cofactors propagation in the case of one or more functions of geodetic measurements.\nApply adjustment of direct measurements in the three characteristic cases: classical direct measurements, multipe measured vectors and doube measurements.\nApply adjustment of indirect measurements in the forms of regular and singular adjustment.\nApply adjustment of conditional measurement.\nDevelop standardized geodetic elaborates depicting the results of analysis and processing of geodetic measurements.\nPlan processing of geodetic measurements from the viewpoint of the volume and types of measurements, the use of appropriate mathematical model of measurement, the application of appropriate technological tools for the realization of processing and to optimize performance." . . "Presential"@en . "FALSE" . . "Information society"@en . . "3" . "The course aims to help students of technical science to understand fundamentals of Information and Informational Society by learning from practical examples. The course aims to connect students and their future employers immediately – through the process of teaching. \nUnderstand the role of geodesy, geoinformatics and spatial data in modern world, demonstrate competences in measuring systems, methods and technologies of measurement and spatial data collection.\nDemonstrate competences in real estate registers and interests in real estates, understand land development measures and methods of land evaluation.\nDemonstrate competences in regulations and administrative framework important for geodesy and geoinformatics, the regulations related to copy right, publishing and exchange of spatial data.\nUse information technology in solving geodetic and geoinformation tasks.\nCommunicate the results obtained by means of geodesy and geoinformation to clients and experts of geodetic and other related professions.\nKeep pace with and adopt new technological achievements in the field of surveying, geoinformation systems and services based on the position, and the changes in regulations, norms and standards." . . "Presential"@en . "TRUE" . . "Object oriented modelling and programming"@en . . "3" . "Acquiring knowledge and skills necessary to solve problems in Geodesy and Geoinformatics using object oriented modeling and programming. \n1. Distinguish between the object oriented modeling and programming.\n2. Describe the UML. Define the components and process of design using UML.\n3. Design UML diagrams for solving geodetic and geoinformatics problems.\n4. Apply the methodology of object oriented programming." . . "Presential"@en . "FALSE" . . "Professional practice"@en . . "3" . "To enable students, by work in business subject which is engaged in geodetic-geoinformatic activities, to implement in practice acquired knowledges and skills and familiarize themselve with functioning and organization of business subject. Professional practice should enable linking the theoretical knowledges and skills in real environment in which business subjects are acting. To enable students understanding and perception of professional substance received ex catedra during the study as introduction for list of professional courses \n Learning outcomes \n1. Solve practical tasks in surveying, spatial data collection, real estate evaluation and management. \n2. Use information technology in solving geodetic and geoinformation tasks.\n3. Make plans, maps and related presentations using modern methods and technologies on the basis of measured data\nand other sources.\n4. Recognise problems and tasks in the application of geodetic and geoinformation principles and methods, and select\nproper procedures for their solution." . . "Presential"@en . "FALSE" . . "Geoinformation modelling"@en . . "5" . "Students will acquire theoretical background and practical usage of geoinformation modeling according to contemporary international norms and standards \nMaintain topographic, cartographic, maritime and navigation, and land information systems, integrate and visualise spatial information.\nUse information technology in solving geodetic and geoinformation tasks.\nRecognise problems and tasks in the application of geodetic and geoinformation principles and methods, and select proper procedures for their solution. \nenumerate parts and functions of a geoinformation system,\nrecognize the need for modeling of geospatial information in contemporary GIS applications, create a conceptual model of a geoinformation system using ER and UML notation,\nexplain geospatial data indexing methods,\ndifferentiate metric and topological operations on geospatial data,\napply the operations of raster algebra for solving interdisciplinary tasks,\nanalyze benefits and drawbacks of topological model,\ndescribe the universe of discourse using geospatial models,\ndescribe the purpose of normizations of geoinformation, enumerate normization iniciatives,\napply appropriate norms and standards in modeling of geoinformation" . . "Presential"@en . "TRUE" . . "Geoinformation manipulation"@en . . "5" . "The objectives of this course are:\no to provide students knowledge about different forms of geoinformation and possibilities of different ways of their input into computer's memory, about reference coordinate systems and transformations between them\no to train students for interpretation and application of different functions to customize and edit geoinformation, for their analyzing and presentation of results, for insight into importance of quality, intellectual property and copyright of geoinformation\no to continue development of knowledge and skills that students have acquired in the course Basics of Geoinformaticsand to give wider insight into the issues that will processed more detailed in other courses \n Learning outcomes \n Understand the role of geodesy, geoinformatics and spatial data in modern world, demonstrate competences in measuring systems, methods and technologies of measurement and spatial data collection.\n Demonstrate competences in regulations and administrative framework important for geodesy and geoinformatics, the regulations related to copyright, publishing and exchange of spatial data.Define reference coordinate systems and implement data transformations between different coordinate systems or to common coordinate system\nDefine and explain various forms of input of geoinformation into a computer memory and choose most convenient way of geoinformation storage Interpret and apply different functions for customize and editing geoinformation, and choose method of assigning attributs to geoinformation Analyze selected geoinformation at various levels and present results in graphical form (map and/or report)\nExplain importance of intellectual property and copyright and access to geoinformation\nDefine concept of data quality" . . "Presential"@en . "FALSE" . . "Geoinformation quality"@en . . "5" . "Adoption of theoretical knowledge and empirical skills of determination, valuation and presentation of geoinformation and geodata quality.\nActive empirical application of processes, procedures and methods of determination, valuation and presentation of geoinformation and geodata quality. \n Define the general framework of international and national processes related to manufacturing quality of surveying products with a focus on the production of geospatial information and geodata; and taking into account the aspect of analogue and digital production technologies.\nUse appropriate technical terminology in the field of geoinformation and geodata quality in Croatian and English.\nDeclare contemporary principles, concepts, methods and procedures for determining the quality and presentation of geoinformation and geodata quality.\nExplain the methodology, concepts and content of standardization processes in products production and products definition as a prerequisite for determining and presenting the quality of geoinformation and geodata.\nCompare the different types and ways of standards systematization and relations between the standards and specifications ofgeoinformation, geodata and geoinformation products.\nSystematize in accordance with ISO and Croatian standards quality components to describe the quality of geoinformation and geodata (numerical and descriptive), the quality elements of geoinformation and geodata, descriptors and measures of the quality of geoinformation and geodata.\nSystematize in accordance with ISO and Croatian standards methods of samples determining for the purpose of evaluating and labeling geoinformation and geodata quality (direct and indirect, non-automatic and automatic, internal and external).\nDevelop a plan to evaluate the quality of geoinformation and geodata, including definition of processes, procedures and methods to evaluate the quality with the refinement of relevant numerical and descriptive elements of quality.\nImplement the evaluation of the geoinformation and geodata quality, and reporting on the outcome of quality determination using a standardized framework for reporting (report on quality, metadata).\nDescribe the Croatian national geoinformation and geodata production system, the specifics of the system, national geoinformation products, data sets and Croatian national quality control system." . . "Presential"@en . "FALSE" . . "Transformation of coordinates"@en . . "3" . "The objectives of this course are: \n -teach students basic mappings used in geodesy and geoinformatics\n-explain unavoidable distortions that appear in different mappings\n-create a foundation that will help in understanding the transformation and conversion that will be processed in details in other courses\nDistinguish the basic coordinate systems in Geodesy and Geoinformatics Describe basic types of mappings from a plane to a plane, from a plane to a space, from a space to a plane and from a space to a space and their characteristics\n Estimate distortions that appears in mappings\n Apply Helmert, affine and projective transformation\nApply transformations by using CAD and GIS computer programs, especially geocoding and georeferencing\nUse software for coordinate transformations\nEstimate suitability of different methods for coordinate transformation" . . "Presential"@en . "FALSE" . . "Land development"@en . . "5" . "To introduce students to:\nThe global framework of land management as a resource.\nSpatial management as combination of valuation, market demand and availability of space.\nSpatial support Information system for management of natural resources in project planning and monitoring the impact.\nTechnical procedures that affect the change of the situation in space, especially agricultural and construction.\nThe geospatial data as the basis of physical planning.\nRural and urban development and physical planning legislation as the influence on the projects in the area.\nThe basic principles of sustainable development through forms of land use.\nVarious methods of physical planning documents implementation." . . "Presential"@en . "TRUE" . . "State survey"@en . . "5" . "Adopting theoretical and practical knowledge in the areas of the State Survey and its importance for basic geodetic works at the state level (Croatia) and / or more states (region, continent) \n Students will:\n- To master the method of calculation of the parameters of level-ellipsoid as a basic mathematical-physical body in geodesy and basic mathematical relations of ellipsoidal geodesy and their application in everyday geodetic surveys,\n- To master the process of conversion of geodetic or ellipsoidal coordinates in the plane mapping and vice versa, and adopt necessary knowledge about inherited (positional HDKS, height Trieste 1875) and the new official (positional HTRS96, height HVRS71) geodetic reference systems and datums in Croatia, as well as master the process of their mutual transformation,\n- Adopt the necessary knowledge of the methods of calculating the main surveying tasks on a rotational ellipsoid and the reduction of measured values (azimuths, directions and lengths) from the physical surface of the Earth to the surface of the ellipsoid,\n- Become familiar with the height systems in geodesy and mutual transformations between them as well as with leveling in the real Earth's gravity field and its application in basic geodetic works,\n- Acquire knowledge and mathematical procedures of coordinate transformations in the State survey, including \"GNSS leveling\" and T7D grid transformation for the territory of Croatia." . . "Presential"@en . "TRUE" . . "Hydrographic survey"@en . . "5" . "The driving factor for this curriculum is bringing specifics and methods of survey on and under the water surface closer to students; preparation of students for conducting hydrographic survey projects, with special attention to processing and visualising bathymetric data; introducing students to maritime organisations in Croatia and the world. \nLearning outcomes 1. Definition of terms Hydrography, bathymetry, oceanography and marine geodesy as well as knowing basics of marinelaw and maritime domain\n2. Knowing basics and specifics of marine cartography and classification of naval navigational maps\n3. Explain the role of International Hydrographic organisation and Croatian Hydrographic institute as well as IHO\nspecifications\n4. Knowing naval positioning methods\n5. Describe clasic and contemporary depth measurement methods and errors occurring during depth measurements\n6. Defining the execution plan for hydrographic survey\n7. Mastering the use of a singlebeam echosounder in combination with a GNSS receiver\n8. Applying modern methods and techniques of hydrographic survey for production of simple analogue and digital plans,\nmaps and similar" . . "Presential"@en . "TRUE" . . "Geoinformation infrastructure"@en . . "5" . "The objective of the course is to provide teoretical and practical knowledge in Geoinformation infrastructure \nDescribe and use key and utility registers and other databases of economic and public utility infrastructure\nDistinguish and use geoinformation services\nExplain Spatial Data Infrastructure and its parts\nDescribe and distinguish levels of spatial data infrastructure\nUse Geoinformation infrastructure" . . "Presential"@en . "FALSE" . . "Spatial development plans"@en . . "3" . "Course objective is to introduce students with the complete system of spatial development planning and methods of implementation of planned activities in the space.\nCourse content includes an overview of the different levels of planning, geodetic and geoinformation databases and analysis, implementation instruments, zoning requirements, projects and building permits and the role of geodetic experts in the whole process.\nPractical work will include collecting of spatial data and information related to the planning, implementation of spatial analysis, interpretation of specific urban conditions and preparation of geodetic works in the plan implementation. \nIdentify the types and levels of planning: strategic, spatial, urban planning, implementation\nExplain the types of conditions in physical planning\nRead the terms of spatial development in accordance with the physical planning documents for individual project\nLink system of spatial development planning and real estate registers\nApply geoinformation knowledge in the development of spatial development plans" . . "Presential"@en . "FALSE" . . "Reinforcement learning"@en . . "6" . "Deep reinforcement learning is a field of Artificial Intelligence that has attracted much attention since impressive achievements in Robotics, Atari, and most recently Go, where human world champions were defeated by computer players. These results build upon a combination of the rich history of reinforcement learning research and deep learning.\r\nThis course teaches the field of deep reinforcement learning: How does it work, why does it work, and what are the reinforcement learning methods on which Robotics and AlphaGo’s success are based? By the end of the course you should have acquired a good understanding of the field of deep reinforcement learning.\r\n\r\nThe defining characteristic of reinforcement learning is that agents learn through interaction with an environment, not unlike humans learn by doing. Instead of telling a learner which action to take, the agent analyzes which action to take so as to maximize a reward signal. Reinforcement learning is a powerful technique for solving sequential decision problems.\r\n\r\nThe defining characteristic of deep learning is that the model generalizes, it build a hierarchy of abstract features from its inputs.\r\n\r\nProminent reinforcement learning problems occur, amongst others, in games and robotics. In this course you will learn the necessary theory to apply reinforcement learning to realistic problems from the field of computer game playing.\n\nThe following topics and algorithms are planned to be discussed:\r\n\r\nTabular Value-based Reinforcement Learning, such as Q-learning\r\nDeep Value-based Reinforcement Learning, such as DQN\r\nPolicy-based Reinforcement Learning, such as PPO\r\nModel-based Reinforcement Learning\r\nTwo-Agent Self-Play (AlphaGo)\r\nMulti-Agent Reinforcement Learning (Poker, StarCraft)\r\nHierarchical Reinforcement Learning\r\nMeta-Learning, such as MAML\r\nBrief Summary of Deep Supervised Learning\r\n\r\nIn addition the role of reinforcement learning in artificial intelligence and the relation with psychology will be discussed (human learning).\r\nThis a hands-on course, in which you will be challenged to build working game playing programs with different reinforcement learning methods. This is a challenging course in which proficiency in Python and deep learning libraries (such as Keras and PyTorch) is important.\r\nAll assignments should be made in Python.\n\nOutcome:\nAfter completing the reinforcement learning course, the students should be able to:\r\n\r\nUnderstand the key features and components of deep reinforcement learning;\r\nKnowledge of theoretical foundations on basic and advanced deep reinforcement learning techniques;\r\nUnderstand the scientific state-of-the-art in the field of deep reinforcement learning." . . "Presential"@en . "TRUE" . . "Science methodology (scm)"@en . . "4" . "During the BSc and MSc education, students learn lots of scientific facts, but do they know how science works? In this course the basic principles of the methodology used in the natural sciences are taught. The aim is to let the student contemplate on concepts like ‘truth’, ‘experiments’, ‘models’, ‘confirmation/falsification’ and make the student aware of the limitations of the ability to make objective observations. Also current practices, like the mechanisms of research funding, ‘publish or perish’ dogma and the importance of impact as well as integrity and ethics in science will be discussed.\n\nOutcome:\nAt the end of the course students:\r\n\r\nhave a basic knowledge of the philosophy of science\r\nhave a basic understanding of modern scientific practices\r\ncan critically discuss aspects of the scientific enterprise orally as well as in writing\r\ncan critically discuss the relation of science and society orally as well as in writing" . . "Presential"@en . "FALSE" . . "Science and the public: contemporary and historical perspectives"@en . . "6" . "Science has often been held to exemplify the values which operate in the public sphere in an open society. It has been treated as a model for the democratic discourse through which the state is held accountable in public. Yet, science as specialized expertise, fostered in elite communities, is also detached from the lay discourse of the public sphere. This detachment is increasingly challenged as skeptical publics question expert prerogatives. This course aims to offer a careful understanding of the interrelationship between science and the public. Students will learn about different aspects involved in the way scientists, intermediaries and institutions have interacted with the public sphere in the past and continue to do so. Topics that will be addressed are the popularization of science, public (dis)trust in science, scientific expertise and public law, classified science and secrecy, the depiction of science in the media, science museums, and science based government campaigns aimed at the general public. In this course, we will discuss critical texts on these topics after a brief introduction by one of the students. Excursions to museums are also included. A final essay will conclude the course.\n\nOutcome: Not Provided" . . "Presential"@en . "FALSE" . . "Science methodology (scm)"@en . . "4" . "During the BSc and MSc education, students learn lots of scientific facts, but do they know how science works? In this course the basic principles of the methodology used in the natural sciences are taught. The aim is to let the student contemplate on concepts like ‘truth’, ‘experiments’, ‘models’, ‘confirmation/falsification’ and make the student aware of the limitations of the ability to make objective observations. Also current practices, like the mechanisms of research funding, ‘publish or perish’ dogma and the importance of impact as well as integrity and ethics in science will be discussed\n\nOutcome:\nAt the end of the course students:\n\nhave a basic knowledge of the philosophy of science\n\nhave a basic understanding of modern scientific practices\n\ncan critically discuss aspects of the scientific enterprise orally as well as in writing\n\ncan critically discuss the relation of science and society orally as well as in writing" . . "Presential"@en . "FALSE" . . "Science and the public: contemporary and historical perspectives"@en . . "6" . "Science has often been held to exemplify the values which operate in the public sphere in an open society. It has been treated as a model for the democratic discourse through which the state is held accountable in public. Yet, science as specialized expertise, fostered in elite communities, is also detached from the lay discourse of the public sphere. This detachment is increasingly challenged as skeptical publics question expert prerogatives. This course aims to offer a careful understanding of the interrelationship between science and the public. Students will learn about different aspects involved in the way scientists, intermediaries and institutions have interacted with the public sphere in the past and continue to do so. Topics that will be addressed are the popularization of science, public (dis)trust in science, scientific expertise and public law, classified science and secrecy, the depiction of science in the media, science museums, and science based government campaigns aimed at the general public. In this course, we will discuss critical texts on these topics after a brief introduction by one of the students. Excursions to museums are also included. A final essay will conclude the course.\n\nOutcome: Not Provided" . . "Presential"@en . "FALSE" . . "Field practice"@en . . "4" . "Preparation and implementation of observations in the field of interplanetary matter, solar physics, stellar and galactic astronomy. Familiarization with instrumentation and its control. Acquisition of observation data, its processing, analysis, archiving and discussion of the obtained results.\n\nOutcome:\nAcquisition of scientific observation skills and habits, practical use of instrumentation, processing of own acquired data." . . "Presential"@en . "TRUE" . . "Principles of mathematical modelling in science and engineering"@en . . "3" . "Basic principles of modeling.\r\n\r\nPrinciple of nondimensionalisation. Buckingham Pi-theorem. Dimensionless parameters.\r\n\r\nAsymptotic expansion, convergence vs. divergence, uniformity. Matched asymptotic approximations.\r\n\r\nApplication of asymptotic methods: Van der Pol oscillator.\r\n\r\nHeat transfer model. Degenerate diffusion.\r\n\r\nMaterial derivative. Vorticity. Viscous flow.\r\n\r\nFlow instability and transition to turbulence.\n\nOutcome:\nBy completing this course, the student will gain knowledge of the principles of mathematical modeling of phenomena in the natural and technical sciences." . . "Presential"@en . "FALSE" . . "Asteroids"@en . . "3" . "The location of stable orbits in the Solar System, resonances, families, cumulative distribution, unstable orbits. Meteorites, theories of Solar System origin. The methods (and techniques) of explorations – photometry, polarimetry, radiometry, spectroscopy, spectrophotometry, radar. The composition, albedo, taxonomic types, comparison with comets and meteorites. Near-Earth objects, the frequency of falls on Earth (craters, bolides). Nongravitational effects acting on small asteroids.\n\nOutcome: Not Provided" . . "Presential"@en . "FALSE" . . "Energy flows and material cycles"@en . . "3" . "The course introduces various approaches and methods used in landscape and climate change studies. The students practice the use of complex study and data analysis methods in physical geography.\n\nOutcome:\nThe student will\r\n1) understand the development patterns of natural features and their mutual relations;\r\n2) know the terminology of physical geography and landscape ecology and is able explain the principles of the functions of main natural complexes;\r\n3) know the main flows of matter in natural landscapes on local, regional, and global scale;\r\n4) know the development of contemporary landscapes and is able to characterize regional units of landscape;\r\n5) know the causes and effects of global environmental changes;\r\n6) be acquainted with the main datasets of physical geography and be able to analyse these;\r\n7) know the main methods of analysis in physical geography;\r\n8) know the evaluation methods of landscape structures and the methods of data analysis in this field." . . "Hybrid"@en . "TRUE" . . "Geography, communication and spatial mobility"@en . . "6" . "The course introduces theoretical and methodological aspects of spatial mobility and its relation to information and communication technologies (ICTs). Lectures and seminars concentrate on mobility studies and mobile data used in geography, tourism and urban studies. Ethical issues in the use of ICT-based big data and differences arising from culture and context are addressed.\r\n\r\nThe course consists of 7 lectures (2x45 min), 2 practical sessions (2x45 min), five assignments and 5 seminars. Each lecture and seminar has an additional text or slide material available in the Moodle.\n\nOutcome:\nBy the end of the course the student\r\n- understands terminology and concepts of spatial mobility;\r\n- is aware how spatial mobility, social mobility and activities of individuals are interrelated;\r\n- is aware of the impacts of information and communication technologies (ICT) on spatial mobility;\r\n- knows the data collection methods of spatial mobility;\r\n- has an overview of passive mobile positioning data;\r\n- has an overview of active positioning methods and smartphone based data;\r\n- is able to measure individuals' spatial mobility with mobile positioning;\r\n- is able to critically analyse the data and highlight the shortcomings of its use;\r\n- understands the concepts of information society and Smart City;\r\n- has an overview of social media data and research applications;\r\n- is able to use mobile phone and social media based information sources for urban studies and planning;\r\n- is aware of the ethical issues related to the use of big data;\r\n- understands how culture and context affect the availability and use of data;\r\n- has an overview of international initiatives in the use of big data;\r\n- has the ability to work in a group and clearly present the results of the assignments." . . "Hybrid"@en . "TRUE" . . "Cloud computing"@en . . "8" . "This course covers topics and technologies \r\nrelated to Cloud Computing and their practical \r\nimplementations. The course is organized in four \r\nparts focising on: (i) Fundamental concepts and \r\nmodels of Cloud Computing; (ii) Cloud-enabling \r\ntechnologies: warehouse-scale machines, \r\nvirtualization, and storage; (iii) Cloud application \r\nprogramming models and paradigms. (iv) Cloud \r\nresource orchestration, monitoring, and DevOps. \r\nThe student will explore different architectural and \r\nservice models of cloud computing, the concepts \r\nof virtualization, containerization, and cloud \r\norchestration. Through lectures, tutorials, and \r\nlaboratory sessions, the student will gain hands\u0002on experience with various features of popular \r\ncloud platforms, such as Openstack, VMWare, \r\nDocker, and Kubernetes, as well as commercial \r\nofferings like Google App Engine, Microsoft \r\nAzure and Amazon Web Service. Advanced \r\ncloud programming paradigms such as Hadoop’s \r\nMapReduce and Microservices are also included in \r\nthe course. Students will also learn the concept of \r\nmodern Big Data analysis on cloud platforms using \r\nvarious data mining tools and techniques. The lab \r\nsessions will cover cloud application development \r\nand deployment, use of cloud storage, creation \r\nand configuration of virtual machines and data \r\nanalysis on cloud using data mining tools. Different \r\napplication scenarios from popular domains that \r\nleverage the cloud technologies such as online \r\nsocial networks will be explained. The theoretical \r\nknowledge, practical sessions and assignments aim \r\nto help students to build their skills to develop large\u0002scale industry standard applications using cloud \r\nplatforms and tools.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Survey sampling"@en . . "8" . "Survey design, sampling and nonsampling errors, \r\nsimple random sampling, stratified sampling, \r\nsystematic sampling, cluster sampling, ratio \r\nestimators, regression estimators, determination \r\nof optimal sample size, bias in survey sampling, \r\nmodern techniques of survey sampling.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Investments"@en . . "8" . "The course covers the basic principles of investment \r\nanalysis and valuation, with emphasis on security \r\nanalysis and portfolio management in a risk-return \r\nframework. Security analysis focuses on whether \r\nan individual security is correctly valued in the \r\nmarket (i.e., it is the search for mispriced securities). \r\nPortfolio management deals with efficiently \r\ncombining securities into a portfolio tailored to the \r\ninvestor’s preferences and monitoring/evaluating \r\nthe portfolio. The course covers both the theory and \r\npractical aspects of investments.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Reliability of information systems"@en . . "6" . "The course is about organizational and technological aspects of information systems security. It provides the core knowledge for securing enterprise information systems. The course covers classification of information, analysis of information systems security risks, implementation of security control system as well as other aspects of information systems security management. It also includes an overview of typical information systems security threats and methods for aversion of these threats. The course covers not only the technological aspects of information systems security but also the impact of human factors.\n\nOutcome:\nKnowledge of information systems security management foundations, ability to minimize information systems security threats, to evaluate information systems security level and knowledge of information systems security components - Exam\r\nAbility to identify information systems security threats - Practical exercises\r\nAbility to elaborate solutions for preventing information systems security threats - Practical exercises\r\nAbility to define requirements to information systems security and to perform a risk analysis - Coursework and essay" . . "Presential"@en . "TRUE" . . "Control fundamentals of critical infrastructures"@en . . "6" . "The study course starts with the explanation of the concept of critical infrastructure and operational fundamentals. Then the critical infrastructure reliability parameters and functional interdependencies are analysed. The networks of infrastructure is based on the analysis results. The critical infrastructure networks mutual interdependences assessment, modelling, and peripheral communication are developed during the practical work. Infrastructure control and security considerations are drawn in the results of an individual task.\n\nOutcome:\nCan evaluate selected technology qualitatively and quantitatively and compare the results with other similar technologies analytically. - Completed and defended 1st lab. work.\r\nCan evaluate selected technology qualitatively and quantitatively and compare the results with other similar technologies practically. - Completed and defended 2nd lab. work.\r\nCan measure network resistance parameters in practice and analyse the results of the measurements. - Completed and defended individual task/ work." . . "Presential"@en . "TRUE" . . "Industrial safety"@en . . "6" . "Students learn the principles of industrial security system design, are introduced to communication network resilience, security factors, external and internal system security, as well as infrastructure system security and appropriate communication protocols. Students master the design aspects: network architecture; detection of invasion; security in typical connections between automation control circuit elements; industrial network analysis. Students design industrial system from an individual task.\n\nOutcome:\nCan identify source of attack. - Completed and defended practical work.\r\nCan design resilient control scheme. - Completed and defended practical work.\r\nCan evaluate safety of industrial system and design it. - Completed and defended practical work." . . "Presential"@en . "TRUE" . . "Design of adaptive systems"@en . . "6" . "The study course are planned from simple definitions to the practical design challenges of adaptive systems. It covers all related topics from introduction of adaptive systems until practical system design. Case studies of systems and their designs are presented, the design of individual task is performed.\n\nOutcome:\nDesign of adaptive system for healthcare. - Completed, defended 1. lab. work.\r\nDesign of adaptive system based on computer vision. - Completed, defended 2. lab. work.\r\nDesign of adaptive system (individual task). - Completed, defended individual project." . . "Presential"@en . "TRUE" . . "Sociotechnical systems modelling"@en . . "6" . "The study course examines the basic principles of system modeling and simulation based on the analysis of technical and social systems. In describing the concepts of simulation, the main technologies and the conditions for their application are considered. Particular attention is paid to the design of an information technology introduction related model, which includes the collection of ideas and data, verification, validation, conceptual model creation, and quantitative modelling of critical contours. The role of the social factor in the operation of the system, as well as the application of appropriate visualization techniques for the information are considered.\n\nOutcome:\nAble to define, interpret and use professional terminology in the field of modelling. - During the defence of practical work results and preparation of individual design assignment, the skills have been demonstrated through professional terminology, to describe the problem and to offer a suitable solution.\r\nIs able to analyze a given situation and to draw independent conclusions about the socio-technical system modelling methodology for the use of the economic problem solutions. - In the course of the individual research work, the ability to analyze the system problems and develop a conceptual model of the solution to be concretized has been shown.\r\nBe able to evaluate the use of the developed model scenario limits and offer opportunities for change. - During the practical work, the student learns basic simulation techniques and identifies their application constraints.\r\nIt can be argued to discuss modeling applications for institution / company's problems solution, as well as the ability to work in International working groups and present the results achieved. - Individual research work is related to the student's intended field of activity, which ensures the practical application of the new knowledge and skills. Classes are conducted in groups, assessing the student's ability to work in mentally and socially diverse groups.\r\nAble to explain the essence, possibilities and importance of the application of modelling methodologies for improving the institution / company's operation. - During the exam, the ability to answer theoretical control questions and solve the problem situations in different sectors of the economy has been demonstrated." . . "Presential"@en . "TRUE" . . "Secure e-commerce technologies"@en . . "3" . "The course covers the latest computer technologies in the field of e-commerce, focusing on security risks, issues and solutions for the web environment and e-commerce systems. The course focuses on the use of e-commerce methods and information technology in business with the aim of implementing and maintaining effective security policies. Laboratory classes, based on an example of a website, provide the opportunity to gain practical skills in developing secure electronic commerce systems.\n\nOutcome:\nAbility to define, interpret and use professional terminology in e-commerce. - The test, based on theoretical knowledge, shows the ability to constructively analyze the problem to be solved using professional terminology.\r\nAbility to analyze problem situations and independently conclude on the use of secure e-commerce solutions in business. - During the laboratory work, the ability to identify possible solutions, limitations of the given task and to offer alternatives to alternative solutions is shown.\r\nAbility to develop an e-commerce solution project and implement a website prototype. - During the execution of the laboratory work, the ability to perform the assigned tasks following the instructions are shown.\r\nAbility to explain the nature, potential and importance of using security solutions in specific areas of e-commerce. - The examination demonstrates the ability to recognize the essence of formulated thematic issues, as well as to provide a concise and reasoned explanation of the given topics." . . "Presential"@en . "TRUE" . . "Data integration technologies"@en . . "3" . "Nowadays a large amount of data is being produced constantly and its processing is a complex task from theoretical and technical perspective. The potential data benefits increase when data is integrated from heterogeneous sources and processed in near real-time, thus minimizing the latency of useful information and knowledge.Stream and context processing, system adaptation technologies are used for this purpose. This course covers data integration technologies, mostly emphasizing data stream processing and integration technologies like Apache Spark and Apache Kafka. They are viewed in the context of data life-cycle, which includes data integration, processing and interpretation and usage of the acquired information for adapting systems near real-time. In data integration the logical integration process and infrastructure solutions play equally important role since data is integrated using distributed, horizontally scalable environment. Near real-time stream integration and system adaption use cases based on Apache Spark, Apache Kafka, Apache Cassandra, Docker and Cloudstack are being covered as part of this course.\n\nOutcome:\nAbility to choose the most suitable data stream integration technology - Exam\r\nAbility to define data integration solution on logical level - Exam and practical assignment\r\nAbility to integrate data streams - Practical assignment" . . "Presential"@en . "TRUE" . . "Enterprise information technology architecture, applications and integration"@en . . "6" . "Commercially available enterprise information systems are often used in implementation and automation of enterprise business processes. The objective of the course is to master main principles of enterprise information systems, their deployment and modification. Main topics covered in the course are business process modeling, application of ERP, workflow and other enterprise systems in process automation, modification and deployment of enterprise information systems, integration of enterprise information systems and adoption service-oriented computing in enterprise systems. Technologies for the modification of enterprise systems are explored in laboratories.\n\nOutcome:\nTo know main functional capabilities of enterprise applications and their application areas - Test\r\nAbility to select the most appropriate solution for business process automation - Coursework and examination\r\nTo understand implementation life-cycle of enterprise applications and main implementation activities - Examination\r\nAbility to document implementation of enterprise applications - Coursework\r\nAbility to configure enterprise applications and to modify user interface, reports and elements of enterprise portal - Laboratory work\r\nAbility to orchestrate executable business processes and knowledge of integration standards - Laboratory work" . . "Presential"@en . "TRUE" . . "Preparation, Implementation and processing of experiments"@en . . "6" . "The study course deals with experimental data processing methods, which include work with samples of random variables, the use of regression analysis to study the relationship between variables and Fourier analysis to study periodic phenomena. Special attention is paid to the evaluation of measurement errors, as well as to the methods of testing theoretical models and hypotheses.\n\nOutcome:\nCan calculate values and confidence intervals for mathematical expectation, variance and standard deviation for a sample. - Laboratory works. Exam. Criteria: values and confidence intervals for mathematical expectation, variance and standard deviation for a sample of errors without errors.\r\nIs able to use a sampling method to assess the accuracy of measurements. - Laboratory works. Criteria: know how to use the confidence interval for mathematical expectation to assess the accuracy of measurements.\r\nCan determine the parameters of a linear regression model. - Laboratory works. Exam. Criteria: correctly calculate the parameters of the linear regression model of the value.\r\nCan calculate correlation and determination coefficients for two dependent random variables. - Laboratory works. Exam. Criteria: calculated correctly the correlation and determination coefficients for two dependent random variables.\r\nCan evaluate the applicability of the linear regression model for the dependence between two values. - Laboratory works. Criteria: two dependence graphs, correlation and determination coefficients, as well as confidence intervals of linear regression model parameters are correctly used to evaluate the applicability of the linear model.\r\nCan use discrete Fourier transform or fast Fourier transform to study a periodic function if the function is given by a table of values. - Laboratory works. Criteria: correctly uses the appropriate software to determine the frequencies, amplitudes and phases of the Fourier projection, correctly selects the most important investments in the Fourier projection, is able to check the final result graphically." . . "Presential"@en . "TRUE" . . "Pedagogy"@en . . "3" . "The study course acquaints with the subject and basic categories of research in the science of pedagogy. Different theories of pedagogy are considered, as well as current problems of pedagogy are described. Learning the content of the study course takes place in a close context of theory and practice. In order to ensure active learning, students are involved in group discussions, situation analysis, literature studies, presentations on a current pedagogical problem chosen by themselves or given by the lecturer. Thus, the link between theory and practice is also emphasized. Students evaluate the knowledge gained in theory in a specific pedagogical situation. The reflexive questions proposed by the teaching staff allow the student to deepen his understanding of the learning process, its basic elements and their mutual connection: the style of the teacher and learning motivation, cooperation in a pedagogical environment. Learning the content is organized in such a way that students improve their ability to cooperate, share experiences and exchange ideas.\n\nOutcome:\nIs able to describe, analyse and evaluate humanistic theories in pedagogy. - Essay. Seminar discussions. Exam or test work.\r\nIs able to compare different didactical approaches and describe the main ideas, evaluate the pedagogical principles and teachers` role. - Case study. Exam or test work.\r\nIs able to reflect on their own learning skills and strategies. - Idea map. Exam or test work.\r\nIs able to illustrate and describe their didactical consideration based on a specific example. - Practical tasks. Exam or test work.\r\nIs able to work with a problem oriented focus. - Case study. Exam or test work.\r\nKnows the basic principles of pedagogy. - Practical tasks. Exam or test work.\r\nKnows the competency approach. - Case study. Exam or test work." . . "Presential"@en . "TRUE" . . "Communication psychology"@en . . "3" . "Communication psychology is a field of Social psychology that studies people's mutual perception and interaction. The study course introduces the most important phenomena of human behaviour and mutual relations. Provides an overview of theoretical concepts and practical approaches, presents the latest research and scientific issues.\n\nOutcome:\nUnderstands psychology aspects of communicative process. Is able to orientate in different psychology theories and concepts. - Test. Exam.\r\nIs able to analyse problem situations in communication. - Case study. Exam.\r\nIs able to apply alternative problem solutions in communication. - Case study. Independent task. Report on the independent task. Exam.\r\nIs able to use social psychology methods to improve communication process. - Report on the independent task. Exam." . . "Presential"@en . "TRUE" . . "Psychology"@en . . "3" . "The study course uncovers the basic concepts of psychology as a science and the interaction of human personality, emotions, behaviour and cognitive processes. The study course begins with an understanding of psychology as a science, its applied and research aspects. Further personality processes are discussed, which also includes motivation, values, temperament, character, and emotions. Students have the opportunity to conduct self-evaluation with the help of psychometric surveys and interpretation of results. The course concludes with cognitive processes - memory, attention, thinking, intellect, decision making, consciousness and mind and creativity. Students are given the opportunity to conduct self-evaluation about their cognitive processes. Various teaching methods are used in the acquisition of the study course - case studies, discussions, surveys and tests, presentations, group work, videos, etc. audience engagement techniques.\n\nOutcome:\nKnows and recognizes the basic concepts of psychology, explains their essence. - Exam, group discussions, case studies, answers to the course lecturer’s questions.\r\nUnderstands the differences and similarities between behaviour, personality, emotions, and cognitive processes, their influence methods. - Exam, self-assessment.\r\nUses appropriate psychological terminology to describe psychological processes. - Presentation of small group work, exam, discussions.\r\nIs able to interpret psychological characteristics on the basis of self-evaluation as a result of one's own development and justifies future steps in one's personal growth. - Exam, self-assessment\r\nPlans own future personal growth and development by making evidence-based decisions in an ethical, creative and socially responsible way. - Exam, self-assessment, case studies.\r\nTakes responsibility for the manifestations of one's personality, emotions, motivation, and cognitive aspects in behaviour, models it according to one's strengths in a socially responsible way. - Exam, arguments in small group discussions, answers to the lecturer’s questions, explanation and interpretation of questionnaire and test results.\r\nExpresses an empathetic and accepting attitude towards oneself and diversity in the environment in order to promote growth and development in the personal and professional environment. - Exam, self-assessment, behavior in group discussions, involvement in group work, expression of opinion and arguments." . . "Presential"@en . "TRUE" . . "Practical placement"@en . . "6" . "During the practice, the design of the documentation of the aircraft and its equipment, the agenda and specifics of the technical staff of the aircraft and its equipment must be mastered. The acquired theoretical knowledge should be strengthened in practice. The practice takes place according to the individual work plan.\n\nOutcome:\nIs able to adapt to internships in the company, perform assigned duties, work both individually and in a team. - Practical work. Evaluation of the practice manager. Evaluation of the practice coordinator.\r\nIs able to practically use the theoretical knowledge and skills acquired at the university, is able to successfully acquire and use new knowledge and technologies. - Practical work. Evaluation of the practice manager. Evaluation of the practice coordinator.\r\nUnderstands technical documentation and is able to use tools and hardware. - Practical work. Evaluation of the practice manager. Evaluation of the practice coordinator.\r\nIs able to create a qualitative description of the task assigned during the internship. - Practical work. Evaluation of the practice manager. Evaluation of the practice coordinator.\r\nIs able to critically evaluate the acquired knowledge and skills and publicly defend the results of his/her work. - Public defense." . . "Presential"@en . "TRUE" . . "Intelligent knowledge management"@en . . "4" . "Intelligent knowledge management course is aimed at \r\nproviding master students with basic notions on main tasks for knowledge generation by \r\nmachine learning algorithms and skills for applying them in specialized software systems. To \r\nacquire skills for design of applications involving aggregated knowledge and dashboard \r\nvisualization within business intelligence software. To get acquainted with semantic web \r\ntechnologies and become skillful in representing knowledge by designing ontologies and their \r\nquerying with a practical software system.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Science for an inclusive society"@en . . "3" . "The students gain concrete experience with the problem of the diverse social impact of science and technology through a service contact.\n\n- The students show a committed commitment and provide responsible and respectful support to people who find themselves in a situation in society in relation to science and technology that varies from limited expertise to absolute vulnerability. The students show that they can individually reflect on the way they provide support and that they can question their own perspective.\n\n- Based on their concrete experience, the students can articulate how they will take this into account as future scientists so that individual people in a vulnerable situation in relation to scientific and technological change really get opportunities to enjoy this as much as possible and suffer as few disadvantages as possible. experience.\n\n- Based on their concrete experience, the students can articulate how they, as future scientists, will take vulnerable groups into account in relation to science and technology, so that the general societal, possible negative impact of scientific and technological developments is well-considered and therefore justified, e.g. by applying of social sustainability as a framework.\n\nThese objectives are communicated to the students at the start of the lectures." . . "Presential"@en . "TRUE" . . "Semester 1 and 2 courses are not listed"@en . . "no data" . "No Description, No Learning Outcome" . . "Presential"@en . "FALSE" . . "Focus areas: data protection enforcement and special areas"@en . . "5" . "No Description, No Learning Outcome" . . "Presential"@en . "FALSE" . . "Focus areas: internet litigation"@en . . "5" . "No Description, No Learning Outcome" . . "Presential"@en . "FALSE" . . "European/ regional framework"@en . . "5" . "1. Space Law\n2.Electronic Communication Law" . . "Presential"@en . "TRUE" . . "International and comparative perspectives"@en . . "5" . "1. Fundamental Rights Protection under Art. 10 ECHR\n2. Freedom of Expression and Media Regulation in the U.S. and other States" . . "Presential"@en . "FALSE" . . "Legal clinic / clinique du droit"@en . . "5" . "A pioneer in Europe, the Consumer Law Clinic of the University of Luxembourg is the first European clinic exclusively dedicated to consumer law that is open to the public.\n\nAttached to the Master in European Business Law, it steps up an innovative teaching system, inspired by the American model and adapted to the Luxembourg context. Students in the second year of the master’s programme are trained in the practice of legal advice, which consists in particular of conversations with real consumers whom they advice. This unique training course enables students to deal with complex legal issues on the basis of collaboration with a professor and an Associate Professor in Psychology and lawyers of the Luxembourg Bar Association.\n\nClinical teaching is divided into an educational and practical teaching method.\n\nThe first part, which prepares the student for the legal and psychological confrontation with the consumer, involves the organisation of active role-playing seminars. Each student has three days to study real, anonymous cases and to think about the solutions – legal or not – that can be offered. They are then confronted with “fake” consumers playing the role of the parties in the case. Students have 20 minutes to explain the possible solutions to them under the supervision of a lawyer and a psychologist.\nThe second part of the programme consists of clinical consultations. The clinic receives questions from Luxembourg consumers and cross-border commuters in dispute with a Luxembourg professional via a form on the University webpage. Students refer legal problems to the clinic’s teaching staff and discuss them with the staff and their fellow students. They then meet with consumers to provide them with legal information under the supervision of lawyers.\n\nOutcome: Not Provided" . . "Presential"@en . "FALSE" . . "Communication technologies (for space)"@en . . "6" . "• Introduction to communications: history of wireless communication and space \r\ncommunication\r\n• Basic concepts and terminology in communications\r\n• Recap of Fourier transformation\r\n• Introduction to system theory (signals, linear time invariant systems, convolution, \r\nstatistic process, etc.)\r\n• Passband-Baseband transformation and receiver concepts\r\n• Wireless channel basics (linear and non-linear distortions, noise, Nyquist, etc.)\r\n• Analog modulation\r\n• Basics in sampling theory and discrete systems and signals\r\n• Digital modulation\n\nOutcome:\nAs outcome, the students should be able to:\r\n• explain basic communications concepts and theoretical foundations;\r\n• apply mathematical tools and concepts relevant in communications;\r\n• explain and apply analog and digital modulation." . . "Presential"@en . "TRUE" . . "Structural design and analysis"@en . . "3" . "Availabe: General Module (Satellite Systems) Description\n•Thermal control at space vehicles\r\n•Analysis of space systems\r\n•Structural design and engineering\r\n\nOutcome: General Module (Satellite Systems) Outcomes\nStudents have knowledge/responsibilities in:\r\n•Thermal Control System of a Satellite\n•Design process\r\n•Analysis of light weight structures with reasonable methods\r\n•Building of simplified physical models\r\n•Capability of pre-dimensioning of space structures\r\n•Fundamentals of space project management (theory)\r\n•Fundamentals of space systems and concurrent engineering (theory)\r\n•Application of concurrent engineering in the frame of an example project (Phase 0/A design \r\nlevel)" . . "Presential"@en . "TRUE" . . "Thermal control of satellites"@en . . "3" . "Availabe: General Module (Satellite Systems) Description\n•Thermal control at space vehicles\r\n•Analysis of space systems\r\n•Structural design and engineering\r\n\nOutcome: General Module (Satellite Systems) Outcomes\nStudents have knowledge/responsibilities in:\r\n•Thermal Control System of a Satellite\n•Design process\r\n•Analysis of light weight structures with reasonable methods\r\n•Building of simplified physical models\r\n•Capability of pre-dimensioning of space structures\r\n•Fundamentals of space project management (theory)\r\n•Fundamentals of space systems and concurrent engineering (theory)\r\n•Application of concurrent engineering in the frame of an example project (Phase 0/A design \r\nlevel)" . . "Presential"@en . "TRUE" . . "Orbital systems"@en . . "3" . "Availabe: General Module (Subsystems) Description\n•Subsystems for Space Missions\n•Propulsion and Attitude Control Systems\n•Power and Thermal systems\n•Command & Data Handeling\n\nOutcome: General Module (Subsystems) Outcomes\nStudents have knowledge/responsibilities in\n•Design for orbital and interplanetary spacecraft (Phase\n0/A/B)\n•Design of spacecraft subsystems: Power, propulsion, C&DH, AOCS, thermal, telecom, structure\n•Functional principles of all major types of space propulsion.\n•Main components of chemical rocket propulsion and their most important design criteria\n•Informed assessment of advantages and disadvantages of the different concepts and \nunderstanding the challenges to future developments\n•Overview of design, concepts and elements of a navigation and control subsystem for a \nspacecraft and their functions\n•Typical sensors and actuators used for spacecraft navigation and control\n•Methods for state estimation used in spacecraft navigation systems\n•Concepts for controlling spacecraft" . . "Presential"@en . "TRUE" . . "Fatigue and loads"@en . . "3" . "No Description, No Learning Outcome" . . "Presential"@en . "FALSE" . . "On board data handling"@en . . "3" . "No Description, No Learning Outcome" . . "Presential"@en . "FALSE" . . "Speech recognition"@en . . "3.4" . "Aims\r\n\r\nThe aim of this module is to introduce the issues in speech recognition and discuss the statistical and deep learning approaches used to build automatic speech recognition (ASR) systems.\n\nOutcome:\nOn completion of this module, students should understand:\r\n\r\nhidden Markov acoustic models, N-gram language models, and their use in speech recognition\r\nthe use of various neural network acoustic models\r\nhow large vocabulary speech recognition operates\r\nfeature extraction and processing \r\ntechniques for adaptation\r\ndiscriminative sequence training procedures\r\nend-to-end trainable speech recognition approaches." . . "Presential"@en . "TRUE" . . "Advanced speech recognition"@en . . "2" . "No Description, No Learning Outcome" . . "Presential"@en . "TRUE" . . "Neural machine translation and dialogue systems"@en . . "2" . "Aims\n\nThis half-module provides an introduction to machine translation and task-oriented dialogue systems as problems that can be addressed by machine learning. The presentation will employ sequence-to-sequence models to develop a uniform approach to these problems.\n\nOutcome:\nOn completion of this model, students should have a working familiarity with:\r\n\r\ntranslation and dialogue as problems in natural language processing;\r\ndata sets used in creating dialogue systems and machine translation systems;\r\nautomatic and manual assessment of dialogue and translation quality;\r\nthe statistical approach to task oriented dialogue systems and its component tasks;\r\nmodelling approaches for neural machine translation;\r\nsequence-to-sequence models, such as the Transformer architecture and instances such as GPT2\r\nfine tuning and domain adaptation procedures;\r\ncurrent research problems, including search and model correctness\r\ndata biases and ethical concerns in translation and dialogue." . . "Presential"@en . "TRUE" . . "Reinforcement learning and decision making"@en . . "2" . "Aims\r\n\r\nThis module introduces basic principles of sequential decision making under uncertainty and the application in Reinforcement Learning and Control. Foundations and recent algorithms are covered.\n\nOutcome:\r\nOn completion of this module, students should understand:\r\n\r\nThe foundations of sequential decision making and reinforcement learning\r\nThe connections between control and reinforcement learning\r\nThe exploration vs exploitation trade-off." . . "Presential"@en . "TRUE" . . "Designing intelligent interactive systems"@en . . "2" . "Aims:\r\n\r\nThis half-module aims to: \r\n\r\nProvide a basic understanding of design and human-computer interaction theories and methods. \r\nIntroduce a systematic process for designing intelligent interactive systems. \r\nIntroduce design tactics for realising effective intelligent interactive systems.\n\nOutcome:\nBy the end of the module, students should be able to:\r\n\r\nApply a systematic design engineering process to design an interactive system.\r\nApply qualitative and quantitative methods to gain an understanding of users’ needs and wants.\r\nUnderstand elementary human behavioural theory, as it applies to user interface design.\r\nModel user behaviour and understand the limitations and implications of such modelling.\r\nUnderstand design strategies for interactive systems that infer or predict user behaviour.\r\nUnderstand the role of verification and validation and have basic knowledge of common verification and validation strategies for interactive systems." . . "Presential"@en . "TRUE" . . "Postgraduate seminars"@en . . "0" . "Postgraduate seminars concern a subject or a combination thereof as covered in the elective courses. These include a Postgraduate Research Seminar.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Development frameworks"@en . . "5" . "Understand and know how to apply the tools of the IT world such as design patterns and the use of complete development environments, their contributions and limitations.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Basic tools"@en . . "3" . "Know some useful tools for the rest of the training serving as a basis for the acquisition of more advanced concepts on IS.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Advanced tools for information system"@en . . "4" . "Know and understand the architecture of certain software components of an IS\n\nOutcome: Not Provided" . . "Presential"@en . "FALSE" . . "Spacecraft on board datahandling"@en . . "7.5" . "Data handling system, hardware and software. On-board computers (CPU, memories, busses, interfaces), IO-units,\r\ntelemetry and telecommand formats. Standards related to data-handling systems for space vehicles. SAVOIR. Basic\r\nprogramming of safety critical and real time systems. Basics in standards for software engineering, documentation,\r\nrequirements engineering and specification, design analysis and specification, implementation on given hardware.\r\nBasics in UML. Software development environment. C-programming using a real-time operating system. \n\nOutcome:\nAfter completion of the course the student shall: \r\n1. be able to describe common components of data handling systems for satellites and other space vehicles, and\r\ntheir relation, both functionally and implemented in hard- and software.\r\n2. show an ability to design, analyze and critically evaluate different technical solutions for the data handling system\r\nfor a given mission, and to present the designs and discussions in academic writing. \r\nThis is shown by a written report presenting a basic design of the data handling system for a given simplified satellite\r\nmission or analysis of chosen designs.\r\n3. show an ability to follow and document a software process model, from requirements specification to\r\nimplementation, and following a professional practice by performing work in accordance with generally accepted\r\npractices, standards, and guidelines. \r\nThis is shown in a group assignment, by applying the software process model on a given simplified software project\r\nfrom user requirements specification (where limited information is given at project start) to design and\r\nimplementation, and including documentation according to standard, practice and guidelines." . . "Presential"@en . "TRUE" . . "Space materials and structures"@en . . "7.5" . "SPACE MATERIALS \r\n- Basic knowledge in material science and engineering, such as crystal- and microstructure, mechanical properties. \r\n- Relationship between material microstructure and properties. Hardening mechanisms. \r\n- Light alloys, super alloys, ceramic materials and different types of composites. \r\n- Material degradation and fatigue depending on effects of extreme environments. \r\n- Oxidation, radiation resistance, out-gassing.\r\nSTRUCTURES \r\n- Energy methods: Minimum potential energy theorem. Virtual work. The Rayleigh-Ritz’ method. \r\n-Thin plates: The Kirchhoff plate equation. Solution methods. \r\n- Shells structures: Basic equations. The membrane state of shells. Shells of circular symmetry and circular\r\nsymmetric loading. \r\n- Structural instability. \r\n- Honeycomb panels. Whipple shield. \r\n- Fundamental fequency of deployable systems as solar panels. \n\nOutcome:\nThe aim of the course is for the student to:\r\n- have acquired the basics of the space environment's challenges in terms of material technology.\r\n- have acquired basic knowledge for the construction and behavior of high-performance materials used in the\r\naerospace industry.\r\n- have acquired basic knowledge of how to estimate properties of composites, ceramics and alloys.\r\n- know the most important degradation mechanisms that arise in the results of thermal and mechanical loads and\r\nlead to fatigue and lifetime reduction of materials. \r\n- know typical solutions to structural problems in space and estimate effects of the space environments on the\r\nspacecraft structur. \r\n- be able to carry out numerical simulations using commercial codes to analyze and optimize structures.\r\n- be able to use simple structural models of thin flat and shell-shaped linear elastic bodies,\r\n- be able to calculate voltages and deformations in such structural models,\r\n- be able to carry out and evaluate practical experiments with such structural models,\r\n- be able to methodically attack and solve strength-technical problems for the current class of structural models." . . "Presential"@en . "TRUE" . . "Orbit and attitude dynamics"@en . . "7.5" . "Kepler’s equations and Kepler’s problem. Classical orbital elements. Time and reference systems. Transformation\r\nbetween different reference systems. \r\nUndisturbed elliptic, hyperbolic, and parabolic orbit, \r\nOrbital maneuvers and transfers, \r\nOrbit determination, \r\nOrbit perturbations.\r\nKinematics and dynamics for rigid body motion. \r\nEuler angles, Euler equations and quaternions. \r\nTorque free motion, spin stabilization, dual spin, gyroscopic control and gravity gradiant stabilization, \r\nMATLAB simulations.\r\n\nOutcome:\nThe student shall acquire ability to understand and predict how spacecraft orbit evolves. \r\nThe student shall acquire familiarity with concepts and methods used within the field spaceflight dynamics. These\r\nrequirements are shown by the student’s ability to account for this.\r\nThe student shall acquire capability of performing analytical and computer based calculation of orbits. \r\nThe student shall be able to value different orbits efficiency concerning time consumption and fuel consumption. \r\nThis is shown by comparative calculations. \r\nThe student shall have ability to understand and predict how spacecraft attitude evolves. The student should be\r\nfamiliar with and be able to describe concepts and methods used within the field spaceflight attitude dynamics. \r\nThe student shall have capability of performing analytical and computer based calculation of attitude dynamics. \r\nThe student shall be able to assess and report on the feasibility of different attitude control systems in different\r\nsituations. \r\nThe student shall have skills in writing report of analysis and calculations." . . "Presential"@en . "TRUE" . . "Topographic modelling and landscape monitoring"@en . . "5" . "An introduction to Digital Elevation Modelling. Basic coverage of photogrammetric and remote sensing principles Monitoring and modelling of landscape change.\n\nOutcome:\nBy the end of this course students will be able to:\r\n\r\n■ Assess data sources for digital terrain modelling.\r\n\r\n■ Discuss the applications of topographic mapping and digital terrain models.\r\n\r\n■ Evaluate and compare algorithms for creating digital terrain and surface models from different types of data.\r\n\r\n■ Describe and evaluate the concepts and models used in digital terrain and surface modelling.\r\n\r\n■ Explain the principles of LiDAR and critically assess its use for Digital Elevation Model generation.\r\n\r\n■ Explain the flowline for Digital Elevation Model production using Structure from Motion Multi View Stereo.\r\n\r\n■ Apply methods for visualising Digital Elevation Model data.\r\n\r\n■ Critically assess the use of topographic information in monitoring and mapping landscape change." . . "Presential"@en . "TRUE" . . "Hydrographic survey"@en . . "5" . "This course provides students with an introduction to Hydrographic Surveying and includes a field class.\n\nOutcome:\nOn completing this course students will be able to:\r\n\r\n■ Explain the dynamic environment in which hydrographic surveys take place and its effects on surveys;\r\n\r\n■ Assess the suitability of positioning methods for various applications;\r\n\r\n■ Compare techniques available for measuring and reducing water depth;\r\n\r\n■ Explain the operation and calibration of standard hydrographic sensors and systems;\r\n\r\n■ Assess data collection techniques against standard survey classification requirements;\r\n\r\n■ Explain how typical hydrographic surveys may be planned and carried out;\r\n\r\n■ Discuss the content and representation methods of hydrographic charts;\r\n\r\n■ Set up a hydrographic survey software system and experiment with it for common offshore survey operations;\r\n\r\n■ Process and present collected hydrographic data including multibeam." . . "Presential"@en . "TRUE" . . "Spacecraft subsystem design and engineering (ssde)"@en . . "5" . "This course will cover the following topics: General space system principleOverview, function, and working of various spacecraft-subsystems (Attitude control, Power, Communications, Command and Data, Structure, Thermal, Propulsion, etc.)Design and analysis methods for each subsystemConstituting elements and components for each subsystem\n\nOutcome:\r\nHaving taken this course students will be able to acquire the fundamental principle of how a spacecraft is a complex system composed of different subsystems with interdisciplinary dependencies acquire an overview on the various spacecraft subsystems as distinct disciplines in space engineering domain understand functions, design and analysis required to develop individual subsystems have a practical knowledge of various spacecraft subsystems" . . "Presential"@en . "TRUE" . . "Space resource utilization technologies"@en . . "3" . "This course will cover the following topics: 1) spacecraft systems and space instruments, 2) remote sensing and surface prospecting technologies, 3) excavation, beneficiation, drilling, and transportation equipment, 4) extraction, refining, and processing systems, 5) manufacturing and construction technologies, 6) economic, legal, societal, environmental, and sustainability issues, and 7) systems integration into space resource utilization plan.\n\nOutcome:\r\nAt the completion of this course, the student will be able to: Identify aerospace engineering practices and technologies relevant to the development of space resources and list and contrast the various spacecraft systems and instruments to be used for the prospecting, extraction, and utilization of in situ resources Identify space mining technologies being developed for lunar, asteroidal, and planetary applications, and evaluate the feasibility and readiness of current excavation, beneficiation, drilling, and transportation systems Identify resource extraction and processing technologies being developed for lunar, asteroidal, and planetary applications, and evaluate the feasibility and readiness of current extraction systems for volatiles, minerals, metals, non-metals, and atmospheric gases Describe the objective and status of space manufacturing and construction systems, categorize the technologies being developed to create products and build parts from in situ raw materials and evaluate the business case of the various companies currently participating in this field Analyze space resource utilization systems from the economic, legal, societal, environmental, and sustainability points of view Create a complete space resource utilization plan that incorporates prospecting instruments, excavation and drilling equipment, extraction and processing systems, and manufacturing/construction technologies, including a quantitative analysis of material flows, power, mass, and volume requirements, and legal, environmental, and socio-economic considerations" . . "Presential"@en . "TRUE" . . "Gnss: theory and applications"@en . . "3" . "This course will cover the following topics: Review of Global Navigation Satellite Systems Coordinate systems in geometric satellite geodesy Satellite orbital motionGNSS signalsGNSS observations equations Adjustment and filtering methodsApplications of GNSS signals for environmental modellingAll labs and implementations based on MATLAB\n\nOutcome:\nHaving taken this course students will be able to describe the principles of GNSS based positioning methods, the main components in a satellite navigation system and their functions account for and analyse the influence of different error sources on the positioning precision implement basic algorithms for estimation of GNSS based applications plan, perform and process precise GNSS measurements formulate examples of the role of GNSS, or GNSS type products and services, in space" . . "Presential"@en . "TRUE" . . "Robotic manipulation in space"@en . . "3" . "No Description, No Learning Outcome" . . "Presential"@en . "TRUE" . . "Aerial surveys and drone operations"@en . . "10" . "This module is taught within three broad areas. The first (i) introduces the key concepts of passive airborne surveys, including image capture methodologies, navigation and sensor technology and photogrammetric principles. A second area (ii) introduces the students to an active airborne survey technique, Light Detection and Ranging (LiDAR) and the potential complementary capabilities of this technology for different environments. The final component (iii) demonstrates the opportunities provided by drones as a new airborne survey platform, encompassing hardware, datasets, flight planning and operational restrictions. The module is a combination of theoretical and practical based sessions using both commercial and open source software.\r\n\r\nLecture Topics include; Applications of Aerial Surveys; Historical Development of Photogrammetry; Global Navigation Satellite Systems and Inertial Measurement Units; Determining Camera Interior and Exterior Orientation; Orthophotography and Image Distortions; Collinearity equations; Aerial triangulation; Bundle block adjustment; Structure from motion; LiDAR survey platforms; Types of laser scanner; LiDAR accuracy and errors; LiDAR processing and filtering; Sensor calibration and performance; Point cloud classification; Generation of DEMs and DSMs; Drone Operations and Restrictions; Planning Aerial Survey Campaigns; Drone hardware and datasets.\n\nOutcome:\nOn successful completion of the module, students should be able to:\r\nDescribe the theoretical principles underpinning the use of photogrammetry for data provision.\r\nIdentify and suggest methods to remove distortions from aerial images.\r\nCritically compare typical outputs of aerial hardware for different environments.\r\nApply different processing techniques to create DSMs, DEMs, point clouds and orthophotgraphy.\r\nContrast satellite and inertial navigational aids for image registration.\r\nAppreciate the importance of proper flight planning in aerial survey campaigns.\r\nDetail the restrictions and regulations for drone operations in Ireland." . . "Presential"@en . "TRUE" . . "Analysing spatial and temporal data using r"@en . . "10" . "This module provides an introduction to the basics of data analysis, exploration and visualisation, with particular focus on spatial and temporal data. The module consists of a series of lectures including an introduction and start-up session to a take away practical exercise using the statistical programming language R. The module begins with basic methods to explore, describe and graphically represent one- and two-dimensional data, before moving on to consider more advanced methods to manipulate and visualise geographical information, and explore and identify trends and seasonal patterns in time series data. In addition, some methodological aspects of data analysis are introduced, in particular the use of open data and ‘citizen science’ data and the idea of reproducibility in data analysis.\n\nOutcome:\r\nOn successful completion of the module, students should be able to:\r\nDemonstrate basic proficiency in coding and data analysis using R, in particular\r\nUnderstand the basics of time series modelling\r\nUnderstand the basics of spatial trend modeling\r\nPerform interactive graphical exploration of spatial and temporal data\r\nCreate interactive web maps, time series visualisations and reports\r\nDemonstrate awareness of the need for critical evaluation of data used in the above." . . "Presential"@en . "FALSE" . . "Exploring aerospace engineering and design"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Microsatellite engineering"@en . . "6" . "Course aim\r\nTo learn how to design key microsatellite subsystems that will satisfy overall spacecraft system and mission requirements.\r\n\r\nDescription\r\nDuring the course students are taught how to design a microsatellite starting from a set of mission and system requirements and ending with preliminary design of major satellite subsystems. This course is prepared as a natural extension of spacecraft systems engineering course and continues with more focus to actual subsystem design and analysis. As a result, students will understand the purpose and importance of good system design practises as well as learn about the implementation aspects of spacecraft subsystems. Students must attend at least 60% of the time scheduled practical lectures. Students must attend at least 80% of the time scheduled laboratory work.\n\nOutcome: Not Provided" . . "Hybrid"@en . "TRUE" . . "Computer-aided engineering (cae)"@en . . "9" . "Course aim\r\nTo provide knowledge on backgrounds of Finite Elements Method, FEM based computational technology and application to engineering (incl. aerospace structures) problems. To get the ability and skills to practical application the FEM software.\r\n\r\nDescription\r\nConcept of finite element method. Definitions. Standard discrete system. Diskretization of continua. Interpolation functions. Two-dimensional elements. Three-dimensional elements. Thin walled elements. Non-linear and time dependent problems. Applications to aerospace structures. Data procession technologies. Elements types and discretization procedures.\r\n\nOutcome: Not Provided" . . "Hybrid"@en . "TRUE" . . "Microcontrollers and their programming"@en . . "6" . "Course aim\r\nTo learn the principles of development of microcontroller-based devices dedicated to the scientific investigations. To choose the microcontroller and other elements for the microcontroller-based devices and to create the microcontroller programs using C programming language. To be able to substantiate solutions working individually or in the team\r\n\r\nDescription\r\nThe knowledge about the main microcontroller families and their characteristics are obtained in the course of Microcontrollers and their Programming. The PIC18 microcontroller family has been studied. The representative of this family microcontroller PIC18F4520 is studied in details. The development board dedicated to the design of electronic equipments based on the PIC18 family microcontrollers and C compiller MicroC PRO for PIC used for the creating of PIC microcontroller programs using C programming language have been studied as well. The development of concrete microcontroller programs dedicated to the processing of the analogue signals transmitted by the sensors and programs that are used for the time measurement, which can be employed during the research work, is studied.\n\nOutcome: Not Provided" . . "Hybrid"@en . "FALSE" . . "Free choice obligatory course"@en . . "3" . "No Description, Outcome Not Provided" . . "Hybrid"@en . "FALSE" . . "Radio communications and their applications"@en . . "9" . "Course aim\r\nTo provide knowledge about modern radio communication systems and their practical applications.\r\n\r\nDescription\r\nThe study course provides knowledge about data transmission systems, their block diagram and processes. Also this subject will enable students to better understand the wireless radio communication (WRC) technologies, to learn about recent and future trends of WRC technologies. Implementation of these systems in the SDR transceivers is analyzed.\r\n\nOutcome: Not Provided" . . "Hybrid"@en . "FALSE" . . "Airport management 2"@en . . "4" . "The air transport industry and its economical impact. Airport’s relations with its partners and its \r\nenvironment. Airport management operations. Airport’s emergency plan. Designing and technical \r\nexploatation of aerodroms. The authorization of aerodroms. Airport’s reference code. Informations \r\nregarding aerodroms. Dimensional characteristics of the aerodromes and connex informations. The \r\ncoordination between aeronautical information services and the aerodrom administrator. Safety \r\nmanagement elements for airports. ACDM elements\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Air company management"@en . . "5" . "No Description, Outcome Not Provided" . . "Presential"@en . "TRUE" . . "Dissertation paper"@en . . "30" . "Dissertation preparation\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Dissertation exam"@en . . "10" . "Dissertation exam.\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Structural and geotechnical design"@en . . "12" . "This course aims to provide the basic knowledge required for the structural and geotechnical design of reinforced-concrete (r.c.) structures, with particular attention to those with earth retaining function. The course covers the following main topics: earth and pore water pressure; methods for the analysis of the geotechnical failure mechanisms for earth retaining walls; geotechnical investigations and field tests; structural design approaches for r.c. structures oriented to the design of wall, slabs and foundations. At the end of this course, the students will be able to define a geotechnical model and carry out the geotechnical and structural design by limit state approach of r.c. structures with earth retaining function." . . "Presential"@en . "TRUE" . . "Hydrodynamics"@en . . "12" . "The course focusses on the hydrodynamics of free surface flows and is aimed at providing theoretical and practical notions, also through numerical modelling and laboratory experiments, that are required for the assessment and mitigation of hydraulic risk and river engineering design. The course offers an overview of models adopted in environmental hydraulics and provides a detailed knowledge about steady open channel flow with fixed boundaries (gradually varied flow, the role of different control structures and discharge inflow/outflow) and gravity waves in channel flow, with specific reference to flood propagation. The course also provides the fundamentals of sediment transport and river morphodynamics." . . "Presential"@en . "TRUE" . . "Urban hydraulic infrastructures"@en . . "6" . "The course aims to provide the engineering students the elements necessary for the characterization of the urban hydraulic infrastructures (water supply and drainage networks) in a systematic perspective focused at facing the increasing pressures imposed by climate change. The course is organized as a series of theoretical lessons in which are provided the knowledge necessary for the hydraulic assessment of pressure and free surface networks, the understanding of the functionality of the main hydraulic devices and the evaluation of appropriate mitigation strategies (Best Management Practices) to reduce the effects of climate changes." . . "Presential"@en . "TRUE" . . "River engineering"@en . . "12" . "The course focusses on river morphodynamics and planning and design of river regulation and restoration works and hydraulic risk mitigation structures. The module combines an overview of the morphodynamical processes that defines the river geometry, at the different spatial scales, and the evolutionary trajectories due to natural and anthropogenic forcings, with a suite of the most common types of intervention and works for hydraulic defense and management of water and sediment fluxes. The course includes an applied part that consists in the drafting of a river engineering project." . . "Presential"@en . "TRUE" . . "Aerospace materials and structures"@en . . "2" . "no data" . . "Presential"@en . "TRUE" . . "Seminars"@en . . "3" . "Seminar activities" . . "Presential"@en . "TRUE" . . "Final exam"@en . . "15" . "Thesis and final exam preparation" . . "Presential"@en . "TRUE" . . "Msc maturity test"@en . . "0" . "LEARNING OUTCOMES and CONTENT are not available" . . "Presential"@en . "TRUE" . . "Theories beyond the standard model"@en . . "no data" . "Description and learning outcomes are not available." . . "no data"@en . "FALSE" . . "Radiative transfer"@en . . "5" . "LEARNING OUTCOMES\nYou will learn how the microphysical properties of the medium (gas and dust) are linked to the macroscopic radiative transport of energy.\nYou will understand the common approximations (such as local thermodynamic equilibrium or the large-velocity-gradient approximation) that are used to analyse astronomical observations of radiation.\nYou will know the common implementation principles of the programs that are used in detailed astronomical radiative-transfer modelling.\nYou will able to use existing radiative-transfer programs to model observations of dust continuum (extinction, scattering, and emission) and spectral-line radiation.\nCONTENT\nThe course covers the use of radiative transfer methods in the modelling of astrophysical sources. We will start by examining how the micro-physical properties of the medium - gas and dust - are linked to the interactions with radiation. We will then examine some common approximations used in numerical radiative transfer before studying the more exact radiative transfer modelling, especially with Monte Carlo simulations. The course includes practical work with radiative transfer software and (as part of report work) possibly even the writing of a simple radiative transfer program of one's own. The topics include: radiative transfer equation; local thermodynamic equilibrium (LTE); escape-probability formalism and the large velocity gradient (LVG) approximation; radiative transfer calculations for dust continuum; radiative transfer calculations for line emission; Monte Carlo radiative transfer methods; radiative transfer on parallel machines and GPUs; software for radiative transfer modelling." . . "Presential"@en . "FALSE" . . "Network forensics"@en . . "6" . "Description:\nTypical network protocols and data that can be collected from network. Network data formats tcpdump, pcap, netflow. Commercial and free tools for network data analysis. Wireless network data collection and forensics. IPS/IDS usage for data analysis automation, logging optimisation, OPSEC, footprint, encryption, and protocol reversing.\nLearning outcomes:\nUnderstands network structure and understands network protocols\nCan collect information from network and design collection systems\nCan extract relevant information from network capture files and proxy caches and can automate process to certain level\nCan incorporate log and network data to analytic and timeline building process\nUnderstands legal implications of network data collection and analysis." . . "Presential"@en . "TRUE" . . "System administration"@en . . "6" . "Descriptions \nComputer systems and system administration: basic concepts. Resources in system administration: storage, computing power, bandwidth, software. Resource virtualization. Processes in system administration: planning, testing, deploying and maintenance of computer systems. Documenting, monitoring, service desk/operations, problem solving and risk management from system administrator´s point of view. Practical lab sessions go through basic stages of Linux-based system´s lifecycle.\nLearning outcomes\n After completing this course, students will be able to implement knowledge on the following topics:\nbase resources of computer systems - storage, computing power, bandwidth, software, resource virtualization; best practices in system administration; processes in system administration - planning, risk management, implementation, testing, maintenance, monitoring, documenting, service support, problem management.\nStudents can:\nplan systems and services;\nimplement services;\nto monitor services;\nto maintain services;\nto manage problems in computer systems." . . "Presential"@en . "FALSE" . . "Network technology I"@en . . "6" . "Description:\n This course is based on first two chapters of CCNA Exploration Curricula: Network Fundamentals, Routing Protocols and Concepts.\nTopics covered: network terminology and protocols, local-area networks (LANs), Open System Interconnection (OSI) models, network planning and cabling, Ethernet, Internet Protocol (IP) addressing and routing. Cisco switches and routers are used throughout the course\nLearning outcomes:\nAfter completing this course student:\r\nis prepared to give CCENT (Cisco Certified Entry Network Technician) certification exam;\r\ncan install, operate, and troubleshoot small routed and switched networks." . . "Presential"@en . "FALSE" . . "Network protocol design"@en . . "6" . "Description:\n The course will consist of laboratory work with corresponding introductory lectures. The lectures will provide background on Internet philosophical concepts and fundamentals, scalable internet architectures, protocol design ideas and security concerns. The laboratory work will give a deeper understanding of today’s protocol designs and implementations. In small groups students will create their own protocols. This will allow for a better understanding of protocol limitation, scalability issues and security risks. This will recapture and deepen an understanding of existing protocols and learn from their experiences, including identifying security and other risks. This supports creative work and therefore also motivates students to push their limits of understanding and develop a thorough understanding of the trade-offs in modern communication protocol design.\nLearning outcomes:\nOn completion of this course the students should be able to:\n1. Knowledge and Understanding:\n- demonstrate knowledge of essential facts, concepts, principles and theories relating to design and security of scalable networks and their protocols.\n2. Computing-related cognitive abilities:\n- design and implement a new Internet protocol given an existing framework;\n- demonstrate design fundamentals of Internet protocols both client-server and peer-to-peer systems including newer protocols associated with real-time applications;\n- enumerate the limitations of common Internet Protocols when considering usability, efficiency, complexity and security;\n- identify the security risks of an Internet Protocal of their own design;\n- identify trade-offs in network architectures and be able to design a scalable internetwork.\n3. Computing-related practical abilities:\n- design and develop complex protocols to support a distributed application over the Internet;\n- create advanced programs distributed across many computers interworking with other existing systems over a self-specified protocol;\n- design and write Internet applications with an awareness of the underlying network and link layer protocols." . . "Presential"@en . "FALSE" . . "Information systems attacks and defence"@en . . "6" . "Description:\n- Introduction into penetration testing.\n- Local and wide area networks attacks and defence.\n- Operating systems attacks and defence.\n- Basics of exploitation and memory corruption vulnerabilities.\n- Web applications attacks and defence\nLearning outcomes\n Knowledge about common attack methods and vulnerabilities of information systems.\n- Knowledge about technological defence methods against cyber attacks.\n- Practical experience in conducting penetration tests of (lab) systems." . . "Presential"@en . "FALSE" . . "Mobile phone forensics"@en . . "6" . "Description:\n This course introduces students to the principles of Chain of Evidence and the process of mobile phone forensic analysis, both from legal and technical perspectives. It covers all the steps of the mobile forensics procedure from discovery/seizure through triage and securing at the crime scene, unlocking, imaging, thorough analysis and preparation of reports suitable for presentation in courts.\n\nAn eminently practical course that will prepare the student to deal with these devices forensically from three interconnected perspectives. First, the legal framework from where the forensics process arises, mainly criminal investigations, dealing with concepts encompassing the lawful forensics process to Court presentation. Second, the telecommunications framework where the mobile phone communication is carried out, covering relevant aspects such as the network data stored by the Mobile Network Carriage Service Providers and lawful call intercept. Lastly, the computer science framework, i.e. digital forensics, where the analysis of internal artifacts and relevant objects is performed. Relevant case objects may include phone logs, applications’ databases, files and other related records.\n\nStudents will use appropriate licensed data analysis tools to investigate phone contents and network records.\n\nDue to sensitive content, it may be necessary to provide unclassified content to mainstream students; while cleared students may be able to access sensitive, protected content in some parts of the course.\nLearning outcomes\n After completing this course the student:\n- understands the particularities and challenges of the mobile phone forensics procedure;\n- understands the system-level workings of 2G, 3G and 4G mobile networks, with particular emphasis on characteristics, logs and records of relevance to investigation;\n- understands the legal expectations of forensic evidence and preparation of expert reports in compliance with the Estonian Code of Criminal Procedure;\n- possesses basic competence to deal with the technical aspects of the mobile forensics investigations by selecting and using the appropriate tools;\n- possesses basic competence to perform all the steps for a full and lawful mobile phone forensics investigation;\n- generates expert forensic reports for presentation in Estonian criminal proceedings." . . "Presential"@en . "FALSE" . . "Network technology II"@en . . "6" . "Description:\nThis course is based on last two chapters of CCNA Exploration Curricula: \"LAN Switching and Wireless\" and \"Accessing the WAN\". Course focuses more in depth on LAN switches and technologies like VLANs, VTP, STP.It also covers WAN technologies like PPP, Frame Relay, teleworker services, Security and ACLs. In practice we design many LAN and WAN implementations and have hands-on experience in configuring Cisco devices.\nLearning outcomes:\nOn completing the course a student\n- Can install, operate and troubleshoot medium sized routed and switched networks.\n- Can implement and troubleshoot various protocols to manage addressing.\n- Is able to perform load balancing and authentication.\n- Is able to establish and troubleshoot connection to service provider over WAN.\n- Is prepared for CCNA (Cisco Certified Network Associate) certification exam." . . "Presential"@en . "FALSE" . . "Cyber defense monitoring solutions"@en . . "6" . "Description:\n Main monitoring solutions and techniques in cyber defense. Log and event generation for firewalls, IDS/IPS sensors, services, and applications. Collecting and monitoring logs and events. Intrusion detection and prevention.\nLearning outcomes:\nOn completion of the course the student:\n* has an overview of the principles and standards of log collecting (BSD and IETF syslog)\n* can tune the UNIX logging software syslogd, rsyslog ja syslog-ng\n* is able to filter the network packets and generate log messages using netfilter firewall\n* knows different dialects of the regular expression languages (ERE, Perl) and is able to use these in the log monitoring\n* has an overview of the event correlation principles\n* is able to correlate events using Simple Event Correlator and use it for discovering and responding to attacks using different correlation techniques\n* has an overview of the network-based intrusion detection and prevention systems (network IDS/IPS)\n* is able to use Snort for intrusion detection and prevention" . . "Presential"@en . "FALSE" . . "Introduction to blockchain technology"@en . . "3" . "Description:\nA very brief description of major subjects or activities. Major activities include (1) self-study of the course material given in the course Website, (2) active participation at the workshop. During workshop students will have to perform the given work assignments, to fill in the questionnaires and to execute quizzes.\nLearning outcomes:\nLearning outcomes U1. Students will be able to\n\n1. Explain basic blockchain concepts, such as cryptographic components, consensus components, and major blockchain structures.\n\n2. explain basic principles and applications of the smart contracts.\n\nLearning outcomes U2. Students will be able to\n\n1. Select among the blockchain platform, select and formalise requirements for the specific scenario.\n\n2. Design a specification according to the given scenario.\n\nLearning outcomes U3. Students will be able to\n\n1. Apply regulatory and legal frameworks for the blockchain operations.\n\n2. Recommend blockchain technology for business and operation innovation.\n\n3. Perform SWOT analysis of the blockchain application.\n\n4. Design blockchain business processes and business logics.\n\n5. Explain blockchain features for the growth of the (impacted) industry.\n\nLearning outcomes U4. Students will be able to\n\n1. Engineer requirements and design the blockchain applications.\n\n2. Collect and formalise functional and non- functional requirements and to select the blockchain platform.\n\n3. Design and test existing blockchain based PoC.\n\n4. Develop and apply appropriate blockchain architecture." . . "Presential"@en . "FALSE" . . "Introduction to blockchain technology: practical assignment"@en . . "3" . "Description:\nThe main modules in the course include: Introduction in blockchain application, Blockchain foundation and development, Blockchain for logistics and supply chain management, Blockchain for enterprise IT security and Blockchain for busine\nLearning outcomes:\n* Identify and explain the foundations, architecture, concepts, principles, and technologies that were presented in the course, including their key terminology, underlying assumptions, and how they relate to one another.\n* Compare the principal characteristics of blockchain platforms.\n* Demonstrate how the theories, concepts, and technologies that were presented in the course were applied in the process of developing the prescribed blockchain project.\n* Exhibit the ability to apply blockchain technology through a written assignment that describes the blockchain innovation project and a tangible prototype that illustrates it.\n* Evaluate the blockchain innovation project through theory-based critical assessment as well as discuss and present the results, including how to mitigate the prevailing challenges as well as how to move ahead with the development of the underlying project.\n* To reflect the definition of interdisciplinarity and use methods of interdisciplinary cooperation such as IPBL.\n* Identify and explain the foundational theories, concepts, and technologies that were presented in the course, including their key terminology, underlying assumptions, and how they relate to one another.\n* Exhibit the ability to apply blockchain technology through assessable code fragments, design documents, and model fragments\n* Reflect on systems development and foundational challenges, specific challenges for logistics and supply chains, security challenges, and foundational challenges for business information systems" . . "Presential"@en . "FALSE" . . "Cryptology II"@en . . "6" . "Description:\nHypothesis testing and its extensions in cryptography. Relation between indistinguishability and semantic security. Homological classification of cryptosystems and commitment schemes. Authentication primitives. Sigma protocols and their relation to digital signatures. Zero-knowledge and proofs of knowledge. Secure two- and multi-party computation. Oblivious transfer and crypto-computing. Composability and design of complex protocols.\nLearning outcomes:\nStudents obtain the ability to understand and verify various security proofs and are able to construct security proofs with reasonable complexity. Students also learn basic principles of cryptographic protocol and primitive design." . . "Presential"@en . "FALSE" . . "Distributed systems"@en . . "6" . "Description:\nThe course gives an overview and practical experience in different ways of implementing distributed systems. The subjects include distributed systems terminology and properties, remote procedure systems, distributed object-oriented systems, distributed file systems, synchronisation in distributed systems, transactions, time service and programming with threads.\nLearning outcomes:\nAfter taking the course student must be able to describe and give practical examples about the basic properties of distributed systems: resource sharing, openness, parallel processing, scalability, fault tolerance and transparency. Student must be able to design a simple distributed system and explain the fulfillment of the following goals during design: naming, communication, software structure, load sharing and coherency management. Student must also be able to explain the security risks of the created system and be able to alleviate the risks. Student must be able to describe the programming models of threads and understand naming services, distributed file systems and Web Services. During the course students must participate in a group-project to create one distributed application using the knowledge obtained at the course." . . "Presential"@en . "FALSE" . . "Satellite control and management"@en . . "7" . "LEARNING OUTCOMES OF THE COURSE UNIT\n\nThe graduate of the course is able to describe basic satellite components, describe and explain differences in radio communication in terrestrial directional and satellite links, describe disturbing effects affecting the propagation of radio waves in terrestrial directional and satellite links, explain the principles of satellite navigation, basic components of the satellite body.\nPREREQUISITES\n\n\n\nCOURSE CURRICULUM\n\n1. Introduction, history of directional and satellite links.\n2. General description of satellite systems, ground and space segment\n3. Orbits of artificial cosmic bodies with disturbing influences and their predictions\n4. Propagation of electromagnetic waves and interfering influences in satellite communications\n5. Basic structure of a satellite - space probes, design\n6. Satellite navigation systems, methods of position stabilization, maneuvering\n7. Satellite transponders\n8. Satellite technology\n9. Link budget of a satellite link\n10. Signals: types of transmitted signals, ranging, commanding, telemetry\n11. Global satellite navigation\n12. Deep Space Network\n13. Research and experimental spacecrafts\nAIMS\n\nThe aim of the course is to explain the specifics of radio communication in terrestrial directional and satellite communications, to acquaint the students with the problems of motion and satellite construction, to teach them to evaluate the energy balance of the connection and describe the basic features of important communication systems in this area." . . "Presential"@en . "TRUE" . . "Vacuum technology"@en . . "6" . "LEARNING OUTCOMES OF THE COURSE UNIT\n\nBased on the verification of the student's knowledge and skills in seminars, laboratory work and in the written exam, after completing the course the student is able to:\n\nInterpret the ideal gas laws: Boyle-Mariott, Gay-Lussac (Charles´s) and Dalton laws.\nDerive and interpret the Equation of state of ideal gas.\nDerive from the Equation of state numerical value of the Universal Gas Constant, Avogadro's Number and Boltzmann constant.\nDerive from the Equation of state the relation between pressure, gas concentration and the temperature.\nDefine conditions for modeling the processes in gases using the Kinetic theory of gases.\nCalculate the number of incident molecules per unit time per unit area.\nCalculate the mean free path of particles in the gas and discuss its impact on the processes in vacuum.\nDefine and explain the Maxwell-Boltzmann velocity distribution of particles in the gas.\nCalculate the mean velocity, root mean square velocity and most probable velocity of particles in a gas.\nDescribe and discuss the volume and transport phenomena in gas - particle diffusion, viscosity and thermal conductivity of gas.\nDescribe and discuss surface processes in vacuum.\nDefine and explain the basic adsorption isotherms - Langmuir, Henry and BET isotherms.\nDefine saturated vapor pressure and discuss the processes associated with the saturated vapor pressure.\nDefine the vacuum-resistance and vacuum-conductivity of the vacuum pipe.\nDefine respective gas flow mechanisms for different types of gas flow.\nCalculate and measure the conductivity of a vacuum pipe for different types of the gas flow.\nDefine nominal and effective pumping speed of the vacuum pump.\nDefine the equation of continuity and interpret its meaning for pumping of vacuum equipments.\nDescribe the processes and mechanisms that are used for pumping of vacuum devices.\nDescribe and discuss the influence of vacuum leaks and desorption processes.\nCalculate the ultimate pressure of vacuum equipment.\nCalculate the required pumping speed pumps with regard to the arrangement of the apparatus.\nCalculate the time of exhaustion to the desired pressure.\nMeasure the pumping speed of the pump using a constant pressure and constant volume methods.\nDescribe and explain the operation of transport pumps.\nDescribe and explain the operation of sorption pumps.\nDefine and explain methods for measuring the vacuum-pressure.\nDescribe and explain the operation of thermal vacuum gauges.\nDescribe and explain the operation of Penning ionization vacuum gauge and triode vacuum gauge.\nDesign and build a simple vacuum apparatus.\nDescribe and discuss the design of high voltage power sources for vacuum technology.\nDescribe and discuss the design of radio-frequency generators for vacuum technology.\nDescribe and explain the methods of measurement of very low current for electro-vacuum equipments.\nDescribe and explain the methods of potential insulation for electro-vacuum equipments.\nDescribe and discuss electronic protection circuits for electro-vacuum equipments.\nDescribe and explain operation of mass flow-meters.\nDefine and explain electromagnetic and electrostatic deflection.\nDescribe and explain operation of mass spectrometers.\nDescribe and explain operation electron microscopes.\nDefine superconductivity and explain examples of use of superconductivity.\nDescribe and explain methods of thermal insulation.\nDescribe and discuss the operation of cryopumps.\nDefine the types of gas-discharges and give examples of their use.\nDefine plasma parameters and explain the measurement of plasma parameters.\nDescribe and discuss the technology of cathode sputtering.\nDescribe and discuss the technology of plasma deposition from gas phase.\nDefine the technology of dry etching and give examples of its use.\n\n\n\n\nCOURSE CURRICULUM\n\n1. Gas, vapour, pressure, units of pressure and their mutual conversions.\n2. Basic principles and laws for the ideal gases. Boyle-Mariott law, Gay-Lussac law. The state equation of the gas. Dalton law. Important constants.\n3. Kinetic theory of gases - basic principles. Relation between pressure, concentration of gas-particles and temperature of the gas. The mean free path of gas molecules. The thermal velocity of the gas particles , Maxwel-Boltzmann statistic.\n4. Volume processes and transport of gas, diffusion of gas-particles , viscosity of the gas, thermal conductivity of the gas.\n5. The gas transport through the vacuum pipes. Gas conductance of Vacuum pipes. Ohms law in gas transport. The volume-flow and mass-flow of the gas. Mechanism of the gas transport in turbulent, viscose, molecular and effusion types of gas flow.\n6. The limit pressure of the vacuum equipment. Pumping speed of the vacuum pumps and its measurement. The time of equipment exhaustion. The influence of a leakage. The influence of the surface desorption.\n7. The surface processes, adsorption, desorption, monomolecular and multimolecular layers, basic adsorption isotherms, saturated vapour pressure.\n8. Theory of operation of vacuum pumps. Types of vacuum pumps. Pumping processes.\n9. Transport vacuum-pumps. Rotary vacuum-pumps - Rotary vane vacuum-pumps, Roots pump, Turbomolecular pump. Ejector vacuum pumps. Diffusion pump.\n10. Getter pumps, Ion pumps. Titanium sublimation pump. Diode and triode Ion pumps. Cryopumps. Sorption pumps, Molecular sieve .\n11. Pressure measurement (absolute and relative), Torricelli tube, U- tube, Thermocouple Gauges, Pirani Gauges.\n12. Ion Gauges, Cold Cathode Gauges , Alfatron , Penning Gauges. Design of the triode Ion Gauge. Alpert-Bayard and Helmer-Hayward tube design.\n13. The basic principles of vacuum equipment design. Technological processes in low pressure gases.\nElectronic circuits for electro-vacuum instrumentation. High voltage power sources. High frequency generators. Circuits for measurement of very low current. Circuits for the potential isolation. Electronic protection circuits.\nDevices based on gas volume and gas particle properties. Vacuum gauges. Mass flow-meters.\nDevices based on trajectory of charged particles. Electromagnetic and electrostatic deflection. Mass spectrometers. Electron microscopes.\nDevices based on cryogenic technology. Superconductivity, examples of the use of superconductivity. Methods of thermal insulation. Cryopumps.\nDevices based on gas discharge. Types of discharges, examples of their exploitation. Plasma parameters, measurement of plasma parameters. Cathode sputtering. Plasma deposition from gas phase. Dry etching.\n\nAIMS\n\nAcquirement of the knowledges about modern vacuum technics for use in electronics, in electrotechnical and mechanical industry" . . "Presential"@en . "TRUE" . . "Wireless communications"@en . . "5" . "LEARNING OUTCOMES OF THE COURSE UNIT\n\nThe graduate of the course is able to: (a) choose a suitable filter for intersymbol interference reduction; (b) discuss the methods of optimal reception; (c) explain the principles of modulation techniques; (d) create a MATLAB program simulating the principles of digital communication theory; (e) illustrate the structure of OFDM modulator and demodulator; (f) compute the output of the space-time coders.\n\nCOURSE CURRICULUM\n\n1. Radio communication system, radio communication signals, complex envelope\n2. Deterministic and stochastic acces techniques\n3. Detection of radio communication signals, hypothesis testing, AWGN channel\n4. Passband modulations, QAM, MPSK, CPFSK\n5. Spread spectrum systems - DSSS, FHSS, spreading sequences\n6. OFDM - intersymbol interferences, IFFT-based modulation, cyclic prefix and orthogonality\n7. Synchronization I - estimation of RF carrier parameters, symbol timing estimation\n8. Synchronization II - frame synchronization, network synchronization\n9. Channel coding I - block coding, Hamming and cyclic codes, RS, LDPC\n10. Channel coding II - convolutional and Turbo codes, interleaving\n11. Multi antenna techniques - MIMO, beamforming\n12. Examples of commercial satcom systems - Inmarsat, Intelsat, Starlink\n13. Examples of communication systems for space missions\nAIMS\n\nThe aim of the course is to make students familiar with the wireless communication link, representation of information, signal detection, methods of intersymbol interference supression, advanced coding techniques including Turbo and LDPC, radio channel characteristics, digital keying, synchronization techniques and with properties of OFDM, CDMA and MIMO techniques in communications." . . "Presential"@en . "TRUE" . . "Theory of dynamic system"@en . . "6" . "LEARNING OUTCOMES OF THE COURSE UNIT\n\nAfter passing the course, the student is able to:\n- demonstrate and explain the difference between state space and input output description of the system\n- explain the concept of causality, realizability, reachability, controlability, observability and reconstructability of the system\n- identify and approximate basic types of dynamic systems and discretize the system\n- apply the principles of block algebra and Mason’s gain rule for the evaluation of the system’s transfer function\n- design the state observer and state feedback\n\nCOURSE CURRICULUM\n\n1. Dynamic systems - definition and subdivision.\n2. Different types of system description: input-output, transfer function, frequency response, polynomials.\n3. Modeling of dynamical systems in MATLAB Simulink.\n4. Stability of linear and nonlinear systems.\n5. State space description, state equations, their solution.\n6. Model realization: serial, parallel, direct programming. Canonical forms.\n7. Controllability, reachability, observability, reconstruct-ability of systems.\n8. Block algebra. Masons’s gain rule for transfer function computation.\n9. State feedback controller.\n10. State observers.\n11. Methods of continuous time system discretization.\n12. Stability of interval polynomials.\n13. Reserve, review.\nAIMS\n\nThe aim of the course is to introduce general system theory and its application to dynamic systems and systemic approach towards control tasks solution." . . "Presential"@en . "FALSE" . . "Introduction (module 0)"@en . . "no data" . "one week- introduction to the six modules. Course objectives\n\nThe student will:\n\nGain understanding of the nature of the GIMA course\nUnderstand that different approaches towards geo-informatics are possible\nUnderstand why geo-information is needed to solve problems\nObtain practical knowledge on how to use learning and communication tools of the GIMA distance-learning mode\nContent\n\nDuring several lectures, the basics of geo-information and geo-informatics as seen from the perspectives of the four participating universities are conveyed\nExercise on needs assessment for geo-information: case study – Enschede Fireworks Disaster\nHands-on experience with Blackboard and GIS" . . "Hybrid"@en . "TRUE" . . "Basic methods and techniques (module 1)"@en . . "10" . "This module focuses on the technological aspects of geo-information management. The geo-information process can be split up into four main aspects:\n1. Data acquisition including remote sensing\n2. Data storage\n3. Data manipulation and analysis\n4. Visualization\n\nThe aim of the module is to provide a major introduction to these aspects. After completion of this module, students have basic knowledge about data acquisition methods and tools. Besides the technological content, time is allocated to build scientific research skills. Main focus during this module is on translation of a problem definition into a research proposal." . . "Hybrid"@en . "TRUE" . . "Basic applications (module 2)"@en . . "10" . "At the end of module 2 participants are able to properly prepare, plan and execute a scientific-oriented GI application project and present orally and in writing the results of their projects with a critical awareness of relevant data quality and ethical aspects and of appropriate methodological and visualization issues.\n\nTherein the participants are not only asked to work on their own project but they will also be involved in monitoring and evaluating the progress and results of a counter group.\n\nStudents can select one from three cases:\n\ncase 1: Sustainable Urbanization Randstad & Smart City projects\ncase 2: Spatial analytics in urban mobility and econometrics\ncase 3: Building Clusters: (open case) about space for drones\ncase 4: Data quality and Vineyard suitability\ncase 5: School planning system & New Dutch Waterline" . . "Hybrid"@en . "TRUE" . . "Management in organisations (module 3)"@en . . "10" . "The main objective is to be able to write for a specific GI-organisation a management strategy (business) plan that focuses mainly on the incorporation of SDI-facilities to improve the data sharing between organisations, based on internal resources and external conditions using business methods and tools for organisation (infrastructure) planning, development and management.\n\nThe course is split in five parts:\n1. Concepts of GI-organizations\n2. GI-Organization development and management aspects\n3. SDI-Concepts/Nature and hierarchy\n4. SDI-Components (technical components)\n5. Application (Creation) of SDI-GI-Organization integration" . . "Hybrid"@en . "TRUE" . . "Advanced method and techniques (module 5)"@en . . "10" . "Students will have breadth-first and in-depth phase on:\n\n1. Spatial analysis\n2. Simple and advanced geodata models\n3. Geodatabases and their design and use\n4. Phyton programming\n5. Spatial-temporal modelling\n6. Web-based geodata dissemination" . . "Hybrid"@en . "TRUE" . . "Advanced applications (module 6)"@en . . "10" . "The first 2 days start with the course set-up, project and organisational management, research methods, and case specific information. Students will work in groups and on their chosen topics:\n\n1. Road modality & occupancy patterns web\n2. Roof-mounted photovoltaic solar panels\n3. Finding geo-data produced by the crowd\n4. Spatial temporal land use modelling\n5. Air quality and route planning\n6. Generating DEM from stereophotos\n\nThe group work includes: project plan, data preparation, data analysis, results visualization, and scientific report. The module ends with presentation from each group." . . "Hybrid"@en . "TRUE" . . "Topographic modelling and landscape modelling"@en . . "5" . "Short Description\nAn introduction to Digital Elevation Modelling. Basic coverage of photogrammetric and remote sensing principles Monitoring and modelling of landscape change.\nLearning Outcomes of Course\nBy the end of this course students will be able to:\n\n■ Assess data sources for digital terrain modelling.\n\n■ Discuss the applications of topographic mapping and digital terrain models.\n\n■ Evaluate and compare algorithms for creating digital terrain and surface models from different types of data.\n\n■ Describe and evaluate the concepts and models used in digital terrain and surface modelling.\n\n■ Explain the principles of LiDAR and critically assess its use for Digital Elevation Model generation.\n\n■ Explain the flowline for Digital Elevation Model production using Structure from Motion Multi View Stereo.\n\n■ Apply methods for visualising Digital Elevation Model data.\n\n■ Critically assess the use of topographic information in monitoring and mapping landscape change." . . "Presential"@en . "TRUE" . . "Final examination"@en . . "3" . "Learning outcomes\n\nThe characteristics of the final exam are the following:\n• 1) The final test aims at evaluating the candidate ability to perform independently:\n• a) the deepening of one of the teachings of the Degree Course, or the integration of curricular activities assigned by the Course;\n• b) the independent illustration in the form of an oral and/or written presentation of the work done;\n• 2) The final exam, and therefore the activity corresponding to it, is awarded 3 credits equal to 75 hours in total.\n• 3) In an academic year there are 6 graduation sessions (Art. 25 University Didactic Regulations) to be held before the relative official proclamations.\n• 4) The final exam is entrusted to a Degree Commission appointed by the Director of the Department, upon proposal of the Degree Course. This commission, having assessed the final exam, determines the degree mark." . . "Presential"@en . "TRUE" . . "Atmosphere dynamics and air-sea coupling"@en . . "6" . "This discipline core will provide students with the deeper physical understanding to comprehend and study the complex\natmospheric flows that define climate and weather. The module will use interactive lectures to introduce advanced dynamical\nprinciples to explain global climate, the planetary circulation, weather systems in the tropics and extratropics and coupled\natmosphere-ocean phenomena that set weather and climate variability.\nIn these lectures, laboratory experiments with a rotating tank or visualizations of atmospheric flows are a starting point to\ndescribe the complex flows in our atmosphere. Each week, the students will be guided during practical lab work/assignments in\nwhich material collected during the tank experiments, toy models or observational datasets are used and analyzed to describe\nuncoupled and coupled phenomena in the atmosphere.\nStudy Goals After completing this module, students will be able to:\n1. Analyse data of the horizontal and vertical structure of atmospheric pressure, temperature, humidity and wind to explain the\ngeneral circulation of the atmosphere and climate zones \n2. Apply conservation of heat, moisture and momentum to explain the origin and features of tropical and extratropical weather\nphenomena \n3. Assess the role of air-sea coupling on atmospheric dynamics on short (weather) and long (climate) timescales \n4. Analyse and evaluate the sensitivity of circulations and climate by running experiments with idealized simulations and toy\nmodels \n5. Design a hypothetical lab experiment to study the influence of climate change on atmosphere dynamics \n6. Discuss processes that cause uncertainty in weather and climate prediction" . . "Presential"@en . "TRUE" . . "Extraction processes and consequences of raw materials"@en . . "9" . "This module contains three interrelated units namely Extraction Methodologies, Residual Materials from Post Extraction\nProcessing and the Impact of Primary and Secondary Mineral Raw Materials on the environment.\nStudy Goals After completing this module, students will be able to:\nExplain the environmental and societal implications associated with the mining related processes to enable the development of\ninnovative management strategies for geo-resources. \nExplain the different extraction methodologies and consequences and implications associated with them. \nEvaluate the nature of the residual materials from post extraction processing specifically the origin, handling, stacking and\nstorage of mining residues. \nExplain the physical, chemical and fluid Interactions and dynamics for mining residues. \nAnalyse and interpret appropriate geophysical and InSAR monitoring data to detect anomalies and consequences over different\ntime scales of mining residues. es in solid waste management into scientific research questions\nand/or engineering opportunities. \nDesign an integrated plan for the extraction, waste storage and handling, targeting minimal waste and mitigation type strategies\nfor risk/hazards associated with mine waste. \nConsider the UN, ICMM and EU goals and regulations when developing engineering solutions for waste management options.\nWork effectively in a team to define, plan and execute a project assignment and to report the outcomes structured and consistent\nby means of oral presentations and written report." . . "Presential"@en . "TRUE" . . "Introduction to analytical modelling"@en . . "6" . "Obligatory base module 2 The Learning outcomes\n* By the end of this course it is expected that the learners will learn about applied way of combing their knowledge on programming, math and statistics with their biology, material science and bioengineering knowledge.\n* The learners will develop their programming skills in MATLAB environment and will get familiar with different toolboxes in there.\n* The learners will develop their critical thinking skills\nBrief description of content\nThe content of the course consists of three categories that are\n1. Using MATLAB in Biology\nIn this category, we use System Biology toolbox of MATLAB for computational biology in order to do these tasks:\n* Import, analyse, and model data, and share results.\n* Automate workflow elements.\n* Customize algorithms and tools critical to developing innovative methods for working with unexplored research areas.\n* Leverage proven, commercially supported algorithms and tool.\n2. Using MATLAB in Bio Engineering\nIn this category, we talk about topics in this field which MATLAB can do them such as:\n* Types and sources of numerical error\n* Systems of linear equations\n* Hypothesis testing\n* Root finding techniques for nonlinear equations\n* Numerical quadrature\n* Numerical integration of ordinary differential equations\n* Nonlinear data regression and optimization\n* Basic algorithms of bioinformatics\n3. Using MATLAB in Physic and chemistry\nIn this category we talk about some physics and chemistry algorithms that are implemented in MATLAB such as:\n* Solar systems\n* Potential and Field.\n* Waves\n* Random systems\n* Determination of the stoichiometric coefficients in a chemical equation." . . "Presential"@en . "TRUE" . . "igem"@en . . "9" . "Learning outcomes\nThe course participant:\n1) knows how to find necessary information in the scientific literature;\n2) is able to plan the working time;\n3) is able to work in the lab both independently and in a team;\n4) is able to organise scientific public event;\n5) is able to analyse the results of the experiments;\n6) is able to write scientific texts;\n7) is able to present the results of the work on the scientific conference;\n8) is able to find funding for the project;\n9) is able to design and program website that contain all the information about the project;\n10) is able to cooperate with the other scientists and experts in the field;\n11) has aquired the most up-to-date information and experience about the field of study, which enables to make the consent career desicion.\nBrief description of content\nDuring the course students participate in the Worlds biggest synthetic biology competion - iGEM. Participants will get experience in every step of scientific research, from hypothesis to analysis of results, from searching for sponsors to engaging general public in science. Students would learn how to work both independently and in a team. They improve their lab working skills, communacation skills, teamwork skills, learn how resaerch is done in the real-life conditions. The course end with the international conference where students present the resuls of their work." . . "Presential"@en . "FALSE" . . "Graduation research"@en . . "30 - 45" . "The MSc Research represents the culmination of the Earth Sciences Master’s programmes. When conducting MSc research, the student demonstrates skills to pursue independent research and shows advanced knowledge in the field of the MSc programmes. The student demonstrates the capability to apply and to integrate advanced knowledge in order to interpret scientific results and to answer research questions. Performing MSc research includes a critical study of the relevant scientific literature, and application of the gathered information to accomplish the research objectives. The MSc research is mandatory for all students and encompasses a credit load of at least 30 ECTS and a maximum of 45 ECTS. The allocated number of ECTS credits should be a multiple of 7.5 (e.g. 30, 37.5, or 45 ECTS credits). The difference in duration should reflect the difference in working time required for establishing the data base for the project and not be associated with different profundity. This implies that the same assessment criteria apply for MSc theses irrespective of duration. The MSc research encompasses a written report (MSc thesis) and an oral presentation, both obligatory in English, which complete the independent research assignment of the Earth Sciences Master’s programmes. The thesis should – in principle – contain material of publishable quality." . . "Presential"@en . "TRUE" . . "Masters dissertation"@en . . "15.00" . "Objectives and Contextualisation\nAt the end of the course, the student will be able to:\n\nUse concepts from various disciplines studied during the master with special emphasis on the choice of geographic data, whether obtained by remote sensors or in-situ, in order to give the optimal answer to the problems raised at work, be it theoretical or methodological or applied.\nApply remote sensing techniques in the development of the final master's project.\nUse multivariate, geostatistical and interpolation techniques to extract the best knowledge from the available geographic data.\nProperly treat direct and indirect information both in the processing stage and in its preparation for general access through the Internet.\nApply optimal solutions that respond to the challenges and questions posed in the final master's degree project, from the combined principle of environmental sensitivity and technical feasibility.\n\nCompetences\nAnalyse and exploit geographic data from different sources to generate new information from pre-existing data.\nChoose the most suitable tools and applications to fulfil the objectives of a project in the field of spatial planning or analysis.\nContinue the learning process, to a large extent autonomously.\nDesign and apply a methodology, based on the knowledge acquired, for studying a particular use case.\nDesign and apply solutions based on GIS tools for managing and exploiting natural resources or administrative information with a spatial component.\nHandle different data and metadata formats appropriately and take the importance of international standards into account when storing them and publishing them on internet.\nIdentify and propose innovative, competitive applications based on the knowledge acquired.\nIntegrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.\nUse the different techniques for obtaining information from remote images.\nWrite up and publicly present work done individually or in a team in a scientific, professional context.\nLearning Outcomes\nApply remote sensing techniques in developing the master's dissertation.\nContinue the learning process, to a large extent autonomously.\nDeal suitably with direct and indirect information, both at the processing stage and when preparing it for general publication on internet.\nDesign and apply a methodology, based on the knowledge acquired, for studying a particular use case.\nFind optimal solutions to the challenges and questions posed in the master's degree dissertation, combining environmental sensitivity and technical feasibility from the outset.\nIdentify and propose innovative, competitive applications based on the knowledge acquired.\nIntegrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.\nUse concepts from various disciplines worked on during the master's programme, especially in choosing the geographic data obtained from remote sensors or in situ, in order to best tackle the problems posed in an assignment, whether this is theoretical, methodological or applied in nature.\nUse multivariate, geostatistical and interpolation techniques to generate maximum knowledge from the available geographic data.\nWrite up and publicly present work done individually or in a team in a scientific, professional context." . . "Presential"@en . "TRUE" . . "external mobility"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "microwave communication devices and systems"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "antennas for wireless communication systems"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "single-time course in advanced topics of aerospace engineering and communications"@en . . "5" . "no data" . . "Presential"@en . "no data" . . "vacuum technique"@en . . "3" . "no data" . . "Presential"@en . "FALSE" . . "single-time course in advanced topics of aerospace engineering and communications"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "educational practice in aerospace engineering and comunications"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "monographic lecture"@en . . "3" . "no data" . . "Presential"@en . "TRUE" . . "university-wide courses"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "diploma proseminar"@en . . "2" . "no data" . . "Presential"@en . "TRUE" . . "monographic lecture"@en . . "3" . "no data" . . "Presential"@en . "TRUE" . . "university-wide courses"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Habitat restoration and repair"@en . . "6" . "1. Describe the strategic importance of habitat restoration and repair 2. Illustrate underlying principles in habitat restoration 3. Describe planning strategies for habitat restoration 4. Examine management strategies of restored habitats" . . "Presential"@en . "TRUE" . . "Alternative energy and energy auditing"@en . . "9" . "1. Define the natural environment and environmental conservation. 2. Define the sources of energy and impact on environment due to its excessive use. 3. Define the biomass for the production of electrical energy. 4. Define wind energy for production of electrical energy. 5. Define solar thermal and solar photovoltaics for the production of electrical energy. 6. Define hydro-electrics, fuel energy; sea waves and other forms of alternative energy. 7. Use procedure of energy auditing. 8. Define energy management and energy efficient building design methods" . . "Presential"@en . "TRUE" . . "Critical thinking 1"@en . . "3" . "1. Identify the different reflective frameworks that can be used to enable critical reflection and thinking. 2. Apply the appropriate methodology to write in an analytic reflective manner. 3. Apply close-reading techniques to secondary research. 4. Explain the importance of ideology in critical thinking" . . "Presential"@en . "TRUE" . . "Critical thinking 2"@en . . "3" . "1. Determine the main features and components of explicit arguments. 2. Demonstrate effectively basic logical reasoning in a given task. 3. Consider common flaws in argumentation. 4. Construct objective, analytical arguments and conclusions for chosen issue." . . "Presential"@en . "TRUE" . . "Fundamentals of electrical engineering"@en . . "6" . "1. Apply basic calculations on units of electricity and simple DC/AC circuits. 2. Understand the operation of basic digital electronic circuits. 3. Understand simple AC circuits including single and three phase systems. 4. Apply different transducers in PLC/SCADA applications" . . "Presential"@en . "TRUE" . . "Fundamentals of mechanical engineering"@en . . "6" . "1. Understand the fundamentals of material science in relation to mechanical engineering. 2. Identify the basic concepts of thermodynamics and heat transfer in mechanical engineering 3. Outline the basic principles of fluid mechanics 4. Apply Computer-Aided-Design and Simulation using dedicated software" . . "Presential"@en . "TRUE" . . "Water technology"@en . . "6" . "1. Summarise water resource assessment and management 2. Manage water in the urban and agricultural context 3. Manage water in the natural ecosystems 4. Integrate water resources and technologies" . . "Presential"@en . "TRUE" . . "Object oriented programming"@en . . "6" . "1. Build object-oriented solutions using both fundamental and advanced object\u0002oriented concepts to be able to address business requirements. 2. Implement different relationships between objects found in a scenario and show proper understanding of such existing relationships. 3. Implement persistence in created applications to allow created applications to store and read data from multi-user database management systems. 4. Show management skills in the process of building and deploying an Object\u0002Oriented solution." . . "Presential"@en . "TRUE" . . "Physical sciences"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Methods for physicists"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Polymerphysik 1"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Spinelektronik"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Energy materials 1"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Superconductivity: josephson"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "soft skills"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "transfer credits"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Introduction to study"@en . . "1" . "The aim of the course is to familiarise a student with modern meth-\nods of studying and to enable a student to acquire the skills neces-\nsary for studying, such as the ability to learn independently, self-\npresentation, public speaking, scientific discussion, responsible\nteamwork, studying scientific literature, preparing research reports,\ninitiating topics for study, developing a research and creative atti-\ntude, as well as managing his/her time and coping with stress - thus\nall those elements of knowledge and skills and competences that\nare required in the course of studying other subjects. The course is\nintended to help students to overcome difficulties they may encoun-\nter at the beginning of their studies in connection with the need to\nchange the style of learning typical to school into the academic style\nof independent knowledge acquisition and the acquisition of skills\nand competences." . . "Presential"@en . "TRUE" . . "Physical education"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Poland history"@en . . "2" . "A history of Poland from the beginning of a Polish statehood to the\nturn of the 20th and 21st centuries: Poland of the Piasts, the Jagi-\nellons, the elected monarchs, the era of partitions, regaining inde-\npendence in 1918 and the history of the Polish state in the inter-war\nperiod, World War II and afterwards." . . "Presential"@en . "TRUE" . . "Materials science"@en . . "4" . "Fundamentals of materials engineering. Principles of proper selec-\ntion of materials and their impact on safety in operation of machines\nand technical equipment. Types of engineering materials. Methods" . . "Presential"@en . "TRUE" . . "Basics of machine constructions"@en . . "5" . "Basics of mechanical construction theory. Fatigue and shape\nstrength of structural elements and assemblies. Inseparable and\nseparable connections used in machine construction. Susceptible\nelements used in mechanical engineering. Mechanical transmis-\nsions – gear transmissions. Mechanical transmissions - friction\ngears and pulley-based transmissions. Mechanical clutches. Me-\nchanical brakes. Tubular connections and valves. Fundamentals of\nhydrostatic propulsion. Modelling of design process. Elements of\ntribology." . . "Presential"@en . "TRUE" . . "Basics of modelling physical systems"@en . . "2" . "Basics of modelling. Introduction to Matlab-Simulink and LabView.\nDetermination of mathematical models of complex mechatronic\nsystems. Modelling of complex mechatronic systems in LabView\nand Matlab-Simulink. Data input to simulation. Basic data struc-\ntures and their representation. Basic structures used in modelling.\nM-function and script files, VI and subVI. Presentation of simulation\nresults. Graphical user interface in the process of modelling and\ntesting complex mechatronic structures." . . "Presential"@en . "TRUE" . . "Strength of materials and structures"@en . . "7" . "Introductory information. Experimental basis for the determination\nof mechanical properties of materials. Calculation of tensile and\ncompressive strength of rods. Moments of inertia of plane figures.\nInternal forces in rods. Bending of a straight bar. Axis of deflection\nof a straight bar. Statically indeterminate bending beams. Stress\nstate theory. Strain state theory. Relationships between defor-\nmation state and stress state. Stress hypotheses. Torsion of bars.\nCompound action of internal forces in simple rods. General energy\ntheorems and their application. Curved rods. Stability of rods. Fun-\ndamentals of stress analysis, free torsion of rods of any cross-sec-\ntion. Non-free deformation of thin-walled rods of open cross-sec-\ntions. Axially symmetric thin-walled tanks. Thin plates. Elements of\ndynamics of elastic systems. Stress of materials under periodically\nvarying loads. Material creep." . . "Presential"@en . "FALSE" . . "Servoactuators and actuators"@en . . "3" . "General characteristics of actuators and servo systems. Basic re-\nquirements. Fluids - thermodynamic and flow properties. Flow\nlosses. Pneumatic control and drive systems. Control and actua-\ntors elements. Mathematical model of pneumatic propulsion" . . "Presential"@en . "FALSE" . . "Heat transfer Issues"@en . . "2" . "Concepts and quantities of description of heat transfer issues. Fou-\nrier, Newton and Stefan-Boltzmann Laws. Calculation of steady-\nstate heat transfer through multilayered flat and cylindrical walls us-\ning thermal resistance. Calculation of heat transfer through rods\nand ribs under various boundary conditions. Determination of heat\ntransfer coefficients for fluid flows inside and outside channels. De-\ntermination of heat transfer coefficients for flowing flat walls. Cooling\nof gas turbine blades. Heat transfer boundary conditions for gas tur-\nbine blades. Determination of temperature distribution in a model\nturbine blade using Excel." . . "Presential"@en . "FALSE" . . "Heat transfer Issues with elements of combustion theory"@en . . "2" . "Concepts and quantities of description of heat transfer issues. Fou-\nrier, Newton and Stefan-Boltzmann Laws. Steady-state heat trans-\nfer through multilayer flat and cylindrical walls with application of\nthermal resistances. Calculation of heat transfer through bars and\nribs under different types of boundary conditions. General charac-\nteristics of heat interception for fluid flows inside and outside ducts.\nDetermination of heat interception coefficients for flowing of flat\nwalls. Heat transfer boundary conditions for gas turbine blades.\nChemical kinetics of combustion. Combustion of homogeneous\nmixtures in laminar turbulent flow. Diffusion combustion. Flame sta-\nbilisation." . . "Presential"@en . "FALSE" . . "Sports education"@en . . "3" . "understanding the basic concepts and theories\nof human locomotion, cardiovascular and\nrespiratory systems and their most frequent\npathologies in relation to mental health\n• creation of rational and emotional attitude\ntoward physical effort, knowledge of the theory\nof active rest and methods for body\nregeneration, knowledge of healthy diet and\nbody weight regulation,\n• improvement of knowledge in selected sport.\nUse of acquired knowledge and skills in daily life\nto compensate daily stresses and negative\neffects of unilateral load during the study,\n• through the acquired knowledge and behaviour\nincreased quality of life and increased efficiency\nof study and work are ensured,\n• good psychophysical preparedness is a condition\nto solve everyday duties and obligations." . . "Presential"@en . "FALSE" . . "Digital terrain models"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Application of arcgis-based server and web gis"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Thematic data l"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Thematic data p"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Astrometry 1-2"@en . . "4" . "Semester 1 focuses on the basics of astrometry (coordinate systems, ime, efects perturbing the observaions) and the methods of transformaions and reducions. Paricular atenion is paid on the acquirement of skills in conversion calculaions.\n\nTopics: Spherical astronomy; Astronomical coordinate systems; Transformaion between coordinate systems; Rising and seing of celesial bodies; Time and calendar; Efects perturbing the observaions; Precession and nutaion\n\nSemester 2 gives on introducion to the subject of celesial mechanics.\n\nTopics: Two-body problem; Ellipical moion; Orbital elements and their connecions to the constants of integraion; Kepler's laws; Orbit determinaion from three observaions; Restricted three-body problem; Jacobi-integral and zero-velocity curves; Stability of the equiblirium points; Perturbaion theory; Dynamics of the Solar System" . . "Presential"@en . "FALSE" . . "Deep network developments"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Methods and tools for ai applications"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Deep reinforcement learning"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Multi-agent systems"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Advanced deep network development"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Affective computing"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Cognitive science"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Airports"@en . . "3" . "Students are taught how to solve problems of ground flight supplying details. Airport machinery and equipment use are regarded . It is supposed knowledge and skills in operation prognosis, working efficiency of airport and its automated control systems to be gained" . . "Presential"@en . "TRUE" . . "Library training"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Engineering practice"@en . . "no data" . "This module develops the study skills needed in all engineering disciplines to support the journey through Higher Education and into professional life and thus maximizing employability." . . "Presential"@en . "TRUE" . . "Engineering systems and energy"@en . . "no data" . "This module provides a grounding in concepts of measurement and uncertainty, and knowledge about applied physics relations that govern engineering systems, including power and energy." . . "Presential"@en . "TRUE" . . "Mechanical engineering science"@en . . "no data" . "This module develops the study skills governing the mechanics of solid bodies under static conditions. Students will develop knowledge, understanding and skills in modelling and analysing engineering problems." . . "Presential"@en . "TRUE" . . "Materials"@en . . "2" . "To gain fundamental engineering knowledge about various structures of engineering materials to be able to understand their mechanical properties. After completing this course the students will have general knowledge about relations between the structure and mechanical properties of various engineering materials" . . "Presential"@en . "TRUE" . . "Dynamics of machines"@en . . "no data" . "This module helps to establish a foundation for vibration analysis and machine dynamics. It will introduce analytical and graphical methods for mechanism analysis and synthesis." . . "Presential"@en . "TRUE" . . "Sedimentology of carbonates"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Physical education and sports"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Course from the group of geophysical courses in table b"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Glaciology"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Biofacies"@en . . "6" . "Benthic facies and applied marine paleoecology\r\nIdentifying biofacies as a tool for paleoenvironmental definition. Applications and examples. Introduction to applied marine paleoecology: rationale, sampling strategies, case histories. Multivariate statistics applied to paleoecological analysis. Observations, laboratory analyses and techniques.\r\nMicrofacies; the Pelagic Environment\r\nRecognition of biofacies for the definition of the pelagic paleoenvironment in different oceanographic settings. Bases of plankton taxonomy. Applications and examples from present-day and past environments." . . "Presential"@en . "FALSE" . . "Geobiology"@en . . "6" . "Coevolution of geosphere and biosphere, principles of biomineralization, biogenic carbonates, bioconstruction and habitat engineers, sediments and benthos, benthic zonation, introductory biogeochemistry and proxy data in natural archives, past and ongoing global changes" . . "Presential"@en . "FALSE" . . "Embedded real-time systems"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Reinforcement learning"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Introduction to space"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Robotic manipulation"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Introduction to space"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Robotic manipulation"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Civil protection"@en . . "1" . "The purpose of the course is to provide and promote students’ understanding, refine a knowledge, facilitate skills and attitude on civil protection issues. Course examines the role of civil protection system in Latvia (also its framework in the EU and NATO), the organization and management structure, and main tasks of the system’s subjects. The course explores the disaster management principles and planning aspects, analyses the legal and practical measures of cooperation among state, local government and other stakeholders during disaster situations, opportunities of involvement of resources. Course gives an insight on possible daily dangerous situations and threats, considers and provides safe behavior principles and actions during such situations. The course describes the role, aim and task of early warning and notification system. The course ensures that students are familiar and aware about the role of media (social networks) and its impact on information dissemination during the emergency situations and disasters. Course ensures that students obtain general knowledge on disaster medical system and the role of first aid. The course is developed in accordance to the Latvian national legislation prescribed for minimum requirements for the content of civil protection studies. The languages of instruction are Latvian and English.\nKnowledge: 1. classifies specific issues of civil protection in Latvia and the European Union and for first aid; 2. implement disaster management, planning and rescue measures and develop disaster prevention measures; 3. explain the tasks, rights and obligations of the state, local governments, legal and natural persons in the field of civil protection; 4. distinguish between objects of increased danger, the duties and rights of their owners or legal possessors; 5. explain the operation of the local government civil protection commission, planning of measures, threat risk assessment; 6. recognize dangerous substances, their classification and requirements for their storage and transport; 7. Provides for international assistance; 8. effectively plan the use of personal protective equipment in the event of a disaster; 9. define the special legal regimes (emergency and state of emergency). Skills: 10. provide first aid in critical situations (eg stopping dangerous bleeding, resuscitation measures) as well as calling for help. Competence: 11. solve problems and apply knowledge of the organization and action of the civil protection system in potentially dangerous situations (including basic knowledge of first aid) and prevention of possible risks, developing principles of safe behavior depending on the nature and type of emergency." . . "Presential"@en . "TRUE" . . "Introduction to studies"@en . . "2" . "The aim of the course is to acquaint students with the organization of geoinformatics education and geoinformatics research in Latvia, to give an idea of study methods and study process planning. The task of the course is to promote the primary knowledge and skills necessary for work in the computer network of the Faculty of Geography and Earth Sciences and to provide students with the ability to use a computer in the intended classes. Develop understanding and minimal skills in working with software.\r\nLanguages of instruction are English and Latvian.\nKnowledge: 1. Describe the geoinformatics profile organizations of Latvia and what research is carried out in them. Skills: 2. Independently plans further studies and understands the principles of planning. Competence: 3. Understands the principles of scientific work planning and is able to choose the direction of his / her further research." . . "Presential"@en . "TRUE" . . "Introduction to management"@en . . "4" . "The study course aims at enabling students to learn the modern methods of organisation and planning of business and the professional skills and skills of their use, as well as practices for the organisation and planning methods of economic processes. Description of course tasks: identifying the factors affecting the company and learning the skills of establishing companies; learning the methods of management of companies and their conditions of use; learning modern planning methods and the system of indicators used in planning and learning their skills; learning the skills of building the information system required for the management of the company. Explore the international environment of business activities, meet international agreements, types of international transactions. To meet export and market opportunities. \nCourse Tasks: 1. to explore the nature, forms and environment of business; 2. clarify the general rules and principles of the functioning of an economic undertaking; 3. clarify the methods of choice of business place and learn how to use them; 4. learn the skills and skills of organising and planning economic processes; 5. to choose and evaluate a more economically advantageous business option. 6. learn skills for creating and validating new business ideas\nResults Knowledge: 1. A comprehensive understanding of the theory of business organisation, knowledge and knowledge of the knowledge necessary for the start-up of business. 2. Knowledge of the key methods of management theory and the most commonly used solutions are capable of identifying the methods that are not being applied to solve different challenges. 3. Capable of classifying specific business problems and collecting the necessary information for solving problems. 4. the development of a reasoned plan system for the necessary knowledge system and the creation of a business concept in EB62s. Skills: 5. Demonstrating the results of their studies, students are able to present understandably and reasoned defending their views in EB62. 6. Capable of developing a justification for the establishment of a new establishment; 7. Is capable of clearly demonstrating the development skills of an economic project (business concept) in the computing sector EB42; Competence 8. Students are able to independently develop a business model for a new business model in the computer industry; 9. Students are able to develop and present a minimum product concept in the computing sector; 10. Students are able to formulate the company's competition strategies and offer their enforcement system; 11. Students are able to present their research results understandably and reasoned to defend their views in EB62." . . "Presential"@en . "TRUE" . . "Scientific communication"@en . . "2" . "The aim of the course is to provide in-depth knowledge of scientific communication, preparation of scientific and popular scientific publications and public professional activities - participation in scientific, innovation and technology exhibitions and conferences, preparation and presentation of reports, maintenance of professional profiles in social networks for other activities. To achieve this goal, the course includes lectures led by lecturers with experience in communication, journalism and public relations at a professional level. In practical tasks, students will have to prepare various samples of communication elements - statements, draft scientific article or report, conference presentation, etc. The practical work performed by the students will be discussed and evaluated in seminars, evaluating the peculiarities of each type of communication. Tasks of the course: To provide an opportunity for students to promote knowledge about the successful and comprehensible preparation of a scientific message to the public, employees of public administration structures and institutions. The course is taught in Latvian or English.\nCourse responsible lecturer Zaiga Krišjāne\nResults Knowledge: 1. Manages the process of scientific activity, production of scientific publications and their structure, 2. Shows that he has mastered the basics of public relations and the diversity of forms and types of public communication. Skills: 3. Skills of evaluation and planning of communication process and its content implementation, 4. Use of media and social networks in public communication, Competence: 5. Competently assess the risks and opportunities of public communication. 6. Uses an adequate communication tool in international and Latvian practice." . . "Presential"@en . "TRUE" . . "Landscape geography"@en . . "3" . "The aim of the study course is to enhance students' understanding of landscape as a result of natural and human interaction, regarding the historical one, as well as current processes of landscape management and change in Latvia and Europe. Course tasks: to introduce to the etymology and semantics of landscape concept, landscape science development during the 20th century and the contexts of European Landscape Convention; to introduce to the main processes of landscape formation in relation to natural conditions and man-made spatial structures, as well as land use in Latvia; to discuss landscape change as one of the major topics in landscape research today (path dependency, landscape driving forces); to characterize historical and modern agricultural practices in landscapes; to analyze the nature of Latvia's landscape during various socio-political periods in Latvia, by developing awareness of the relationship between human activity and the landscape’s spatial structures, processes of change in landscape; to learn the basic principles, methods, and techniques of landscape research. The course is taught in Latvian and English.\r\nResults\tKnowledge 1. explain the multidimensional understanding of the concept of landscape, describe the context of contemporary landscape policies; 2. explain the main spatial relationships between nature and human interaction, the drivers of landscape change; 3. explain the main characteristics of the formation of Latvia’s landscape. Skills 4. debate and discuss individually and in groups landscape formation, change and drivers of change, 5. use GIS to identify spatial structures and changes in landscape, 6. present individually and in groups results of research on the historical and current processes of landscape change. Competence 7. capable of obtaining, selecting and analysing independently the information necessary for the interpretation of landscape, 8. evaluate the character of natural and historical processes in landscape development, as well as the main aspects of today's landscape processes." . . "Presential"@en . "FALSE" . . "Physical education and sports 2"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Geography of latvia"@en . . "4" . "The aim of the course is to master the basics of geography of Latvia, including the peculiarities of natural conditions, society, changes in the cultural landscape and economic development of the territory. The tasks of the study course \"Geography of Latvia\" is: to provide basic knowledge in the fields of nature, human and regional geography of Latvia; to gain knowledge and understanding of the interaction of natural and social processes, territorial differentiation and changes over time in the territory of Latvia. The planned practical works and seminars will strengthen theoretical knowledge and develop practical skills in the interpretation of geographic information, geographical analysis of data and critical evaluation. The study course will broaden the horizons of natural science specialists, as well as the development of interdisciplinary and innovative research. Language of study course: English, Latvian\nResults Knowledge 1. Explain with understanding the basic facts about the main processes forming the places and regions of Latvia, 2. Explain with understanding natural and man-made conditions and processes of various scales (global, regional and local), their interaction and significance in the formation of the geographical character of the territory of Latvia; 3. Explain with understanding the interconnections of different factors of Latvia's sustainable development; Skills 4. Carries out the evaluation of the formation, structure and development peculiarities of geographical complexes and territories, using laboratory and field research methods; 5. Demonstrates skills to conduct territory or place research and analysis of the current situation; 6. Identifies and comprehensively evaluates the factors determining the development of territories; Competences 7. Plans the structure, course, activities of the research of territories and places, develops the substantiation for the selection and application of methods; 8. Presents the developed study works and substantiates their geographical content and methods." . . "Presential"@en . "FALSE" . . "Modeling basics"@en . . "2" . "The aim of the course is to basic knowldege of the practical use of system modeling languages and tools. The tasks of the course include getting acquainted with two main types of system modeling (object-oriented modeling and business modeling), mastering UML class diagrams, mastering business modeling, which is necessary for the needs of object-oriented modeling. In addition, they include a review of the system modeling methodology, learning how to use class diagrams in metamodels in construction, solving specific modeling tasks. Case studies are included, and system modelling methodology is discussed. Language of instruction: Latvian and English\r\nCourse responsible lecturer\tKārlis Podnieks\r\nResults\tKnowledge 1. UML Class diagrams are learned; 2. UML Activity diagrams are learned; 3. Metamodels and OCL language are learned; Skills 4. Students are able to use UML Class diagrams in practice; 5. students are able to use UML Activity diagrams for building real system business models; 6. Students are able to use metamodels and OCL language; 7. At least one system modeling tool is mastered; Competencies 8. Modern system modeling methods are learned, students are able to use them in practice. (eb14, eb15, eb22, eb23, EB24,eb34, eb61)" . . "Presential"@en . "FALSE" . . "Branch standards and data quality"@en . . "2" . "The aim of the study course is to master the standards of the geounformatics industry, on which the development of modern geographic information systems (hereinafter GIS) and the exchange of geospatial data are based; to acquire basic knowledge about data quality, principles of its determination, based on ISO standards. Tasks of the study course: 1. to get acquainted with the TC211 family of geographical information standards; 2. get acquainted with OGC (Open Geospatial Consortium) standards; 3. learn to call OGC web service teams and retrieve information; 4 4. learn to work with the standard \"ISO 19131 Geographic information - Data product specifications\". By way of example, the technical directives of the EC Directive of 14 March 2007 establishing an infrastructure for spatial information in the European Community (INSPIRE); 5. to gain an understanding of the quality of geospatial data and to learn to apply it with the standard “ISO 19157 Geographic information - Data quality”. Language of course teaching: English, Latvian.\nResults Knowledge: 1. Understands Metadata Standards, 2. Understands Geospatial data quality indicators, 3. Understands the methodology of quality control of geospatial data, 4. Understands Geospatial Information Standards, their requirements, 5. Understands Information technology development and maintenance standards, their requirements. Skills: 6. Identify the necessary geospatial data and their sources, 7. Evaluate the content and quality of metadata, 8. The geospatial data quality standard shall be used, 9. Verifies the compliance of the data with the quality indicators, 10. Evaluate the compliance of the quality of geospatial data with the requirements of the solution, 11. Geospatial information standards shall be applied, 12. Apply information technology development and maintenance standards, 13. Separate the impact of geospatial data quality from the impact of solution functionality or other aspects on test results. Competence: 14. Prepare technical documentation in accordance with industry standards and examples of good practice, 15. Evaluate the quality of geospatial data." . . "Presential"@en . "FALSE" . . "Online course on It"@en . . "2" . "The course is intended as a distance (online) learning course, using the principles of distance learning and based on students' self-study desires, using the study courses offered on the online platforms. The aim of the course is to provide students with the opportunity to supplement their knowledge in the field of IT, according to their own justified needs, professional and research interests. The tasks are to acquire or supplement knowledge on IT field, according to the orientation and theme of the study program, a significant topic or problem that is not included in the list of courses of the study program (study plan). Language of course teaching: English, Latvian.\nCourse responsible lecturer Māris Vītiņš\nResults Knowledge: 1. Acquired new knowledge about the topic or range of problems of IT. 2. Understands the information resources necessary for the implementation of professional development. Skills: 3. Works with the methods acquired in the online course, solving a range of problems in geoscience. 4. Uses information sources and data websites appropriate to the field of IT. 5. Organizes work process in cooperation with IT specialists, creating an overview of independent work organization. Competence: 6. Evaluates the knowledge acquired in the online course on the topic in field of IT and applies it according to the profession of geoinformatics engineer." . . "Online"@en . "FALSE" . . "Online course in geosciences"@en . . "2" . "The course is intended as a distance (online) learning course, using the principles of distance learning and based on students' self-study desires, using the study courses offered on the online platforms. The aim of the course is to provide students with the opportunity to supplement their knowledge in geosciences, according to their own justified needs, professional and research interests. The tasks are to acquire or supplement knowledge according to the orientation and theme of the study program, a significant topic or problem that is not included in the list of courses of the study program (study plan). Language of course teaching: English, Latvian.\r\nCourse responsible lecturer\tZaiga Krišjāne\r\nResults\tKnowledge: 1. Acquired new knowledge about the topic or range of problems of geosciences. 2. Understands the information resources necessary for the implementation of professional development. Skills: 3. Works with the methods acquired in the online course, solving a range of problems in geoscience. 4. Uses information sources and data websites corresponding to the profession of geoinformatics engineer. 5. Improved skills in communication, cooperation and organization of independent work review. Competence: 6. Evaluates the knowledge acquired in the online course on the topic of geoscience and applies it according to the profession of geoinformatics engineer." . . "Online"@en . "FALSE" . . "Assessment and management of resources"@en . . "4" . "The aim of the study course is to improve students knowledge of the Earth,natural and environmental resources, their assessment approaches and methodology, basic principles of sustainable usage of the resources and their management instruments.The tasks of the study course are: 1. to increase students knowledge on various Earth,natural and environmental resources, their sustainable and management tools; 2. to introduce students to forest inventory and economic evaluation of forest resources as a precondition for ensurance of resources sustainable use; 3. to increase students knowledge on impacting factors of agriculture land productivity; 4. to ensure basic knowledge about formation of real estate value, it`s impacting factors and calculation of real estate market and cadastral value; 5. to provide students with overall knowledge about the most significant instruments for sustainable use of resources; 6. to increase students skills and abilities in forest inventory and economic assessment of forest resources,calculation of real estate market and cadastral value as well as identifyig ecosystem services. During the study course students are introduced to the Earth,natural and environmental resources (mineral resources, agriculture, forestry and energy resources), calculation of their value. During lectures a particular attention is paid to the environmental, landscape and land policy of Latvia, land reforms in Latvia and their impact on competetiveness,identification of productivity of agricultural lands, taxation of forest stands and their economic valuation and assessment as well as cadastre of the real property and cadastral valuation of the real property. During the study course students get aquinted with economic, planning and other tools of natural and environmental resources management.They aquire skills to identify forest types, economic valuation of forest stands,calculation of the market price of real estate and it`s cadastral value calculation. Students practically learn and can handle cadastre map, forest inventory data base, land survey plans and spatial plans. The study course is mainly taught in Latvian, but some lectures are taught in English.\r\nCourse responsible lecturer\tZaiga Krišjāne\r\nResults\tKnowledge: 1. Characterize Earth, nature and environmental resources (mineral resources, agriculture, forestry and energy resources) and conceptually knows the methodology and basic principles of sustainable use; 2. Have knowledge on land reforms in Latvia and its impact on the structure of real property and nowadays land-use, and explain their impact on global competetiveness; 3. Comprehends agricultural lands production assessment methodological solutions and measures (drainage,liming etc) for it`s improvement; 4. Comprehends forest inventory and apply the acquired information to identify forest types and calculate forest stands market value; 5. Comprehends the factors forming the market value of real estate and their impact on the real estate market and cadastral values; Skills : 6. Calculate market and cadastral value of agricultural and forest lands; 7. Handling with cadastre maps, forest inventory data base, land survey plans and spatial plans; Competence: 8. Comprehensively analyse the area from the point of available nature and environmental resources; 9. Understanding of impact of one or another action on the value of the ecosystem services, market value and cadastral value of the particular area; 10. Reasonably substantiate the sustainability of the use of natural and environmental resources in the management and planning of territories" . . "Presential"@en . "FALSE" . . "Semantic web"@en . . "2" . "The goal of the course is to provide an opportunity to learn the next step in the evolution of the Web – the Semantic Web. Course tasks: to learn Semantic Web technologies and standards: Linked Data, XML, RDF, SPARQL, ontologies, etc.; to become familiar in practice with the data processing tools that use these technologies. By doing practical assignments on development of software components, students will be able to attain an in-depth understanding of the most recent Semantic Web technologies.\r\nLanguage of teaching: English, Latvian.\r\nCourse responsible lecturer\tGuntis Bārzdiņš\r\nResults\t\r\nKnowledge\r\n1. Understand XML, RDF, SPARQL, OWL.\r\n\r\nSkills\r\n2. Are able to apply Semantic Web technologies to solving non-trivial data processing tasks.\r\n\r\nCompetence\r\n3. Are competent in Semantic Web architecture, technologies and standards.\r\n\r\neb24, eb33, eb35, eb61, eb65." . . "Presential"@en . "FALSE" . . "Resources and planning of territorial developmental"@en . . "4" . "The aim of the course is to deepen the understanding and improve practice-related knowledge about the complex assessment of territorial development resources, the main planning directions, approaches, methods, tools and to acquire skills in formulating planning problems and solutions. The main topics of the course are: Territorial development resources and their evaluation; Development of planning ideas and approaches; Social motives, principles and ethics of modern planning; Planning systems; Methods and tools in the territorial development resources assessment and planning. The tasks of the study course are: 1. To provide students with basic knowledge about territorial development planning as a tool for evaluation of municipal territorial development resources, achievement of development goals. 2. To provide basic knowledge about the role of institutions of different levels and the process and tasks of elaboration of spatial development policy and planning documents in relation to territorial development resources, means and practice of planning implementation. 3. To promote students' creative, critical thinking, acquisition of methods and planning skills in the analysis of territories of different levels. 4. To provide knowledge about living environment, public space, natural environment, landscape issues and quality criteria. 5. To provide knowledge about the formation of public participation, social and community planning. 6. To gain experience in the content and group work of territorial development planning by participating in the elaboration of development proposals for a specific place, territory. 7. To promote students' acquisition of knowledge about the formation of planning ideas, their current implementation. The study course includes lectures, seminars and practical work, in which tasks related to specific territories are solved. Language of instruction is Latvian and English.\r\nResults\tKnowledge 1. Describe the types, directions, levels and approaches of development planning of places, territories and regions; 2. Explain the planning system, determination of planning links, taking into account practice abroad and in Latvia; 3. Understand and explain the principles of evaluation of territorial development resources; 4. describe resource evaluation methods; 5. Discuss about regional policy across Europe and its relationship to spatial development planning. Skills 6. Evaluates the peculiarities of the formation, structure and development of complex territories, using laboratory and field research methods; 7. Demonstrates skills to research a territory or place and analyze the current situation; 8. Identifies and comprehensively evaluates the factors determining the development of territories; 9. Analyzes planning situations in historical and contemporary contexts, evaluates planning motives and substantiates the choice of approaches and methods. Competence 10. Plan the structure, course, activities of the research of territories and places, develop the substantiation for the selection and application of methods; 11. Presents the developed study works and substantiates their content and methods; 12. Critically evaluates the study works of other students and provides a reasoned opinion." . . "Presential"@en . "FALSE" . . "Web technologies I"@en . . "2" . "Web technologies I” is an introductory course to general methods of web development. It provides an insight into the history of web and introduces the main contemporary technologies used for client side web development – HTML, CSS, JavaScript. In the practical part of the course, students individually develop a simple web page. The development simplifies digesting of the theoretical part of the course by getting to know the practical principles of web development. The language of instruction of the course is Latvian.\r\nResults\tKnowledge 1. Awareness of the most popular web development technologies has been achieved (EB11, eb12) Skills 2. Ability to identify the required tools for development of specific functionality (eb21) 3. Ability to analyze the structure of a web page sketch and to provide adequate means for page layout (eb21, eb31, EB34) Competence 4. Some practical competency of web development is achieved, a simple (one or several page) web sites without server-side solutions can be mastered (eb31, EB34, eb35)" . . "Presential"@en . "FALSE" . . "Studies of the earth gravity and magnetic fields"@en . . "3" . "The goal of the course is to introduce students with gravity and magnetic field research methods. Tasks of the course, that includes acquisition of knowledge, skills and competences are: 1. to learn physical background of discussed geophysical methods. 2. to learn basic calculation methods and various interpretation methods. 3. identify shortcomings and advantages of geophysical methods 4. to obtain competences in practical application of discussed methods. After successfully completing course, students have gained basic knowledge about Earth gravity and magnetic field exploration methods. Students have knowledge of basic calculation methods and interpretation methods, that are applied in discussed geophysical exploration methods. Students are able to conduct basic geophysical measurements in the field with gravity and magnetic field measurement devices. Languages of instruction is Latvian and English.\r\nCourse responsible lecturer\tZaiga Krišjāne\r\nResults\tAfter successfully completing course, students have gained basic knowledge about Earth gravity and magnetic field exploration methods. Students have knowledge of basic calculation methods and interpretation methods, that are applied in discussed geophysical exploration methods. Students are able to conduct basic geophysical measurements in the field with gravity and magnetic field measurement devices. Knowledge 1. Students have gained basic knowledge about theoretical background of discussed geophysical methods. 2. Are familiar with significance of gravity and magnetic fields in the analysis of spatial data. 3. Are obtained knowledge about geophysical measurement acquisition. 4. Are familiar with most common measurement interpretation methods. Skills 5. Know how to work with geophysical exploration equipment. 6. Know how to process obtained measurements. 7. Are able to interpret obtained measurements. Competences 8. Students are capable of selecting most suitable geophysical method for solution of specific problem 9. Students are capable of integrating geophysical measurements in preparation of geospatial information. 10. Are able prepare report about conducted geophysical studies" . . "Presential"@en . "FALSE" . . "Extensions of the standard model"@en . . "6" . "We start with an overview of the problems of the Standard Model in being a complete theory of particle physics. Some experimental measured properties provide a strong constraint on the range of models to go beyond the Standard Model. We will discuss those both from the theoretical and experimental perspective. This we use as a motivation to propose different models to overcome at least some of the problems of the Standard Model. We discuss for example Grand Unification Theories, Dark Matter, Supersymmetry, and mechanisms to generate neutrino masses, and discuss anomalies and aspects of effective field theory. We provide the connection to experimental tests and the current status in the field.\nALGEMENE COMPETENTIES\r\nThe student obtains insight in the diverse theoretical possibilities to expand the Standard Model of elementary particle physics. The student will be able to calculate and make interpretations within the framework of these models. The student will be able to translate these models into phenomenology relevant for experimental testing, and obtain an overview of the state-of-the-art in the experimental verification of various extensions of the standard model." . . "Presential"@en . "FALSE" . . "Modeling complex systems"@en . . "6" . "General introduction about linear versus nonlinear dynamics.\r\nDynamical systems with one variable.\r\nBifurcations in one variable systems: saddle-node, cusp, transcritical and imperfect bifurcations.\r\nBifurcations on the circle, synchronisation.\r\nLinear dynamics with two variables: classification of the fixed points (saddle, node, center, degenerate).\r\nNonlinear dynamics with two variables: phase space analysis, reversibility, Lyapunov function, theory of the index.\r\nLimit cycles: relaxation oscillations, singular perturbation.\r\nChaos: Lorentz model and analysis.\r\nOne dimensional maps: bifurcations, period doubling and intermittency route to chaos, universality.\r\nFractals: self-similarity, fractal dimension.\r\nStrange attractors: stretching and folding, baker’s map, Henon map.\r\nPattern formation.\nALGEMENE COMPETENTIES\r\nThe overall objective of this course is to be able to analyze dynamical systems using geometrical methods on the phase space. This includes carrying out linear stability, bifurcation and phase plane analyses. We will first focus on one and two dimensional systems. Chaotic phenomena in physical systems will be described with two classical examples: the Lorentz strange attractor and the logistic map. Solving problems and reading literature related to the course material is also foreseen." . . "Presential"@en . "FALSE" . . "Aeronautical radio systems"@en . . "no data" . "Anotation:\n\nThe course introduces students to the aeronautical radio engineering, aeronautical analogue, digital and satellite communication systems, aeronautical radio navigation including satellites navigation, primary secondary and passive radiolocation. The course gets students theoretical and practical knowledge of the operation of the aeronautical radio systems and their integration to the aircraft systems.\nStudy targets:\n\nPresenting of the aeronautical radio systems.\nCourse outlines:\n\n1. Frequency spectra, radio wave propagation, antennas, radio communication and radar equation, aeronautical civil radio communication service.\n2. Shannon model of the communication systems, digital and analogue modulations, source and channel coding, multiple access.\n3. Aeronautical radio receivers and transmitters, requirements, architecture, radio function blocks.\n4. Aeronautical analogue and digital communication systems, radio digital links, HFDL, VDL, SATCOM.\n5. Fundaments of radio navigation, AoA, ToA, TDoA, SS, triangulation, multilateration.\n6. Aeronautical terrestrial navigation system, DME, ILS, VOR, radio altimeter.\n7. Satellite position determination, equations of the satellite trajectory and their solution, Kepler parameters.\n8. User position determination, time base, relativistic effects, one-time positioning methods, measurement errors.\n9. Satellite navigation signals, BPSK and BOC modulation, ranging codes, spectra and correlation function, ionosphere refraction, dual frequency measurement.\n10. Processing of the satellite navigation signals, correlator, measurement errors, and acquisition, serial and parallel methods.\n11. Requirements on precision, integrity, continuity and availability of the aeronautical navigation systems, differential measurement, high sensitivity, RTK.\n12. Overview of the satellite navigation systems, GPS, GLONASS, Galileo, Compass, augmentation systems WAAS, EGNOS, MSAS, GAGAN.\n13. Radar types (primary, secondary, passive), processing of radar signals, Doppler filtration.\n14. Secondary surveillance radar, mode A, C, and S, squitter, extended squitter, ADS-B, TCAS, passive radio location, directional finders.\nExercises outline:\n\nThe laboratory measurements will be focused on measurement of the basic radio function blocks and aeronautical transceivers, measurement of the navigation signals and receivers, especially satellites. The next part of the school term will be dealt with the algorithms of position determination in satellite navigation systems and their integration with the inertial sensors. Students will solve individual projects and present their results in small groups.\n1. Laboratory exploration, safety rules\n2. Radio communication and radar equation, exercise\n3. Laboratory measurement of the RF amplifier\n4. Laboratory measurement of the frequency mixer\n5. Laboratory measurement of the receiver of the aeronautical transceiver\n6. Laboratory measurement of the spectra of the GNSS signals\n7. Laboratory measurement of the GNSS receiver start time, sensitivity and position determination error\n8. Assign of the individual project\n9. Generation of the VOR and ILS signals in GNU radio\n10. Consultancy of the individual project\n11. Processing of the VOR and ILS signals in GNU radio\n12. Processing of the squitter and extended squitter in GNU radio\n13. Supplementary measurement, presentation of the results\n14. Reserve" . . "no data"@en . "TRUE" . . "Space engineering"@en . . "no data" . "Anotation:\r\n\r\nThe subject acquaints students with the basics of physics of the space environment and the technologies used in space systems, satellites, spacecrafts and launchers and methods used for the design and preparation of space missions. Subject matter includes a detailed description of the instrumentation of satellites and spacecrafts and its resistance to external influences of the space environment, and analysis of instruments and systems for spacecratfts and methods of their testing. It provides a basic overview of the trajectories of spacecrafts and their applications. The course also covers optoelectronics in space systems, sensors used, their modeling and description. It discusses the principles of underlying calculations, simulations and their processing.\r\nStudy targets:\r\n\r\nThe students will obtain knowledge representing an introduction to and overview of space engineering and space physics.\r\nContent:\r\n\r\nThe subject represents introduction to space physics and space engineering. It acquaints students with the basics of physics of the space environment, modern astronomy and astrophysics, physics of near space and space weather and the technologies used in space systems, satellites, spacecrafts and launchers and methods used for the design and preparation of space missions. Subject matter includes a detailed description of the instrumentation of satellites and spacecrafts and its resistance to external influences of the space environment, and analysis of instruments and systems for spacecratfts and methods of their testing. It provides a basic overview of the trajectories of spacecrafts and their applications. The course also covers optoelectronics in space systems, sensors used, their modeling and description. It discusses the principles of underlying calculations, simulations and their processing.\r\nCourse outlines:\r\n\r\n1 Space Physics. Conditions of the space environment and its specifics. Vacuum. Cosmic rays and particles and their variations with time and place. Van Allen radiation belts, the magnetosphere, ionosphere, impacts of micrometeroroids and space debris. Basics of astronomy and cosmology.\r\n2.\t \tOrigin and evolution of the U niverse, the theory of relativity. Galaxies, active galaxies, supernovae, pulsars, quasars, gamma ray bursts, the redshift, the age of the Universe. Cosmic background radiation. The solar system and the planetary and cometary missions.\r\n3.\t \tSpace technology and materials. Their behavior in space (vacuum), charging and outgasing and optimization. Radiation interaction with the material, radiation effects.\r\n4 Satellites and space probes. Basic categories, applications, and design. Electric power sources. Thermal protection. Proposals for space missions. Landers and orbiters.\r\n5.\t \tPayloads of satellites and spacecrafts and their design. Ground segment. Data handling and transmission, telemetry. Pico and nanosatelites.\r\n6 Flight dynamics of satellites. Linearization, linear analysis, poles, modes. 7 Stabilization and orientation control using jets, reaction wheels, and spin. 8 Issue of desaturation of reaction wheels. Cooperative control based on a combination of nozzles and reaction wheels. 9 Stabilization orientation during translation maneuvers. 10 Space Electronics and its specifics. Software and programs for space travel and projects. Their specifics and applications. Tests of space systems and devices. Test conditions and criteria. TRL of onboard systems and devices. 11 Space transport vehicles, launchers, shuttles and alternative transport space systems. The principles of rockets with liquid and solid fuels, hybrid rockets. Suitable orbits and trajectories of spacecrafts with respect to specific applications, the Lagrangian points. Flyby. 12 Manned spaceflight and their specifics in particular with regard to the technical and security requirements for on-board systems. Spacecrafts and orbital stations. Long-term manned flights, manned lunar and planetary missions. 13 Space optics. Optoelectronic systems for space. Optical, x-ray, infrared, radio, and gamma telescopes, cameras and systems. Their protection from the effects of outer space, shielding. 14 Space navigation and telecommunications. Remote sensing, its types and usage. Multispectral images and their applications.\r\nExercises outline:\r\n\r\nLaboratory exercises in the first half of the semester will focus on practical verification of basic principles of space instrumentation, systems and subsystems and methods of design of space missions. In the second half groups of 2-3 students will be created, which in turn will solve the problems from the fields of teaching materials. The students will work together with teachers, so that at the end of the semester they will be able to present solutions in the form of a short presentation (10 min.). There will also be organized excursions" . . "no data"@en . "TRUE" . . "Physical education and sports 3"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Estimation, filtering and detection"@en . . "no data" . "Anotation:\n\nThis course will cover description of the uncertainty of hidden variables (parameters and state of a dynamic system) using the probability language and methods for their estimation. Based on bayesian problem formulation principles of rational behavior under uncertainty will be analyzed and used to develop algorithms for parameter estimations (ARX models, Gaussian process regression), filtering (Kalman filter) and detection (likelihood ratio theory) . We will demonstrate numerically robust implementation of the algorithms applicable in real life problems for the areas of industrial process control, robotics and avionics.\nStudy targets:\n\nAbility to solve engineering problems in the area of estimation and filtering, using rigorous theoretical background.\nContent:\n\nMS, LMS and ML estimation. Bayesian approach to uncertainty description, model of dynamic system. Identification of ARX model parameters. Tracking of time varying parameters, forgetting, prior information. Numerically robust algorithms for parameter estimation. Gaussian process regression. Stochastic system, probabilistic state definition, Kalman filter. Kalman filter for colored noise, extended Kalman filter. Stochastic dynamic programming, LQ and LQG controller, certainty equivalence principle. Fault detection and isolation methods. Likelihood ratio - theory and applications. Nonlinear estimation - local vs. global approximation. Monte Carlo methods.\nCourse outlines:\n\n1. Review of basic concepts of statistics\n2. MS, LMS and ML estimation\n3. Bayesian approach to uncertainty description, model of dynamic system\n4. Identification of ARX model parameters\n5. Tracking of time varying parameters, forgetting, prior information\n6. Numerically robust algorithms for parameter estimation\n7. Gaussian process regression\n8. Stochastic system, probabilistic state definition, Kalman filter\n9. Kalman filter for colored noise, extended Kalman filter\n10. Stochastic dynamic programming, LQ and LQG controller, certainty equivalence principle\n11. Fault detection and isolation methods\n12. Likelihood ratio - theory and applications\n13. Nonlinear estimation - local vs. global approximation\n14. Monte Carlo methods\nExercises outline:\n\nIndividual assigments - implementation of selected algorithms in Matlab, solution of individual technical problems. Deliverables: running algorithm, technical report. Homeworks: theoretical assignments. Deliverables: report." . . "no data"@en . "TRUE" . . "Videometry and contactless measurement"@en . . "no data" . "Anotation:\r\n\r\nThis course focuses on CCD and CMOS video sensors, and optoelectronic sensors in general and their use in contactless videometric measurement systems. Further optical radiation, its features, behavior and its use for acquiring object parameters, optical projection system, design of measurement cameras and processing of their signal will be presented. Students will design, realize and debug an independent project - 'Optoelectronic reflective sensor', during labs.\r\nStudy targets:\r\n\r\nTeach: Basics - optoelectronic sensors and optical projection system\r\nContent:\r\n\r\nThis course focuses on CCD and CMOS video sensors, and optoelectronic sensors in general and their use in contactless videometric measurement systems. Further optical radiation, its features, behavior and its use for acquiring object parameters, optical projection system, design of measurement cameras and processing of their signal will be presented. Students will design, realize and debug an independent project - 'Optoelectronic reflective sensor', during labs.\r\nCourse outlines:\r\n\r\n1.\t \tIntroduction to videometry and contactless measurement, optical radiation and its behavior\r\n2.\t \tSemiconductor radiation detectors, photodiodes, semiconductor radiation sources, LED, LASER\r\n3.\t \tOptoelectronic position sensors, triangulation sensors, laser scanning sensors, laser rangefinders\r\n4.\t \tSensors for infrared radiation, ultrasound sensors for measurement and robotics\r\n5.\t \tMOS capacitor as an optical radiation detector, CCD shift register, CCD line sensors\r\n6.\t \tCCD area sensors, arrangement, principle of operation (Full Frame, Frame Transfer, Interline Transfer)\r\n7.\t \tCCD sensors, features and limitation, CCD cameras and their function\r\n8.\t \tCMOS image sensor, construction, arrangement, features and its control\r\n9.\t \tMicrowave radar sensors, position measurement\r\n10.\t \tOptical projection systems and their design, resolution limitation\r\n11.\t \tVideosignal standards, videosignal digitalization and computer interfacing, digital camera interfaces\r\n12.\t \tOptical radiation sources, lighting sources for measurement, structured light sources, scene lighting\r\n13.\t \tDesign of compact CMOS cameras with internal image processing for positional control\r\n14.\t \tDesign of automatic videometric inspection systems\r\nExercises outline:\r\n\r\nIn the first section of labs, students will acquaint themselves with basic optoelectronic sensors by measuring their parameters. Using this knowledge they will independently solve a project: Optoelectronic reflective sensor. This will include design of electronic circuits, selection of component parameters and simulation of the whole system. Then the students will realize and debug this project and measure its parameters. An important part of this will be creating documentation throughout the project. The complete project will be presented and defended in class. The final section of labs will deal with image sensor, cameras, optical projection systems and other sensors for contactless measurement." . . "no data"@en . "TRUE" . . "Stellar dynamics"@en . . "6" . "Theoretical understanding and working knowledge of the principal gravitational phenomena determining the structure, the dynamics and the evolution of stellar systems, from open and globular clusters, to galaxies, to galaxy clusters. At the end of the course, the student should be able to use in autonomy some of the advanced mathematical techniques needed in potential theory and in epicyclic theory." . . "no data"@en . "TRUE" . . "Resolved stellar populations"@en . . "6" . "The course presents a general overview of the main properties of resolved stellar populations. At the end of the course, the student has deep insight in both observational and theoretical topics concerning resolved stellar populations. The student is able to critically discuss the main indicators of metallicity, age and distance, has knowledge of the current scenarios for the formation and evolution of exotic populations, as blue stragglers and millisecond pulsars, and masters general concepts about the internal dynamical evolution of multi-body stellar systems." . . "no data"@en . "FALSE" . . "Historical geography"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Meterology and climatology"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Population and settlement geography"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Pedology and hydro-geography"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Biogeography"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Regional policies"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Urban development and planning"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Regional and urban development"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Computer technology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "sedimentology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "hydrology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "pedology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "raw materials’ value chains"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "paleoclimatology"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Physical education and sports 4"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Attitude dynamics, determination and control"@en . . "6" . "Introduction to the course (relevance of attitude, angles as attitude descriptors, frames, basic dynamics & kinematics). \r\nAttitude representations (direction cosine matrix, Euler angles, quaternions). Inertia, principal axes. Euler equation, \r\nhomogeneous solution for a spinner, general case for a non-spinning spacecraft. Disturbing torques (gravity gradient, \r\naerodynamic, solar radiation pressure torque, magnetic). Attitude Determination basics and hardware (Earth and Sun \r\nsensors, star trackers, magnetometers, GNSS). Passive and Active control. Gravity gradient stabilization, and related \r\ndamping techniques. Spinner (control during orbit acquisition and during operations, dual spin architecture). \r\nMomentum exchange control. Desaturation. Momentum bias concept. Magnetic Control. Characteristics of attitude \r\nactuators (reaction thrusters, wheels, magnetotorquers). Introduction to time-optimal control. Remarks on flexibility and \r\nsloshing effects." . . "Presential"@en . "TRUE" . . "Advanced topics in aerospace engineering"@en . . "9" . "This course provides an opportunity to gain in-depth knowledge and understanding of critical and advanced engineering \r\nprinciples within aerospace engineering. Particular focus will be given on advanced and emerging technology areas \r\nwhich are relevant to the aerospace industry. Fundamental knowledge and current research methods will be applied on a \r\nwide range of topics, with critical review of the state of art and insights on future technologies. Also social, legal, \r\nmedical, economical issues are considered, with different case studies suggested by expert staff of the aerospace \r\nindustry, national space agencies and defense. The students will have the opportunity to understand the interaction of \r\nthe aerospace engineering with different disciplines and how to solve complex problem in a multidisciplinary context." . . "Presential"@en . "TRUE" . . "Stages"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Orbit determination"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Modelling of flexible space launchers"@en . . "6" . "The course deals with the problem of modeling the dynamic behavior of an elastic launcher. Mathematical models capable of representing the dynamic behavior of a dynamic system with mass and stiffness varying over time will be presented and discussed. The descriptive equations of a variable thrust direction elastic launcher will be derived and discussed. Hints on the coupling problems between flight mechanics, structures and aerodynamics willbe presented. \nModeling of sloshing phenomena within a launcher will also be studied." . . "Presential"@en . "FALSE" . . "Theory and operations of formation flying"@en . . "6" . "Introduction (current and future missions involving formation flying). Linear circular keplerian case (Hill-Clohessy\u0002Wiltshire equations, curvilinear vs Cartesian coordinates; periodicity). Linear elliptic keplerian case (Tschauner\u0002Hempel, Melton, Yamanaka equations; periodicity). Mission to a comet with highly elliptic orbit and residual \r\ngravitational field. Linear circular perturbed case (J2 effect and special inclinations, drag effect, advanced linear \r\nmodels). Nonlinear dynamics (Newton approach, Lagrange approach, energy matching). Relative motions in terms of \r\ndifferential orbital elements. Relative attitude dynamics. Formation flying control (LQR, discrete LQR, PWM, \r\nimpulsive, artificial potential). Formation flying navigation (RF, GPS, laser ranging, visual navigation). A case of \r\nformation flying: remote sensing missions. Orbital configuration. Lazy and tight formations. Rendezvous. The phases of \r\na rendezvous mission. Approach safety and collision avoidance. The drivers for the approach strategy (location and \r\ndirection of target capture, range of sensors, Sun illumination, communication windows). Docking. Mating systems. \r\nSpecial features of the GNC system for rendezvous and docking (mode sequencing and equipment engagement, fault \r\nidentification and recovery concepts, remote interaction with the automatic system, automatic GNC system with man\u0002in-the-loop). Special cases of formation flying. Tethered formations and space webs. Swarms of spacecraft" . . "Presential"@en . "FALSE" . . "Radiative processes"@en . . "9" . "not available" . . "Presential"@en . "TRUE" . . "Astrophyical techniques"@en . . "9" . "not available" . . "Presential"@en . "TRUE" . . "Introduction to national defence"@en . . "5" . "Defence-related duties of the State. Preparation of activ\u0002ities related to national defence, analysing threats that \nmay lead to crisis situations of a political or military na\u0002ture, learning about national mobilisation procedures \nand mobilisation of strategic reserves and preparing the necessary related documentation." . . "Presential"@en . "TRUE" . . "Spectral analysis"@en . . "4" . "Advanced issues related to the methods of obtaining and processing remote sensing data for the purposes of conducting qualitative and quantitative analyses. The course includes both theoretical and practical analysis of various methods of obtaining spectral data, both imag\u0002ing and non-imaging ones. Obtaining and processing spectrometric data. Processing raw imagery data to a form that is fully corrected in the radiometric and geo\u0002metric aspects. Processing imagery data from the mo\u0002ment of obtaining to a form that enables conducting advanced spectral analyses." . . "Presential"@en . "FALSE" . . "Advanced geospatial analyses"@en . . "4" . "Methods of exploring spatial data and advanced statisti\u0002cal methods used to analyse such data." . . "Presential"@en . "FALSE" . . "Geo-engineering research support"@en . . "5" . "Application of geographic information systems in hu\u0002manities, historical GIS, archival documents as data sources, integration of cartographic data and humani\u0002ties." . . "Presential"@en . "FALSE" . . "Diploma"@en . . "20" . "Preparation of a diploma project in the field of Geospa\u0002tial Engineering with the elements of scientific research.\r\nIncluding information from foreign-language literature in \r\nthe analysis of the problem analysed in the thesis." . . "Presential"@en . "FALSE" . . "Philosophy and philosophy of science"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Probabilistic basis for adjustment of observations"@en . . "3" . "The course covers fundamentals of probability theory and statistics which are needed in teaching geodetic adjustment methods. The following subjects are included in the course: 1) introduction to the theory of probability; 2) random variables with discrete and continuous dis-tribution; 3) multidimensional random variables; 4) estimation of statistical parameters – ex-pected value, variance, standard deviation and correlation coefficient, confidence intervals of the estimated values; 5) verification of statistical hypotheses, particularly those concerning the expected value, variance, standard deviation and correlation coefficient; 6) propagation of the vector of expected values and the covariance matrix associated with transformation of the random vector." . . "Presential"@en . "TRUE" . . "Basics of surveying"@en . . "5" . "Tasks of geodesy as a science and as a field of engineering activity. An introduction to spatial reference systems (the physical surface of the Earth, geoid, rotational ellipsoid and its projection onto a plane). Equipotential surface of the Earth's gravity as a reference surface for geodetic measurements. Geodetic measurements (their essence, systematics, tools, measurement technique and preliminary elaboration of the results). Geodetic novel: essence, definition and systematics. Horizontal angle and vertical angle and their measurement. Calculus of coordinates on a plane. Measurement errors and\r\ntheir classification. Elements of the theory of errors: definition of measurement, the concept of mean error and weights, mean error of the function. The essence of alignment. Alignment of the traverse and the traverse network using the approximate method. Methodology of calculating the surface area. Large-scale map (traditional and contemporary) and the process of its creation. Basics of the construction of geodetic instruments (theodolite, leveler, electronic total station). Methods of checking and rectifying instruments. Methods of geodetic measurements for the preparation of the base map. Classification of field details and technical regulations for their measurement. Designing, setting up, measuring and calculating detailed networks. The influence of the environment on the results of geodetic measurements, the phenomenon of refraction.\r\nDesign exercises. Fundamentals of surveying calculations. Angular measures. Scales and graduations. Distance measurement with steel tape and electro-optical rangefinder. Calculus of coordinates on the plane - clearly determinable structures (angular intersections forward and backward, linear intersection, rectangular offsets). Polygonization. Initial error messages, equally and unequally accurate\r\nobservations, weighting, calculation of the mean error of the observation function. Approximate alignment of strings and traverse networks. Electronic devices for large-scale mapping. Development ofthe map first draft. Calculating the surface area." . . "Presential"@en . "TRUE" . . "Basics of surveying 2"@en . . "5" . "Large-scale map (traditional and numerical), the process of its creation. Basics of construction of geodetic instruments (theodolite, leveler, electronic total station). Methods of checking and rectifying\r\ninstruments. Methods of geodetic measurements to the extent necessary to make the main map. Classification of field details and technical regulations for their measurement. Designing, setting up, measuring and calculating detailed networks. The influence of the environment on the results of geodetic measurements, the phenomenon of refraction.\r\nDesign exercises. Preparation of a contour map using the classical method (based on the provided measurement results). Preparation of longitudinal sections and cross sections based on the dataprovided. Geometric leveling - checking and adjusting levels. Performing technical leveling of benchmarks. Construction of theodolite - checking and rectification. Construction of an electronic total station. Measurement and calculation of the measurement network. Measurement of field details." . . "Presential"@en . "TRUE" . . "Detailed surveying"@en . . "5" . "LECTURES: Trigonometric leveling in detailed measurements. Determining the difference in height on the basis of the oblique and horizontal length for one-sided observations, taking into account the influence of the curvature of the Earth's surface and refraction. Determining the difference in height on the basis of bilateral and synchronous observations. Analysis of the accuracy of the difference in height determined by the trigonometric leveling method. Ways of determining the refractive index. Ways of determining the height of an inaccessible point. Application of trigonometric leveling for measurements of height matrices. Situational and altitude measurements using the tacheometric method and development of large-scale maps. Principles of developing large-scale maps, with particular\r\nemphasis on updating the main map on the basis of measurement using the tacheometric method. Organization of tacheometric measurement. Principles of generalization of details and relief during measurement. Classic and modern measurement network (total stations, block matrix, free tacheometric stations). Total stations (historical outline). Electronic total stations (construction, rectification and measurement principle with electronic total stations). Direction reading and measuring systems in electronic theodolites - repetition. Patterns for horizontal distance and height difference. Standard functions and special programs of electronic total stations. Analysis of the accuracy of tacheometric measurements. Location and altitude measurement technologies based on field coding. Situational\r\nand altitude measurements using the GNSS method in RTK mode.\r\nPROJECT: Determining the height using the trigonometric leveling method on the basis of the oblique and horizontal length for one-sided (taking into account the influence of the Earth's curvature and\r\nrefraction) and synchronous two-sided targets. Analysis of the accuracy of determining the difference in height using the trigonometric leveling method. Preparation of observations for the equalization\r\nof the trigonometric leveling network. Determination of the height of an inaccessible point. Situational and altitude measurements using the tacheometric method. Electronic total stations; measurement functions and calculation procedures, establishing free tachymetric positions, situational and height measurements based on field coding, computer processing of measurement data. Analysis of the accuracy of tacheometric measurements. Development of a situational and altitude map based on tacheometric measurements (large-scale numerical map with the geo4ce program)." . . "Presential"@en . "TRUE" . . "Detailed surveying 2"@en . . "4" . "LECTURES: Detailed warp. Surface angular-linear networks (design, interview, stabilization). Angular measurements in surface networks. Assessment of the accuracy of measurements of directions and\nangles. Station alignments of directions and angles. Ferrero pattern. Methodology of linear measurements in detailed matrices. Field methods of checking the electro-optical rangefinder addition\nconstant. Geometric and mapping reductions of the lengths measured with an electro-optical rangefinder. Eccentric measurements. Eccentric corrections for directions, angles and lengths. Analysis of\nthe accuracy of eccentric measurements. Development of a geodetic network on a plane in the Gauss-Krüger projection. Helmert transformation. Elements of the design of geodetic networks. Accuracy\nanalysis of basic geodetic structures. Detailed horizontal network established by the polygonization and polygonotriangulation method. Analysis of the accuracy of the location of points in a traverse (longitudinal error and transverse error of a point in a hanging and connected sequence).\nPROJECT: Measurement of angles using the directional method. Preliminary development of the measured angles and directions (station alignments, assessment of the accuracy of angular\nmeasurements). Geometric and mapping reductions of the lengths measured with an electro-optical rangefinder. Reductions of directions, angles and lengths measured eccentrically. Determination of\neccentric elements by indirect method. Analysis of the accuracy of eccentric measurements. Development of a geodetic network on a plane in the Gauss-Krüger projection. Helmert transformation.\nAnalysis of the accuracy of single indentations using the accounting and graphic method." . . "Presential"@en . "TRUE" . . "Physical education and sports 5"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Block b - facultative class of limited choice /e (geographic information systems) gis applications"@en . . "3" . "GIS lectures: Defining GIS. Towards and definition of GIS. GIS and other inoframtion systems. Data and Information. Evolution of the definition and conceptual scope. GIS components. Spatial Data\r\nModels (vector and raster data models). Sources of data (topo maps, aerial and satellite images, spatial databases). Relation between GIS, Cartography, and Location-Based and Navigation Services. Lab Exercises: Practical implementation of the selected issue using SIP software, taking into account the needs of the selected local government unit. Getting to know the organizational structure of the unit chosen. Analysis and selection of data for project implementation. Realization of the GIS project using the collected DTM data, topographic maps, satellite images. Students prepare project documentation that helps them understand the various stages of the project. Students make a prototype of the system - a spatial database, geo visualize data, and implement selected elements of the system interface. Preparation of visualization: thematic map, geoportal" . . "Presential"@en . "FALSE" . . "Block d facultative class of limited choice - basics of water melioration"@en . . "3" . "Concepts of water meliorations and their aspects. Purposes of conducting melioration measures. Division and characteristics of melioration works. Characteristics of the quantitative state and quality of\r\nmelioration infrastructure in Poland. Water management pursuant to the principle of sustainable development. Shaping and protection of water resources, use of waters and management of water\r\nresources. Characteristics of water ownership and ownership of land under waters. Rules of water management in reference to the property of the State Treasury. Environmental objectives and rules of\r\nwater protection. Water retention and anti-flood protection. Water meliorations in the context of the real estate management process in rural areas" . . "Presential"@en . "FALSE" . . "Facultative class 3 - adjustment of observations"@en . . "2" . "Multivariate variables, multivariate normal distribution, correlation, the first-order and the second-order regression, orthogonal regression. Verification of statistical hypotheses, nonparametric hypotheses, parametric estimation: estimator theory, estimation methods, estimation of expected value, estimation of variance. Variance analysis univariate classification, multivariate estimation by the least-squares method. The nonlinear equation, Gaussian method, orthogonalisation methods, Marquardt method. The most general case of alignment. Lagrange function, successive linearization, duality CLP observation code. List of NXY points. PointSearch function. Function observation CLP Modified Choleski-Banachiewicz algorithm with uncertainty control. Global test, detailed tests Parametric alignment. Aligned by conditional method, topological conditions. Row, stochastic, free parametric alignment with location conditions on unknowns." . . "Presential"@en . "FALSE" . . "Facultative class 3 - utility infrastructure networks"@en . . "2" . "The project classes contain: - review of the various types of utility infrastructure networks, - methods of geodetic measurement of the infrastructure elements, - presentation of the utility infrastructure networks elements on the maps, - Creation and maintaining of the GESUT (Geodetic Inventory of the Utility Infrastructure Networks), - methods of detection of the underground utility infrastructure elements" . . "Presential"@en . "FALSE" . . "Facultative class 3 - gis applications"@en . . "2" . "The methodology of assessing investment options using SIP technology and spatial analysis. Developing an assessment and choosing the best strategy. Review of the literature in English on the selected scope of SIP applications. Preparation and presentation on the selected application of SIP technology. Performing a simple spatial analysis of a selected topic using SIP technology." . . "Presential"@en . "FALSE" . . "Facultative class 5 - industrial measurement systems"@en . . "3" . "Preliminary information concerning: object features being measured due to legal and industry regulations, legal regulations concerning the implementation of the industrial measurement. Review of the law regulations concerning measurements of geometry for various engineering and industrial objects. Presentation of the methods and techniques of industrial measurements (optical and mechanical methods). Electronic measuring instruments and ultrasound measurement systems. Using laser devices in precise measurements. Application of interferometers and Laser trackers in industrial\nmeasurements. Hot kiln measurement systems. Geodetic instruments as elements of the automated measuring systems. ETIS (Electronic Theodolite Intersection System) and TC-calc (Polar measuring system) systems as a tool for the objects' geometry inspection. The general rules for the construction of the integrated measuring systems for conducting the automated measurement processes. Techniques and methods of data development and presentation of the automated monitoring measurements." . . "Presential"@en . "FALSE" . . "Field training in fundamentals surveying 1060-gk000-isp-2014 ćwiczenia terenowe z podstaw geodezji"@en . . "4" . "Technical leveling of benchmarks - range from 0.5 to 1 km (depending on the difficulty of the terrain) per member of the measuring group. As part of the topic, checking and possible rectification of the\r\nlevel (automatic and code), preparation of topographic descriptions of benchmarks, and preparation of a measurement survey. Linking the leveling to benchmarks, the heights of which have been\r\npreviously determined. Preparation of drawings of a longitudinal profile and cross-sections. Execution of the measurement survey. Situational and altitude map. Establishment, measurement and\r\nalignment of the measurement network connected to the national geodetic network. Site and height measurement of the area - the area depending on the degree of land investment (number of details) is\r\ndetermined by the trainer. The measurement is performed using the polar method without registering the results with electronic tacheometers or electromagnetic rangefinders attached to traditional or\r\nelectronic theodolites - most often the equipment is exchanged between groups to familiarize students with various instruments. Preparation of a situational and altitude map." . . "Presential"@en . "FALSE" . . "Field training in detailed surveying 1060-gk000-isp-6019 ćwiczenia terenowe z geodezyjnych pomiarów szczegółowych"@en . . "3" . "Establishment, measurement and numerical elaboration of a bifunctional measurement network. Situation-elevation measurements by tacheometric method and by RTK method with automatic recording of measurement results and with coding of details in the field. Preparation of a large-scale numerical map in accordance with the standards of the master map using the Geo-map software.\r\nDensification of the detailed network by multiple angle-linear method. Determination of height of newly established points by trigonometric leveling method. All topics include the entire scope of work from the project, through measurement and numerical elaboration to the completion of the measurement operation." . . "Presential"@en . "FALSE" . . "Field training in engineering and industrial surveying 1060-gk000-isp-6020 ćwiczenia terenowe z geodezji inżynieryjno-przemysłowej"@en . . "1" . "Learning a practical profession. Ability to perform precise geodetic measurements and their development in the field of engineering measurements. Learning to use electronic instruments in the field of measurement, registration and processing of measurement results. Organization and performance of measurements on engineering objects." . . "Presential"@en . "FALSE" . . "The structure and dynamics of materials studied with x-rays and neutrons"@en . . "5" . "Detailed understanding of the atomic scale structure and dynamics of materials is a crucial prerequisite for understanding their physical properties, and therefore also for the design of new materials of technological interest. Examples include components of new drugs to combat diseases, superconductors and materials for solar energy harvesting and data storage. Neutron and X-ray scattering are complementary methods that allow investigations of structure and dynamics.\r\n\r\nThe course introduces a series of experimental techniques in neutron and X-ray scattering that allow the determination of all relevant structural parameters for molecules, amorphous systems and crystals, including the magnetic structure. Furthermore, elementary excitations of the relevant structural, electronic and magnetic degrees of freedom (such as changing molecular bonds, phonons and spin waves) can be studied in great detail, either directly in the ultrafast time domain or via their spectroscopic signatures. X-ray and neutron imaging creates 3 dimensional maps of the local structure within materials. Hence, these techniques provide the means to uncover the fundamental mechanisms that govern the connections between structure and function for a wide range of materials and over a wide range of time and length-scales.\r\n\r\nThe overall goal of the course is to provide a broad understanding of modern X-ray and neutron scattering, and a thorough introduction to the practical use of these techniques in the study of the structure and dynamics of materials. The importance of neutron and x-ray scattering is underscored by the very large investments made by the Danish state in the construction of the European Spallation Source (ESS) and MAX-IV in Lund, Sweden, and in the European XFEL in Hamburg, Germany. The Technical University of Denmark is strongly involved in method development, design and construction of instruments, as well as scientific use of all three facilities." . . "Presential"@en . "FALSE" . . "Analysis of spatial and temporal data within geoscience"@en . . "5" . "The course aims to give the student insight into and practical experience with methods to analyze and process spatial and temporal data. The methodologies are applied to data sets within the fields of mapping, navigation, and earth observations.\r\n\r\nThis course has a strong practical aspect. The students are presented with the methodologies providing the foundation for their own implementation (in R) and real data analysis." . . "Presential"@en . "FALSE" . . "Near-surface crustal gravity and magnetism: drone, air- and ground-based measurements"@en . . "5" . "Mapping the near sub-surface is critical to industries within large-scale onshore and offshore constructions and to the green tech raw materials industry in general. Often we need to know whether the subsurface contains hazardous waste, unexploded war remnants (bombs and landmines) or raw materials essential to, e.g. green-transition high-tech industries. The magnetic - and, to some degree, gravity - methods are non-invasive, fast and critical methods widely used to map the near-surface part of Earth’s crust for industrial applications. This course will combine a 2 days field campaign with background theory and technology information. The focus will be on the magnetic method but supplemented by gravity and surface mapping by photogrammetry. We learn about the pros and cons of new drone technologies versus traditional airplane and ground methods for mapping. We also learn about hardware design considerations for drone-based magnetic and gravity solutions, how to conduct drone- and ground-based field campaigns, choice of survey drones, technical-practical requirements for drone-based magnetic and gravity sensors, and the key to positioning your data precisely via GNSS. You will get experience in how to design surveys and acquire data, processing, modelling and analysis of the data, quality assurance of the data, and presentation of data. A selected field area in Denmark or southern Sweden will be used to work with different ground- and drone-borne survey systems (both magnetic, gravity and photogrammetry) and to acquire data for the final report (groups of 3-4 students). The data analyses will be combined with detailed surface information produced by drone-borne photogrammetry during the fieldwork. Exercises will be carried out during the course to demonstrate the methods needed to complete the mandatory report." . . "Presential"@en . "FALSE" . . "Physical oceanography"@en . . "5" . "This course gives students a general introduction to the physics the world’s oceans, shelf seas and estuaries. The course will focus on marine environments, knowledge that can be used both as a platform for more advanced studies of the topic, as a contribution to their development in marine ecology, fisheries and/or aquaculture, and provide a scientific background to sustainable development goals: 13 climate action and 14 life under water." . . "Presential"@en . "FALSE" . . "Orientation"@en . . "2" . "Introduction to the course of study and visit to the IWF/ÖAW, the Lustbühel Observatory and the Satellite ground station at the Institute for Communication Networks and satellite communications." . . "Presential"@en . "TRUE" . . "Hydrodynamics 2"@en . . "5" . "To give students the basis for treatment of a number of hydrodynamic and hydraulic problems encountered in civil engineering, for example in relation to projects in rivers, on coasts or offshore." . . "Presential"@en . "FALSE" . . "Case study"@en . . "3" . "Case study: multidisciplinary approach Tutored project on a multidisciplinary subject to be presented orally by a group of master's students, supervised by a teaching team, who must guide them scientifically and practically on the subject, the search for documents for the realization of the project and the production of the presentation oral (presentation support)." . . "Presential"@en . "TRUE" . . "Dynamics of the water cycle in a watershed"@en . . "3" . "EU objective\nThe general objective of this module is to provide students with basic knowledge and skills for understanding the continental water cycle and the transfer processes of water and elements in hydrosystems. Particular attention will be paid to surface and subsurface processes as well as the metrology associated with these different processes. Statistical quantification or modeling tools will also be presented and applied during exercises.\n\n \nContent of the lessons\nThe first part of the module aims to describe the water cycle in detail by focusing on the main transfer processes – i.e. precipitation, evapotranspiration, infiltration and surface runoff. For each of the processes in question, a physical description, the factors that may impact them as well as the measurement techniques will be presented. An introduction to tracing methods as well as modeling will also be offered.\nThe second part of the module will focus on tools for quantifying extreme events. The notions of floods and low water levels will be defined. The notion of return period and the tools allowing it to be calculated will be introduced and then handled in an exercise. Advanced statistical tools to quantify uncertainties will also be presented." . . "Presential"@en . "FALSE" . . "Risks and vulnerabilities"@en . . "3" . "no data" . . "Presential"@en . "FALSE" . . "Geophysical prospecting methods"@en . . "3" . "The objective of this unit is to introduce the basics of seismic, electrical and potential methods (gravimetry and magnetism) to allow students in Earth Sciences and Environment, whatever their future specializations, to know the contribution and limits of these classic methods.\nIn seismic we introduce the acquisition geometry and seismic processing, the goal is to develop algorithmic techniques for imaging the subsurface by seismic reflection and refraction. Use of the Snell-Descartes law in the case where the speed varies linearly with depth. Acquisition and processing of seismic reflection data. Imaging seismic data after summation in time and depth. Show examples of seismic data interpretation in reflection and refraction.\n\nIn electrical imaging, we introduce the basic principles and the different devices. We discuss the acquisition and inversion parameters according to the desired geological targets.\n\nIn gravimetry and magnetism, we quickly describe the theory of potential, give the principles of measurement and its implementation in the field and finally give the necessary elements for data processing (concepts of anomaly) and their interpretation.\n\nOutdoor practical work sessions or tutorials will be carried out depending on availability." . . "Presential"@en . "FALSE" . . "Measurement quality and error handling"@en . . "3" . "EU objective\nThis unit is intended to familiarize students with the notions of data quality and evaluation of uncertainties from the acquisition of a piece of data or a data set and to determine the propagation of errors when the data is integrated in a model.\nContent of the lessons\nThe lessons are taught in the form of an integrated course (IT project) addressing the following aspects:\n- identification of sources of errors\n- determination of errors from physical data, weighted errors\n- precision, reproducibility and accuracy\n- error propagation (single and multiple variable function)\n- theoretical approach\n- stochastic approach by numerical simulation" . . "Presential"@en . "FALSE" . . "Pollution in hydrosystems"@en . . "3" . "Transfers of contaminants in hydrosystems - EU objectives:\nUnderstand: interaction between microbiological, chemical and hydrological processes during the transfer of contaminants\nAcquire the basics: observe and characterize the transfer of contaminants\nUnderstanding and using modern analytical approaches: assessing and predicting the transfer and degradation of contaminants Ecological engineering\nEcotoxicology - I. Ecotoxicology: principles and bases\nIntroduction - definitions\n1.Exposure and fate of pollutants (Biavailability, fate of pollutants in the environment: degradation and metabolism)\n2. Toxicokinetics (Pathways of entry, distribution, bioaccumulation, biotransformation, elimination)\n3. Toxicodynamics - Effects and toxicity\n4. Monitoring\nII. Measuring the effects of contaminants: bioassays\nIII. Measuring the effects of contaminants: biomarkers\nMicrobial degradation of hydrocarbons -" . . "Presential"@en . "TRUE" . . "case study"@en . . "3" . "Interdisciplinary environmental project" . . "Presential"@en . "TRUE" . . "Physical education and sports 6"@en . . "0" . "no data" . . "Presential"@en . "TRUE" . . "Professional situation"@en . . "3" . "Business immersion (work-study students);\nLaboratory or entrepreneurship internship (non-work-study)" . . "Presential"@en . "TRUE" . . "Observing and modelling surface water in a changing world"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Building inclusive and competitive cities"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "The compact city"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Systems approach for management of natural resources"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Data-driven hazard modelling"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Ntroduction to hazard and risk"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Physically-based hazard modelling"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Disaster risk management"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Aircraft desing 2"@en . . "4" . "To learn about developing the airplane concept. After completing his course the students will be able to manipulate with certain design parameters to\n achieve desired handling qualities, analyse loads and create the airframe concept" . . "Presential"@en . "TRUE" . . "Organizing land information"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Scientific geocomputing"@en . . "7" . "You specifically learn about solution strategies, high-level solution descriptions and translations of these into an implementation in some programming language. The course’s programming language will be Python, but throughout the Geoinformatics specialization, you will learn to implement your algorithms using also other programming/scripting languages/environments.\n\nDissemination of code output is important and so we will make an excursion into the visualization of scientific outputs such as charts and maps, and web programming also.\n\nWe will discuss the scientific side of programming by an introduction into literate programming, which emphasizes documentation of code and the FAIR principles of scientific data management, which apply to data and code. We emphasize the role of data in geospatial algorithms, as these are often data-intensive. By reviewing and developing (high-level) code, you will increase your understanding of basic concepts in Geo-information Science and Earth Observation.; \"You specifically learn about solution strategies, high-level solution descriptions and translations of these into an implementation in some programming language. The course’s programming language will be Python, but throughout the Geoinformatics specialization, you will learn to implement your algorithms using also other programming/scripting languages/environments.\n\nDissemination of code output is important and so we will make an excursion into the visualization of scientific outputs such as charts and maps, and web programming also.\n\nWe will discuss the scientific side of programming by an introduction into literate programming, which emphasizes documentation of code and the FAIR principles of scientific data management, which apply to data and code. We emphasize the role of data in geospatial algorithms, as these are often data-intensive. By reviewing and developing (high-level) code, you will increase your understanding of basic concepts in Geo-information Science and Earth Observation; LO 1 \nExplain mathematical notions in algorithmics and literate programming, and apply in code development.\n\nLO 2 \nUnderstand and apply the fundamentals of programming, and express programs in properly documented code. Use of geospatial data in algorithms, amongst others, through dedicated libraries.\n\nLO 3 \nCritically evaluate program logic and correctness through read, test and debug cycles.\n\nLO 4 \nProgrammatically manipulate data containers such as plain text files, vector data sets and raster images, and program-internal containers such as arrays.\n\nLO 5 \nUse spatial databases to load, curate and otherwise manipulate data in a vector database.\n\nLO 6 \nExplain and use in code the fundamental notions of scientific data visualization.\n\nLO 7 \nExplain and use principles of web programming.\n\nLO 8 \nDevelop independent learning, critical thinking through portfolio building." . . "Presential"@en . "TRUE" . . "Integrated geospatial workflows"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Spectral data processing"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Gis & rs for geospatial solutions"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Global challenges, local action"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Spatio-temporal analytics and modelling"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Land use and transport interaction (luti)"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Land governance"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Land change modelling"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Intra urban spatial patterns and processes"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Catchment hydrology and surface water"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Participatory planning 2: theory and application of, and learning from, pss and serious games in planning and decision processes"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Participatory planning 1: theory and development of pss for decision rooms, web applications and serious games"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Geo-journalism"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Gnss 1 (7 crédits ects)"@en . . "7" . "NA402E - Introduction to GNSS and its evolutions\nNA497E - PVT computation project" . . "Presential"@en . "TRUE" . . "Gnss 2 (9 crédits ects)"@en . . "9" . "NA404E - GNSS for Civil Aviation\nNA403E - Differential GNSS Methods\nNA406E - Inertial Sensors and Hybridization Techniques\nNA4007E - Astrodynamics" . . "Presential"@en . "TRUE" . . "Telecommunications 2 (8 crédits ects)"@en . . "8" . "Modern Channel Coding\nClassical Channel Coding\n Spatial Technology\nSystèmes CNS de bord" . . "Presential"@en . "TRUE" . . "Gnss 3 (6 crédits ects)"@en . . "6" . "Future GNSS Signals\nHigh Sensitive Receivers - Urban positioning\nAlternative Positioning\nBusiness in GNSS\n Projet GPS L1 C/A Receiver" . . "Presential"@en . "TRUE" . . "Seminars"@en . . "1" . "Objectives: Discover latest developments in space sciences" . . "Presential"@en . "TRUE" . . "Optional modules - 6 ects (choice of 2 lectures over 6)"@en . . "6" . "- Remote sensing of tectonics and volcanic deformation\n- Satellite geodesy This lecture aims to give a general culture on current utilization of the space\ngeodetic techniques in many geophysical fields (non-tectonic deformations, meteorological and climate\napplications) and open up new perspectives on their future utilizations\n- Planetary remote sensing - This lecture aims at giving a general culture on the exploration of the Solar System and describing the\nremote sensing methods commonly used to study the planets and small bodies without atmosphere in\nthe Solar System.\nThe methodologic part is dedicated to implementing in Python language sensitivity analysis and an\ninversion method using Bayesian inversion.\n- Energetics of the climate system Géneral Organization of the Course\n1. The Earth seen as a whole: global processes and history\n2. Radiative Processes and Radiative-Convective Models\n(vertical dimension of the problem)\n3. Atmospheric and Oceanic Transport (horizontal dimension\nof the problem)\n4. Anthropogenic forcings and climate response: uncertainties and\nfeedbacks\n5. The COPs: what is the role expected from science\n- Clouds, aerosols and precipitations - This course provides key elements of aerosol, cloud and precipitation physics, from the small scale\n(the particles composing clouds) to the regional scale (a cloud system) and up to the global scales.\nIt includes:\n- Origin and chemical composition of aerosols\n- Spatial and vertical distributions of particles in the atmosphere\n- Microphysics of aerosols: brownian motion, coagulation, condensation, deposition, cloud\nnucleation\n- Optical properties of aerosols\n- Aerosol radiative forcing: direct, semi-direct, indirect, impact on snow and ice surfaces\n- Water in the atmosphere: thermodynamics of moist air\n- Microphysics of warm clouds: formation and growth of cloud droplets\n- Microphysics of cold clouds: formation and growth of ice crystals\n- Precipitation processes : Rain and Snow\n- Opical properties of clouds\n- Effect of clouds on radiations\n- Cloud feedbacks and link with climate sensitivity\n- Atmospheric chemistry and air quality - This course presents the mechanisms that control the composition of the atmosphere in\nthe lower atmosphere, in remote and polluted environments. A first part introduces the\nbasics of chemical kinetics and photochemical equilibria in the troposphere. The\nequilibrium of the stratosphere and the evolution of the ozone layer are then studied. The\nrest of the course is devoted more specifically to the understanding of the oxidative\ncapacity of the troposphere and the composition and properties of atmospheric aerosols.\nThe main processes involved in the development of air pollution episodes at urban and\nregional scales, as well as the tools used by the scientific community and air quality\nmanagement services for air quality monitoring and forecasting, are then described. The\nspecific structure of the boundary layer and the associated chemical and dynamical\nprocesses are detailed, including emissions, deposition and chemical evolution.\nAll aspects are introduced theoretically before providing a specific description of the\npractical application in modeling platforms. These models are presented in the context of\ncurrent air quality policies in Europe and key issues are presented to understand the\nrealistic abatement choices discussed for improving air quality and limiting climate\nchange. Various current applications are described such as extreme case analysis,\nscenario studies up to operational forecasting, health impact assessment, chemistryclimate analysis" . . "Presential"@en . "TRUE" . . "- rock mechanics"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "- mineral resources"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "- data analysis"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "- project management and communication"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "- seismic waves and seismogenesis"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- mechanics of continuous media"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- maths for geosciences"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- mineralo/petro/thermo*"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- tectonics"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- mechanical properties of soils"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- hydraulics"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- regional geology"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- reservoir and geothermal energy"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- geophysics of the subsurface (terrain)"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- reservoir and geothermal energy"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- geophysical Imaging"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- earthquakes & faults"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- planetary geophysics"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- seismic hazard"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- geodynamics (terrain)"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- dating and geological velocities"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- tectonics & transfers"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- geological modeling"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- geotech"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- slope stability and support"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- cad & gis"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- risks and land use planning"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- seismic hazard"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "- planetary surfaces"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Preparation for professional integration (1 ects)"@en . . "1" . "no data" . . "Presential"@en . "TRUE" . . "Structural petrology in the metamorphic domain (5 ects)"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Science and research communication (1 ects)"@en . . "1" . "no data" . . "Presential"@en . "TRUE" . . "ce program & safety"@en . . "4" . "a Defining a space program;\na Introduction to Risk Management;\na New Space, Next Space: what economic industrial model ?" . . "Presential"@en . "TRUE" . . "Lectire"@en . . "1" . "no data" . . "Presential"@en . "TRUE" . . . "no data" . "Full PDF with all description and modules here. There are too many to do by hand https://campus.tum.de/tumonline/pl/ui/$ctx;design=ca2;header=max;lang=en/wbModhbReport.downloadPublicMHBVersion?pOrgNr=1&pStpStpNr=4822&pDocNr=19787444" . . "Presential"@en . "FALSE" . . "Foundations of engineering"@en . . "6" . "Objectives and Contextualisation\nThis course is scheduled for the first year and first semester of the degree.\n\nThe general aim of this course is to show the student what it means to be an engineer, beyond the technical know-how of each engineering field. In particular, the course will focus on the way of rational thinking, facing new problems, organizing work and projects so the student can apply it successfully to face their studies.\n\nThe course is fundamentally practical. Taking as a basis the team work, it is sought that the student confronts and solves for the first time with the help and supervision of the teachers a series of topics to deal in their professional life: reading articles in English and scientific journals, consulting the state of the art on a topic, writing of patents, selecting sources of information, applying heuristic methods to solve problems, organizing human teams, definition of objectives, scheduling of projects and proposals, risk assessment, contingency plans, executive reports, etc.\n\n\nCompetences\nElectronic Engineering for Telecommunication\nApply basic elements of economics and human resource management, organisation and planning of projects.\nCommunication\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nWork in a team.\nTelecommunication Systems Engineering\nApply basic elements of economics and human resource management, organisation and planning of projects.\nCommunication\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nWork in a team.\nLearning Outcomes\nAssume and respect the role of the different members of a team, as well as the different levels of dependency in the team.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nCritically evaluate the work done.\nDevelop critical thinking and reasoning.\nDevelop systemic thinking.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEstablish the development phases of a simple engineering project using basic knowledge.\nEstablish the phases of development of a simple engineering project using basic knowledge.\nMake one's own decisions.\nManage available time and resources.\nManage available time and resources. Work in an organised manner.\nPlan the organisational and economic aspects of a simple engineering project.\nPrevent and solve problems.\nWork autonomously.\nWork cooperatively.\n\nContent\n1. Engineering. Science, Technology, Engineering and Science. Skills of an engineer.\n\n2. Historical introduction to Engineering. Engineering specialization fields.\n\n3. Problem solving in Engineering.\n\n4. Concept of system. Modeling of systems.\n\n5. Information sources. Database. Reliability\n\n6. Communication in Engineering.\n\n7. Studies in Electronic Engineering and Telecommunications Systems. Career opportunities.\n\n8. Solutions to the technological challenges of the future. Work in group." . . "Presential"@en . "TRUE" . . "Foundations of communications"@en . . "11" . "Objectives and Contextualisation\nKnow and know how to apply the concepts of correlation and spectrum of random signals.\nIdentify the main blocks of a communications system and its features.\nKnow the linear, phase and frequency analogue modulations.\nKnow how to calculate the signal to noise ratio in analogue communication systems.\nIntroduce the student in the concepts of sampling, quantification and source coding.\nUnderstand digital modulations.\nKnow how to represent the signals with digital modulations in vector form and obtain the probability of error.\nUnderstand intersymolic interference and know how to apply equalization systems.\n \n\n\nCompetences\nElectronic Engineering for Telecommunication\nCommunication\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a multidisciplinary group and in a multilingual environment, and communicate, both in writing and orally, knowledge, procedures, results and ideas related with telecommunications and electronics\nWork in a team.\nTelecommunication Systems Engineering\nCommunication\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a multidisciplinary group and in a multilingual environment, and communicate, both in writing and orally, knowledge, procedures, results and ideas related with telecommunications and electronics.\nWork in a team.\nLearning Outcomes\nAnalyse and design analogue and digital communication diagrams.\nAnalyse and design digital signal processing diagrams.\nAnalyse and specify the fundamental parameters of a communication system.\nAnalyse and specify the fundamental parameters of a communications system.\nAssume and respect the role of the different members of a team, as well as the different levels of dependency in the team.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEvaluate the advantages and disadvantages of different conceptual and technological options for different telecommunication applications.\nEvaluate the advantages and disadvantages of different technological alternatives for the deployment or implementation of communication systems, in terms of signal space, disturbance and noise and the analogue and digital modulation systems.\nIdentify, manage and resolve conflicts.\nIllustrate signal and communication processing algorithms using a basic mathematical formalism.\nIllustrate the algorithms of signal processing and communications using a basic mathematical formalism.\nMake one's own decisions.\nStatistically characterise noise and analyse its effect on analogue and digital modulations.\nStatistically characterize noise and analyse its effect on analogue and digital modulations.\nUse computer tools to research bibliographic resources and information on telecommunications.\nUse computerised search tools to find bibliographic resources or information related to telecommunications.\nWork autonomously.\nWork cooperatively.\n\nContent\n \n\nRandom signals\nNeed to work with random signals\nRandom variables (review)\nRandom processes\nAutocorrelation\nSpectral density in stationary random processes\nNoise\nAnalog Baseband Transmission\nElements of a communications system in base band\nLinear distrosion\nNonlinear distortion\nLoss of transmission\nFilters\nSignal-to-noise ratio (SNR)\nAnalog Pass-band Transmission\nElements of a pass-band communications system\nStep-band signals: analytical signal and step-down equivalent\nFiltering equivalent step-by-step\nModulation and demodulation of step-by-step signals\nAutocorrelation and spectral density of non-band signals\nPhase delay and group delay\nNoise bandwidth\nApplication cases: AM and DBL. Calculation of SNR\nLaboratory case: FM\nDigital Baseband Transmission\nIntroduction\nSignaling\nSpectral density of the digital PAM signal\nNoise and errors in digital transmission: probability of error\nAdaptive filter\nIntersimbolic interference and Nyquist pulses\nDiscrete equalization\nDigital Pass-band Transmission\nIntroduction\nBasic digital modulations\nThe signal space\nOptimal receiver filter\nProbability of error" . . "Presential"@en . "TRUE" . . "Communication theory"@en . . "9" . "Objectives and Contextualisation\nA communications system in general consists of the following blocks: source, source encoder, channel encoder, modulator, channel, demodulator, channel decoder, source decoder and recipient. During the Foundations of Communications course, the emphasis was placed on the study of the modulator, channel and demodulator. In this course, first of all, they will be remembered and some new aspects of modulation and demodulation will be seen, but above all the other blocks of the system will be studied in depth, paying special attention to the characterization of the sources at the level of Information theory, compression using source codes and correction of errors introduced by the channel through channel encoding.\n\nThe specific objectives are to:\n\nConsolidate the knowledge about modulations and demodulations, and describe some more advanced techniques than the previous courses.\nDimension communication systems from the point of view of probability of error (coding).\nAnalyze the flow of information throughout the communications system using the concepts of information theory.\nUnderstand the fundamental limits given by the theory of information.\nEncode fonts to reduce redundancy.\nBecome knowledgeable of the main methods of channel coding and its operating principles.\n\nCompetences\nApply deterministic and stochastic signal processing techniques to the design of communication subsystems and data analysis.\nCommunication\nDesign and dimension multiuser communication systems using the principles of communication theory under the restrictions imposed by the specifications and the need to provide a quality service.\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a multidisciplinary group and in a multilingual environment, and communicate, both in writing and orally, knowledge, procedures, results and ideas related with telecommunications and electronics.\nWork in a team.\nLearning Outcomes\nAutonomously associate new knowledge and techniques that are adequate for conceiving, developing or exploiting telecommunication systems and services, with special emphasis on data transmission.\nBe able to analyse, encode, process and transmit multimedia information employing analogue and digital signal processing techniques.\nClassify the advantages and disadvantages of different technological alternatives for deploying or implementing communication systems in terms of digital source compression, channel coding and security mechanisms.\nCombine different technological alternatives to propose data transmission systems that are optimised for features of the application scenario.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nCritically evaluate the work done.\nDescribe, develop, analyse and optimise the different blocks of a data transmission system.\nDevelop critical thinking and reasoning.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop scientific thinking.\nDevelop the capacity for analysis and synthesis.\nDifferentiate and classify the main source coding and compression algorithms.\nDifferentiate the blocks and functionalities of a complete data transmission system.\nDiscuss and apply cryptography systems designed to improve the security of a communication system.\nDistinguish the fundamental parameters of a complete data transmission oriented communications system.\nEfficiently use ICT for the communication and transmission of ideas and results.\nIdentify the minimum requirements for the communication of reliable and secure digital data.\nInterpret the fundamental limits of information theory.\nJudge and criticise, both orally and in writing, different reliable and secure concepts, methods and techniques for digital data transmission.\nManage available time and resources.\nPlan the design process as part of a digital communication systems team with emphasis on source compression, data coding and secure message transmission.\nPrevent and solve problems.\nRecognise different multiuser access techniques and choose the best solutions in accordance with the communication scenario.\nUnderstand and illustrate the main methods of channel coding and its operative principles.\nUse communication and computer applications (office automation, databases, advanced calculation, project management, display, etc.) to support the design of data transmission systems and facilitate posterior technological transfer.\nUse the concepts of systems of data source code compression and secure digital message transmission in single-user and multiuser systems.\nWork autonomously.\nWork cooperatively.\nWork in an organised manner.\n\nContent\n1. Definitions and basic properties to the theory of information\n\nIntroduction to data transmission systems\nDetection and need of source and channel codings.\nLogical channel\nEntropy, relative entropy, mutuall information.\nInequality of data processing. Fano inequality.\nProperty of asymptotic equipartition.\n2. Source coding and data compression\n\nType of source codes and properties.\nSource coding theorem (1st Shannon theorem).\nHuffman coding.\nShannon-Fano-Elias coding.\nLemple-Ziv coding.\n3. Channel capacity\n\nType and characterization of the channel. Channel capacity.\nChannel coding theorem (2nd Shannon theorem).\nDifferential entropy.\nGaussian channel capacity.\n4. Block codes\n\nProperties of linear block codes. Systematic codes.\nGenerating and parity matrices.\nBasic block codes (Hamming, repetition, maximum length, BCH, Reed-Salomon).\nDecoding and probability of error.\nCyclic codes.\nConcatenation of codes and advanced codification (LDPC).\n5. Convolucional codes\n\nProperties of convolutional codes.\nRepresentation and description of codes. States diagram and trellis.\nTypes of codes. Systematic codes. Recursive codes.\nProbability of error and performance. Free distance. BER.\nOptimum decoding (MLSE). Viterbi algorithm." . . "Presential"@en . "TRUE" . . "Foundations of networks"@en . . "6" . "Objectives and Contextualisation\nKnow the architecture and operation of different telecommunication networks.\nKnow the architecture and operation of different telecommunication protocols.\nKnow the operation of interconnection mechanisms of telecommunication networks.\nKnow the design and operation of distributed telecommunication applications and services.\nKnow the operation and how to analyze the performance of transport media and communication techniques for data transmission.\nKnow the operation and how to analyze the performance of data link control protocols and medium access techniques.\n\nCompetences\nElectronic Engineering for Telecommunication\nAnalyse and evaluate the social and environmental impact of technical solutions\nCommunication\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering designed to conceive, develop or exploit electronic systems\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nWork in a team.\nTelecommunication Systems Engineering\nAnalyse and evaluate the social and environmental impact of technical solutions.\nCommunication\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nWork in a team.\nLearning Outcomes\nAssess the economic and social impact of telecommunication networks, systems, services and infrastructures in business, institutional or residential settings\nAutonomously learn adequate new knowledge and techniques for the conception, development or exploitation of telecommunication systems in reference to signal processing subsystems and to basic network aspects.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nConceive, deploy, organise and manage telecommunication networks, systems, services and infrastructures in residential (homes, cities and digital communities), business or institutional contexts and be responsible for starting them up and making on-going improvements.\nConceive, deploy, organise and manage telecommunication networks, systems, services and infrastructures in residential (homes, city and digital communities), business or institutional contexts taking responsibility for setup and continuous improvement\nDescribe and apply the concepts of communications network architectures, protocols and interfaces.\nDescribe and apply the concepts of network architecture, protocols and communication interfaces.\nDescribe networking and routing methods, as well as the basics of network planning and dimensioning based on traffic parameters.\nDescribe the methods for interconnecting and routing networks, as well as the basics of the planning and dimensioning of networks in accordance with traffic parameters.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nDifferentiate the concepts of access and transport networks, circuit switching and packaging networks, fixed and mobile networks, as well as the systems and applications of distributed networks, and voice, data, audio, video, interactive and multimedia services.\nDifferentiate the concepts of access and transport networks, circuit-switched and packaged networks, fixed and mobile networks, distributed network voice, data, audio, video applications and systems and interactive multimedia services.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEvaluate the economic and social impact of telecommunication networks, systems, services and infrastructures in residential, business or institutional contexts.\nIndependently learn new skills and techniques suitable for the conception, development or operation of telecommunications systems in relation to the signal processing subsystems and network basics.\nMake one's own decisions.\nUse communication and computer applications (office automation, databases, advanced calculation, project management, display, etc.) to support the development and exploitation of telecommunication and electronic networks, services and applications.\nWork autonomously.\nWork cooperatively.\n\nContent\nThe course is divided into 2 parts. The first presents the architecture and protocols of the telecommunication networks, while the second focuses on the telecommunication network technologies.\n\n0. Introduction\n\nIntroduction\nPart I. Telecommunication networks architecture and protocols\n\nI.1 Network architecture, layers, protocols and communication interfaces\n\nI.1.1 Layer architecture\nI.1.2 OSI model\nI.1.3 TCP/IP model\nI.1.4 Network interconnection\nRepeater, Hub, Bridge, Switch, Router, Gateway\nI.2 Classification of networks\n\nI.2.1 Network topologies\nCommunication modes: unicast, broadcast, multicast, anycast.\nType of connections: point-to-point, point-multipoint, multipoint-multipoint.\nProblems of fully connected networks.\nTypical topologies: line, bus, tree, ring, star, mesh.\nI.2.2 Access and trunk networks\nI.2.3 According to technology: Threads, Wireless, Mobile\nI.2.4 According to scope: WAN, MAN, LAN, PAN[, VPN]\nI.2.5 According to type of switching: Circuits, Messages, Packets (Datagram mode, Virtual Circuit mode)\nI.3 Application layer: Distributed applications and services\n\nI.3.1 Client / server architecture\nI.3.2 Distributed communication models: RPC, RMI, packets/datagrams, flows, messages, Web servers, new paradigms\nI.3.3 Programming of distributed applications\nSockets\nServers\nCustomers\nConcurrent servers\nI.4 Transport and Network layers: TCP/IP protocols\n\nI.4.1 Introduction\nI.4.2 UDP\nI.4.3 TCP\nI.4.4 IP\nI.5 Network layer: Creation of networks and subnets\nI.6 Network layer: Basic routing\n\nI.6.1 Introduction\nI.6.2 Direct/indirect delivery\nI.6.3 ARP\nI.7 Link and Physical layers: Network technologies\n\nI.7.1 Introduction\nI.7.2 Ethernet Physical layer\nI.7.3 Cable: ADSL and Optical fiber\nI.8 Internet services\n\nI.8.1 DHCP\nI.8.2 DNS\nI.8.3 NAT\nPart II. Telecommunication network technologies\n\nII.1 Overview of telecommunications networks\n\nII.1.1 Functional organization of a telecommunication network: data, control and management planes\nII.1.2 Logical organization of a telecommunication network: access, transport and core network\nII.1.3 Mechanisms for the implementation of the data plan: circuit and packet switching\nII.1.4 Application requirements: speed, delay, jitter and packet loss\nII.2 Data transmission media and techniques\n\nII.2.1 Transmission media: guided and wireless\nII.2.2 Modulation techniques: amplitude, frequency, and phase\nII.2.3 Channel characteristics: attenuation, distortion and noise\nII.2.4 Channel capacity measurements: Nyquist and Shannon's theorems\nII.2.5 Coverage analysis: propagation models and power budget\nII.3 Data link control mechanisms\n\nII.3.1 Topology: point to point, point to multipoint\nII.3.2 Line configuration: half-duplex, full-duplex\nII.3.3 Synchronization: asynchronous, synchronous\nII.3.4 Framing: character, bit\nII.3.5 Error detection and correction: parity and cyclic redundancy\nII.3.6 Flow control: stop and wait, slidingwindow and ARQ\nII.4 Physical medium sharing\n\nII.4.1 Multiplexing: time, frequency, space and code\nII.4.2 Deterministic multiple access: TDMA, FDMA, SDMA and CDMA\nII.4.3 Random multiple access: ALOHA, Slotted ALOHA and CSMA\nII.5 Evolution of telecommunication networks\n\nII.5.1 Access Network: POTS, xDSL, xDSL, xPON\nII.5.2 Core Network: SDH, PDH, X.25, Frame Relay, ATM/SONET\nII.5.3 Local and Personal Area Networks: Ethernet, Wi-Fi, Bluetooth\nII.5.4 Cellular Networks: 1G, 2G, 3G, 4G" . . "Presential"@en . "TRUE" . . "Radiocommunication systems"@en . . "6" . "Objectives and Contextualisation\nOnce completed the course the student should be able to\n\nDescribe the components of a radio communication system\nObtain the transmission and reception parameters of basic antennas\nDistinguish the basic propagation mechanisms for each frequency band.\nEvaluate the performance of a radio communication link\nDesign a radio communication link to meet specifications\nConvey the conclusions of their work in a proper technical language\n\nCompetences\nAnalyse components and specifications for communication systems that are guided or non-guided by electromagnetic, radiofrequency or optical means.\nApply the necessary legislation in the exercise of the telecommunications engineer's profession and use the compulsory specifications, regulations and standards.\nCommunication\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nSelect and devise communication circuits, subsystems and systems that are guided or non-guided by electromagnetic, radiofrequency or optical means to fulfil certain specifications.\nWork in a team.\nLearning Outcomes\nAnalyse and specify components for guided and non-guided communication systems.\nApply design techniques based on radio communication networks, services and applications.\nBuild, exploit and manage radio communication networks, services, processes and applications understood as systems for receiving and transporting.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nDescribe the principles for the management of the radio-electric spectrum and the allocation of frequencies.\nDevelop independent learning strategies.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nSelect guided and non-guided electromagnetic and radio-frequency antennas, equipment and systems.\nSelect radiofrequency, microwave, broadcasting, radio-link and radio-determination circuits, subsystems and systems.\nWork cooperatively.\n\nContent\nIntroduction to radio electric systems\nElements of a radio system\nAntenna parameters\nLink budget for a radio communication system\nNoise\nPropagation\nFixed terrestrial radio links\nSatellite radio communication systems\nMobile radio communication systems" . . "Presential"@en . "TRUE" . . "Telecommunications networks"@en . . "6" . "Objectives and Contextualisation\nThe aim of the course is to understand the technological evolution and the architecture of telecommunication networks, as well as the problems that arise and the solutions that exist in the process of designing and exploiting them. Therefore, once the course is over, students must be able to:\n\nKnow the taxonomy, technological evolution and architecture of telecommunication networks\nKnow the mathematical tools that allow to model the operation of a system and how to apply them to the dimensioning of a telecommunication network\nDescribe the requirements of a telecommunication network regarding the quality of service and know the techniques used to implement it\nDescribe the problem of network congestion and know the operating principles of the mechanisms that exist to solve it\nDescribe the need of network interconnection and know the operation of the protocols that are used on the Internet\nDescribe the concept of network control and management, and know the operation of the protocols that are used on the Internet\n\nCompetences\nApply the necessary legislation in the exercise of the telecommunications engineer's profession and use the compulsory specifications, regulations and standards.\nCommunication\nDesign and dimension multiuser communication systems using the principles of communication theory under the restrictions imposed by the specifications and the need to provide a quality service.\nDevelop ethics and professionalism.\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDirect the activities object of the projects in the field of telecommunication.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nPerform measurements, calculations, estimations, valuations, analyses, studies, reports, task-scheduling and other similar work in the field of telecommunication systems.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a team.\nLearning Outcomes\nAdapt to multidisciplinary environments.\nApply the techniques in networks, services, processes and telecom applications in both fixed and mobile environments, personal, local or long distance with different band widths, including telephony, radio, television and data are based from the point of view transmission systems.\nAssume and respect the role of the different members of a team, as well as the different levels of dependency in the team.\nCarry out management activities for the design and dimensioning of telecommunications networks considering classical and new generation methods.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nConstruct, operate and manage networks, services, processes and telecom applications, understood these as systems of recruitment, transportation, representation, processing, storage, management and presentation of multimedia information, from the point of view of the transmission systems.\nCritically evaluate the work done.\nDevelop critical thinking and reasoning.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop scientific thinking.\nDevelop the capacity for analysis and synthesis.\nDifferentiate and classify the main algorithms dimensioning, traffic control and congestion.\nDifferentiate and understand the significance of measurements and assessments of telecommunications networks to Formenta and ensure their optimal design.\nDiscuss and apply cryptography systems aimed at improving the safety of a telecommunication network.\nDistinguish the different nature of the problems of dimensioning and routing for each of the different types of networks and make decisions and initiatives to improve the operation and provision of telecommunications networks.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEvaluate the advantages and disadvantages of different conceptual and technological options for different telecommunication applications.\nManage available time and resources.\nManage networks, services, processes and telecom applications according to the laws and regulations both domestically and internationally.\nRespect diversity in ideas, people and situations.\nUse communication and computer applications (office automation, databases, advanced calculation, project management, display, etc.) to support the development and exploitation of telecommunication and electronic networks, services and applications.\nWork autonomously.\nWork cooperatively.\n\nContent\nPART I\n\nI.1. Introduction to telecommunication networks\n\nTaxonomy of telecommunications networks: telephony, broadcasting, television and data\nEvolution of telecommunications networks: from analog to digital, from circuit switching to packet switching\nArchitecture of telecommunication networks: layer model and network operational plans\nTelecommunication network design issues: network architecture and technology, network interconnection, quality of service, network management, and network modeling and sizing\nI.2. Local area networks\n\nArchitecture and operation of Ethernet (IEEE 802.3) and Wi-Fi (IEEE 802.11) technology\nProtection against loops (Spanning tree, 802.1d)\nLink Aggregation (LAG/LACP, 802.3ad)\nVirtual networks (VLAN, 802.1q)\nI.3 Access and transport networks\n\nArchitecture and operation of access and transport networks\nAccess networks (digital): DSL (Digital Subscriber Line), HFC (Hybrid Fiber-Coaxial) and PON (PAssive Optical Network)\nTransport networks (circuit): PDH (Plesiochronous Data Hierarchy) and SDH (Synchronous Data Hierarchy)\nTransport networks (packet): ATM (Asynchronous Transfer Mode) and MPLS (Multi-Protocol Label Switching)\nI.4. Interconnection of networks on the Internet\n\nPrinciples of interconnection of networks on the Internet\nRouting algorithms: Dijkstra and Bellman-Ford\nInterior routing: distance vector (RIP, Routing Information Protocol) and link state (OSPF, Open Shortest Path First) protocols\nExterior routing: Autonomous Systems and routing policies, Path Vector Protocols (BGP, Border Gateway Protocol)\nI.5. Internet service quality\n\nInternet service quality principles\nIntegrated services (IntServ) and differentiated services (DiffServ) models\nTraffic admission and shaping: policing (Token Bucket) andshaping (Leaky Bucket)\nManagement of queues at network nodes: tail drop, random early detection\nEnd-to-end delivery management: Flow and congestion control in TCP (Transmission Control Protocol)\nI.6. Internet network management\n\nPrinciples of network management on the Internet\nNetwork control protocols on the Internet: ICMP (Internet Control Message Protocol)\nProtocols for network management on the Internet: SNMP (Simple Network Management Protocol)\nPART II\n\nII.1. Modeling systems using queuing theory\n\nGeneral concepts: traffic, servers, queues, and service discipline\nTraffic characterization: exponential distribution, Poisson processes and Markov chains (discrete and continuous)\nBasic parameters and Kendall notation: number of servers, queue size, queue discipline, inter-arrival rate and time, service rate and time, response and waiting time, average server and queue occupancy, deadlock/wait/loss probability\nLittle's law: performance, utilization and stability conditions\nII.2. Dimensioning of telecommunication networks\n\nIntroduction and requirements of network dimensioning: grade of service\nSizing of a packet switching node: M/M/1 and M/M/m models\nDimensioning of a fixed telephone network: M/M/c/c model (Erlang B, losses)\nDimensioning of a cellular network: M/M/c/inf model (Erlang C, delays)\nLABORATORIES\n\nSession 1: Local Area Networks (Ethernet: VLAN + LAG)\nSession 2: Internet Network Interconnection I (OSPF)\nSession 3: Internet Network Interconnection II (BGP)\nSession 4: Access and transport networks (GPON + VXLAN)" . . "Presential"@en . "TRUE" . . "Telecommunications transmitters and receivers"@en . . "6" . "Objectives and Contextualisation\nTo know the different transmitters and receivers architectures, the subsystems that constitute them, and to avaluate their properties and characteristics. Avaluate the quality of the subsystems in terms of noise, distortion and analysis of the signals. To know the official nomenclature used in the different frequency bands and their use. To apply the transmission equation in order to calculate the power balance and determine the noise parameters. To understand the performance and select electronic components in RF applications.\n\n \n\n\nCompetences\nApply the necessary legislation in the exercise of the telecommunications engineer's profession and use the compulsory specifications, regulations and standards.\nCommunication\nDevelop ethics and professionalism.\nDevelop personal work habits.\nDevelop thinking habits.\nSelect and devise communication circuits, subsystems and systems that are guided or non-guided by electromagnetic, radiofrequency or optical means to fulfil certain specifications.\nWork in a team.\nLearning Outcomes\nAssume social, ethical, professional and legal responsibility, if applicable, derived from professional exercise.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nDescribe the principles for the management of the radio-electric spectrum and the allocation of frequencies.\nDevelop independent learning strategies.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nSelect radiofrequency, microwave, broadcasting, radio-link and radio-determination circuits, subsystems and systems.\nWork cooperatively.\n\nContent\nLesson 1. - Introduction\n\nLesson2. - Transmistters and Receivers Architectures\n\nLesson3. - RF Front-End - Noise\n\nLesson4. - RF Front-End - Non Linearities\n\nLesson5. - Frequency Synthetizers" . . "Presential"@en . "TRUE" . . "Telecommunications services"@en . . "6" . "Objectives and Contextualisation\nReview the architecture and protocols of telematic networks.\nBriefly introduce Security in services related to multimedia information\nKnow the mechanisms of coding and storage of multimedia information\nIntroduce the processing of multimedia information\nKnow different transport mechanisms of multimedia information\nIntroduce the concept of Quality of Service in multimedia networks\nKnow some of the classic, new generation and security services related to multimedia information\n\nCompetences\nAnalyse and evaluate the social and environmental impact of technical solutions.\nApply the necessary legislation in the exercise of the telecommunications engineer's profession and use the compulsory specifications, regulations and standards.\nCommunication\nDesign and dimension multiuser communication systems using the principles of communication theory under the restrictions imposed by the specifications and the need to provide a quality service.\nDevelop ethics and professionalism.\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nPerform measurements, calculations, estimations, valuations, analyses, studies, reports, task-scheduling and other similar work in the field of telecommunication systems.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a multidisciplinary group and in a multilingual environment, and communicate, both in writing and orally, knowledge, procedures, results and ideas related with telecommunications and electronics.\nWork in a team.\nLearning Outcomes\nAdapt to multidisciplinary environments.\nApply the techniques in networks, services, processes and telecom applications in both fixed and mobile environments, personal, local or long distance with different band widths, including telephony, radio, television and data are based from the point of view transmission systems.\nAssume and respect the role of the different members of a team, as well as the different levels of dependency in the team.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nConsider and evaluate different technical solutions for the provision of telecommunications services and select those that offer adequate commitment to social and environmental impact.\nConstruct, operate and manage networks, services, processes and telecom applications, understood these as systems of recruitment, transportation, representation, processing, storage, management and presentation of multimedia information, from the point of view of the transmission systems.\nCritically evaluate the work done.\nDevelop critical thinking and reasoning.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop the capacity for analysis and synthesis.\nDifferentiate and understand the significance of measurements and assessments of telecommunications networks to Formenta and ensure their optimal design.\nDiscuss and apply cryptography systems aimed at improving the safety of a telecommunication network.\nDiscuss in multidisciplinary groups knowledge, procedures, results and ideas related to telecommunications networks and services.\nDistinguish the different nature of the problems of dimensioning and routing for each of the different types of networks and make decisions and initiatives to improve the operation and provision of telecommunications networks.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEvaluate the advantages and disadvantages of different conceptual and technological options for different telecommunication applications.\nManage available time and resources.\nManage networks, services, processes and telecom applications according to the laws and regulations both domestically and internationally.\nRecognize telecommunication services, based on the feedback systems, transport, representation, processing, storage, management and presentation of multimedia information.\nRespect diversity in ideas, people and situations.\nUse communication and computer applications (office automation, databases, advanced calculation, project management, display, etc.) to support the development and exploitation of telecommunication and electronic networks, services and applications.\nWork autonomously.\nWork cooperatively.\n\nContent\nThe course is divided into 7 subjects, which revolve around multimedia information systems and services:\n\nPresentation\nIntroduction\nLayer architecture\nNetwork interconnection\nClassification of networks\nSecurity\nIntroduction\nThreats and Protection of resources\nBasic cryptography\nSymmetric key cryptography\nPublic key cryptography\nDigital signature\nNo denial\nSummary of techniques\nSecure communication protocols\nSecure email\nKey management\nPublic key infrastructure (Public-key Infrastructure, PKI)\nMultimedia Information\nIntroduction\nData\nAudio\nImages\nVideo\nCompression\nPerformance\nInformation Processing\nIntroduction\nThe Client/Server model\nDistributed data processing\nDistributed data\nAdditional considerations\nInformation Transport\nIntroduction\nInternet architecture\nQuality of Service in Multimedia Networks\nIntroduction\nQuality of Service\nError control\nFlow control\nCongestion control\nQueue management\nMultimedia support in networks\nServices\nIntroduction\nClassic services\nEmail\nHTTP\nMultimedia services\nContent distribution networks\nReal-time Transport Protocol (RTP)\nReal-time video playback\nVoice over IP (VoIP)\nNew generation services\nIntranets/Extranets\nService-oriented architectures\nGrid computing and Cloud computing\nOpportunistic Networks (OppNet)\nSecurity services\nSecure Sockets Layer (SSL/TLS)\nVirtual private networks (VPN)\nFirewall\nIntrusion detection systems\nCryptocurrencies\nTor" . . "Presential"@en . "TRUE" . . "Access technologies"@en . . "6" . "Targets\nThe subject focuses on the study of access technologies, from the physical layer at modulation level to the deployment of telecommunications networks at infrastructure level. The objectives are:\n\nUnderstand the general operating principles of these technologies.\nDesign the corresponding transmission and reception schemes.\nKnow the restrictions of each technology, in terms of available resources, and make efficient use of them.\nApply the knowledge acquired to real systems (classical or quantum).\nKnow the real problems in the implementation, operation and maintenance of access networks.\nUnderstand how spectrum management is done.\nUnderstand the standardization processes required to implement these networks.\n\nskills\nApply the necessary legislation during the development of the telecommunications technical engineer profession and use the specifications, regulations and rules of mandatory compliance.\nApply deterministic and stochastic signal processing techniques in the design of communications subsystems and data analysis.\nLearn new methods and technologies based on basic and technological knowledge, and have versatility to adapt to new situations.\ncommunication\nDesign and dimension multi-user communications systems using the principles of communication theory under the restrictions imposed by the specifications and the need to provide quality of service.\nHabits of thought.\nPersonal work habits\nTeamwork\nLearning outcomes\nApply signal processing techniques with the aim of improving the performance of multi-user systems.\nAssume and respect the role of the various team members, as well as the different levels of team dependency.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both in professional environments and in front of non-expert audiences.\nBuild, exploit and manage telecommunications networks from an access technologies point of view\nDevelop independent learning strategies.\nDevelop critical thinking and reasoning.\nDistinguish multiple access technologies based on digital signal processing techniques.\nMeasure the benefits of the different access technologies in terms of multi-user capacity.\nPrevent and solve problems.\nWork autonomously.\nUse the techniques on which telecommunications networks, services and applications are based in both fixed and mobile environments, local or long distance, with different bandwidths, including television and data.\nEvaluate the advantages and disadvantages of different technological alternatives for deploying or implementing emerging communications systems.\n\nContents\n \n1. The radio spectrum\n\n1. Bands and uses of the spectrum\n\n2. Associated regulation\n\n3. Spectrum regulatory bodies\n\n4. World radiocommunications conference\n\n2. Standardization bodies\n\n1. Existing organizations\n\n2. Internal functioning of the organisms\n\n3. Licensing issues and models\n\n3. Standardization process\n\n1. Participation strategies\n\n2. Modalities in external influences\n\n3. Standardization supported by IPR and SDO\n\n4. Standardize or patent?\n\n5. Examples: WLAN, xDSL, DVB-T/T2, LTE\n\n4. Particular solution: 5G cellular networks\n\n1. Standards\n\n2. Architectures\n\n3. Layers 1, 2 and 3\n\n5. Private solution: IoT networks (NBIoT, Sigfox, Lora,...)\n\n1. Standards\n\n2. Architectures\n\n3. Layers 1, 2 and 3\n\n6. Particular solution: Quantum Key Distribution\n\n1. Security services requirements\n\n2. Existing solutions: classical/quantum\n\n3. QKD protocols" . . "Presential"@en . "FALSE" . . "Antennas"@en . . "6" . "Objectives and Contextualisation\nAntennas are a key component in many telecommunication systems since they act as transducers between guided waves and radiated waves. In this course we will develop the tools that relate the antenna shape and size to its behavior. In this way, the future engineer will be able to analyze and design antennas for different applications.\n\nOnce completed the course the student should be able to:\n\nDescribe the radiation parameters of basic antennas\nPredict the behavior of radiating structures using simple approximations\nDesign basic radiating structures that meet given specifications\nUse simulations tools for analyzing and designing antennas\nConvey the conclusions of their work in a proper technical language\n\nCompetences\nCommunication\nDevelop personal attitude.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nSelect and devise communication circuits, subsystems and systems that are guided or non-guided by electromagnetic, radiofrequency or optical means to fulfil certain specifications.\nLearning Outcomes\nAnalyse and design radiofrequency, microwave, broadcasting, radio-link and radio-determination antennas, circuits, subsystems and systems.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nDesign radio communication based applications, understood to be systems for receiving and transporting information.\nDevelop curiosity and creativity.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nGenerate innovative and competitive proposals in professional activity.\nManage information by critically incorporating the innovations of one's professional field, and analysing future trends.\nUse specific simulation tools to analyse and design radiofrequency telecommunication applications.\n\nContent\nIntroduction\nFundamentals of radiation\nBasic antennas\nAperture antennas\nAntenna arrays" . . "Presential"@en . "FALSE" . . "Multidisciplinary applications in telecommunications"@en . . "6" . "Objectives and Contextualisation\nA telecommunication system is composed of three main blocks: transmitter, communication channel and receiver, through which the exchange of information between the source (transmitter) and destination (receiver) is carried out. In previous courses the student has acquired the knowledge and tools for the design and analysis of these blocks, typically in an independent manner. This course intends to provide an end-to-end view focusing on a particular application of telecommunications, such as satellite-based positioning. For this purpose, the course will address in detail the so-called global navigation satellite systems (GNSS), among which we can find the American GPS system and the European Galileo system.\n\nThe objectives of this course are:\n\nTo know the fundamentals of satellite-based positioning.\nTo know the GNSS system architecture.\nTo know the signals adopted by GNSS systems, putting emphasis on GPS and Galileo.\nTo understand the operation of a GNSS receiver at signal processing and observable level.\nTo be able to solve the user's position based on the observables provided by a GNSS receivers.\nTo understand the operation of a GNSS.\nTo process both real signals and GNSS observables, and to analyze the results.\nTo know the fundamentals of precise positioning.\nTo know the possible applications of GNSS systems.\n\nCompetences\nCommunication\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a team.\nLearning Outcomes\n\"Reason inductively and deductively; i.e. infer general conclusions from private observations, and take on board the general concepts covered in other courses for specific applications.\"\nApply conceptual, theoretical and practical telecommunication tools, as well as those of telecommunication systems and services to the development and exploitation of applications in a variety of different areas.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nCommunicate solutions to problems in a thorough and concise manner. Write using formal mathematical language.\nCritically evaluate the work done.\nDemonstrate a pragmatic and flexible attitude for efficient implementation of telecommunications in developing and operating in areas of various kinds.\nDevelop critical thinking and reasoning.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nEfficiently use ICT for the communication and transmission of ideas and results.\nManage available time and resources.\nMathematically formulate a problem from the basis of a descriptive statement.\nWork autonomously.\nWork cooperatively.\n\nContent\n1. Introduction to GNSS systems\n\nMotivation.\nArquitecture and segments.\nApplications.\n2. User position computation\n\nObservables.\nNavigation equation and error sources.\nNavigation solution.\nPerformance.\nDifferential positioning.\n3. GNSS signals\n\nFundamentals of spread spectrum modulation.\nCharacteristics of GNSS signals.\nNavigation message.\nModernized signals.\n4. GNSS receivers\n\nReceiver architecture.\nSignal conditioning.\nAcquisition of visible satellites.\nTracking.\nDemodulation.\n5. Applications and services of GNSS technology" . . "Presential"@en . "FALSE" . . "Multidisciplinary applications in telecommunications"@en . . "6" . "Objectives and Contextualisation\nIn a world of smart cities, smart vehicles, intelligent navigation systems, the acquisition of remote information or remote sensing becomes a fundamental tool in current applications and in those that have to come. With a world that is more connected and better characterized and with applications that are reinforced in the ubiquity of information access, remote sensing can be found in diverse applications and sectors such as aeronautics, security, health, automotive or navigation systems. \n\nIn this subject, we will examine the theoretical design and practical aspects of the current remote sensing or radar systems as well as their applications. From the spectral analysis of the radar signal, the theory of statistical detection, to the design of the antenna, receivers, transmitters, waveform design, and information extraction of the processed signals. Covering a wide range of both commercial and government applications, but with a particular emphasis on Automotive radar for a connected and autonomous vehicle.\n\n This subject presents an introduction to the radar by providing the operational foundations and the engineering foundations of this technology. The nature of the radar presented here, together with the physical phenomena and applications of the system, lay the foundations for future activities in the radar field.\n\nThe main objectives are:\n\nAcquire the knowledge that allows the initial understanding of radar technologies.\n\nAcquire the knowledge needed to deal with the simulation techniques of remote sensing technologies in a basic way.\n\n\nCompetences\nAnalyse and evaluate the social and environmental impact of technical solutions.\nCommunication\nDevelop ethics and professionalism.\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nWork in a multidisciplinary group and in a multilingual environment, and communicate, both in writing and orally, knowledge, procedures, results and ideas related with telecommunications and electronics.\nWork in a team.\nLearning Outcomes\n\"Reason inductively and deductively; i.e. infer general conclusions from private observations, and take on board the general concepts covered in other courses for specific applications.\"\nAnalyse ways in which telecommunications can help to reduce energy costs.\nApply conceptual, theoretical and practical telecommunication tools, as well as those of telecommunication systems and services to the development and exploitation of applications in a variety of different areas.\nCommunicate efficiently, orally and in writing, knowledge, results and skills, both professionally and to non-expert audiences.\nCommunicate solutions to problems in a thorough and concise manner. Write using formal mathematical language.\nCritically evaluate the work done.\nDemonstrate a pragmatic and flexible attitude for efficient implementation of telecommunications in developing and operating in areas of various kinds.\nDevelop critical thinking and reasoning.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop, as part of a group, an innovative telecommunication application project.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEvaluate the advantages and disadvantages of different conceptual and technological options for different telecommunication applications.\nGenerate ideas about new telecommunication applications and the techniques on which they are based.\nIllustrate the use of telecommunications in renewable energy infrastructures.\nJustify before an audience the feasibility of a new idea for a telecommunications application.\nManage available time and resources.\nMathematically formulate a problem from the basis of a descriptive statement.\nRespect diversity in ideas, people and situations.\nWork autonomously.\nWork cooperatively.\n\nContent\nIntroduction to radar\nThe radar equation\nMatched filter\nCalculation of Radar Cross Section\nInfluence of noise in the receiver\nContinuous wave CW-RADAR \nFMCW RADAR: Automotive Application.\nIntroduction\nApplications\nRadar Automotive Sector\nRadar Benchmark\nSpectrum Regulatory Framework\nAutomotive Radar.\nEngineering Approach\nRange Estimation\nRadar Equation and Cross Section Radar\nSpeed Measurement\nRole of the signal phase IF\nAngle of arrival" . . "Presential"@en . "FALSE" . . "Professional trainning"@en . . "6" . "Objectives and Contextualisation\nThe objective of the External Practices is to put students in touch with the professional world, so that they can apply and complement the competences acquired throughout their Degree studies through a training activity supervised by the School and carried out in a company or external institution This training activity allows students to acquire a practical vision of the world of work and professional practice, thus facilitating their employability.\n\n\nCompetences\nCommunication\nDevelop ethics and professionalism.\nDevelop personal attitude.\nDevelop personal work habits.\nDevelop thinking habits.\nDraft, develop and sign projects in the field of telecommunications engineering that, depending on the speciality, are aimed at the conception, development or exploitation of telecommunication and electronic networks, services and applications.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nLearning Outcomes\nAdapt to unforeseen situations.\nApply the ideal methodology to develop the problem, combining theoretical developments and simulations as required.\nAssume social, ethical, professional and legal responsibility, if applicable, derived from professional exercise.\nCritically evaluate the work done.\nDevelop critical thinking and reasoning.\nDevelop curiosity and creativity.\nDevelop independent learning strategies.\nDevelop systemic thinking.\nDevelop the capacity for analysis and synthesis.\nEfficiently use ICT for the communication and transmission of ideas and results.\nEvaluate discrepancies between the objectives and planning of the project, identify the causes of these discrepancies and adopt the necessary corrective measures.\nEvaluate the results of the project comparing them with similar results from external sources and identifying the new contributions made by the project to current knowledge about the subject.\nGenerate innovative and competitive proposals in professional activity.\nIdentify the specific aims of the project.\nMake one's own decisions.\nManage available time and resources.\nPlan a project using a Gantt chart.\nPrevent and solve problems.\nSeek, pose and expose different alternatives highlighting the importance and risk in relation to the execution of the project.\nSynthesise the information obtained and one's own knowledge in a structured overview of the state of the art of the project's subject.\nWork autonomously.\nWork in complex or uncertain surroundings and with limited resources.\n\nContent\nThe contents of the internship will be determined by the work plan that will be agreed between the company, the student and the academic tutor. In order to approve the proposed work plan, the contents must be adapted:\n\nTo the profile and the academic situation of the student.\nTo the specific competences of the undergraduate degree in telecommunication systems engineering.\nImportant: Work plans written in a generic manner and without a clear list of tasks with competencies in the field of telecommunication engineering will be rejected." . . "Presential"@en . "FALSE" . . "Hardware support in space engineering"@en . . "6" . "Not found" . . "Presential"@en . "TRUE" . . "Programming techniques"@en . . "6" . "Specific Competition\nCE8 - Know how to program, at least, in a relevant language for scientific calculation in Astrophysics\nCE11 - Know how to use current astrophysical instrumentation (both in terrestrial and space observatories) especially that which uses the most innovative technology and know the fundamentals of the technology used\nGeneral Competencies\nCG1 - Know the advanced mathematical and numerical techniques that allow the application of Physics and Astrophysics to the solution of complex problems using simple models\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\nExclusive to the Theory and Computing Specialty\nCX2 - Apply knowledge of computer science, physics, astrophysics and computing to build numerical simulations of astrophysical phenomena or scenarios\n6. Subject contents\nTheoretical and practical contents of the subject\nProfessor: Hannu Parviainen\nTopics (headings):\n- Basic concepts of Fortran90.\n- Code debuggers (debuggers).\n- Parallel programming: basic concepts. The MPI standard.\n- Procedures, recursion.\n- Pointers and dynamic memory.\n- Performance and optimization of serial and parallel programs.\n- Application of parallel programming to an astrophysical problem." . . "Presential"@en . "FALSE" . . "Space launch operations and management"@en . . "7.50" . "NA" . . "Presential"@en . "TRUE" . . "Satellite subsystems"@en . . "10.00" . "One problem inherent with space projects is the length of time from concept through launch and operations.\n\nThe aim of this course is to bring each student team (3-4 students) through the complete satellite system development process in one trimester. The aim is to make these small satellites (which we call ‘TupperSats’) as capable as possible and to (i) develop a payload compatible with platform, budget and mass constraints; (ii) launch these satellites by weather balloon, or other suitable launch vehicle; (iii) operate the satellites and telemeter data and (iv) recover the satellite.\n\nStudents are introduced to project management, project phases, systems engineering, collaborative tools (e.g. GitHub) and documentation.\n\nLearning Outcomes:\nOn completion of this course, student should be able to:\n\n• Implement a simplified space system development process, including documentation\n• Write code in Python to run the instruments on the satellite and communicate data to the ground station\n• Work effectively as part of a multi-disciplinary team and stick to a schedule\n• Prototype different instrument concepts\n• Assemble, integrate and test the complete satellite\n• Launch the satellite using a suitable vehicle (weather balloon…)\n• Operate the satellite using a ground station to collect data\n• Recover the satellite using portable tracking equipment and analyse data" . . "Presential"@en . "TRUE" . . "Aerospace engineering"@en . . "7.50" . "NA" . . "Presential"@en . "TRUE" . . "Aerospace thermofluids"@en . . "7.50" . "NA" . . "Presential"@en . "TRUE" . . "Engineering practice 1"@en . . "15.00" . "NA" . . "Presential"@en . "TRUE" . . "Engineering practice 2"@en . . "7.50" . "NA" . . "Presential"@en . "TRUE" . . "Engineering research"@en . . "7.50" . "NA" . . "Presential"@en . "TRUE" . . "Flight"@en . . "7.50" . "NA" . . "Presential"@en . "TRUE" . . "Placement year"@en . . "no data" . "If you study on the five year sandwich course, you'll spend a year away from the University on a work placement after year two.\n\nYou'll complete a placement learning module.\nStudents who get work experience tend to graduate with better degrees. Experience also hones your skills, industry knowledge and professional network, making you a sought after graduate.\n\nIf you choose the five year (sandwich) course, you'll spend a year away from the University on a work placement after Year two.\n\nWe work in partnership with Bristol employers like Airbus, Rolls Royce, GE Aviation and Leonardo Helicopters. We also have strong relationships with smaller companies across the UK.\n\nThey provide work placements and graduate employment opportunities for our students. Past students have worked with Airbus, GE Aviation, E-Stress, Rolls Royce, Qinetic and Lockeed Martin." . . "no data"@en . "FALSE" . . "Aero structures"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Airline operations"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Control engineering"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Integrated electro-mechanical systems"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Space engineering"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Aero-acoustics"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Principles of lean engineering"@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Structural integrity in design."@en . . "7.50" . "NA" . . "Presential"@en . "FALSE" . . "Engineering science"@en . . "20.00" . "Unit Information\nThis unit will provide a coherent introduction to the fundamental knowledge and problem-solving skills required of an engineer. Students will be taught how to convert everyday language to specific engineering terms and express the underlying science. They will learn how to identify methods to solve problems and use mathematical techniques to calculate solutions of appropriate precision and accuracy. This will occur on two broad levels, albeit with considerable overlap:\n\n• The detailed solution to domain specific problems of narrow scope, with an emphasis on accurate answers and rigorously correct methodology.\n\n• The application of multiple methods to solve problems of broader engineering significance, likely including multiple - and even contradictory - requirements.\n\nThere will be an emphasis on dealing with uncertainty. Conceptually, this unit will sit between the mathematics units, that provide core skills, and the more design-oriented units that will make use of the methods taught here. Explicit links will be drawn between the different units to ensure students make the correct associations between material taught in different contexts. Topics for the unit will include: an introduction to mechanics, which will be applied to the loading of structures, the dynamics of bodies and the behaviour of fluids; the behaviour and selection of materials; the basics of thermodynamics; and the principles of electrical science.\n\nYour learning on this unit\n1. Provide concise descriptions of key engineering terms and concepts and correctly identify when they apply to scenarios and problems.\n\n2. Recall and apply fundamental mathematical techniques to more complex or layered problems of engineering significance.\n\n3. Interpret problems and determine the correct path to the solution even when presented in an unfamiliar context.\n\n4. Construct appropriate diagrams to aid in the solution of problems with clear annotations and supported by appropriate discussion.\n\n5. Infer the assumptions and physical principles pertinent to a given engineering problem.\n\n6. Execute calculations to determine quantities in correct SI units and present the results to an appropriate degree of precision.\n\n7. Critique the solution to problems - accounting for simplifications, known limitations on methods and any experimental or observational data available." . . "Presential"@en . "TRUE" . . "Engineering by investigation"@en . . "10.00" . "Unit Information\nThis unit introduces students to:\n\nthe fundamentals of experimental practice and computing through to the appropriate reporting of findings;\ndifferent forms of basic instrumentation and measurement devices;\ndevelopment of basic coding practice and structure;\nbasic electronics required to acquire signals through a data acquisition device;\nhow errors can be identified and quantified;\nacademic / technical report writing professional practice, including the presentation of data and the identification of health and safety requirements.\nUsing a number of different laboratory experiments and supporting lecture / seminar content, the aims of the unit are to enable students to:\n\nidentify and utilise appropriate measurement tools;\nutilise a given instrumentation chain to record data of an appropriate sample rate and quality;\nquantify sources of error;\nutilise computer programming to analyse and present data;\ndevelop representative computational models of underpinning theoretical science;\ncommunicate findings through a report concisely;\nevaluate differences in theory and practice;\nengage with the health and safety process and the role of risk assessments;\ncritically evaluate written work through a peer and self-assessment structure.\nengage in reflective practice\nYour learning on this unit\nAt the end of this unit student will be able to:\n\n1. Prepare: Undertake basic hazard identification and engage with laboratory risk assessments\n\n2. Develop: Formulate algorithmic solutions and use computer programming to solve engineering problems and analyse data\n\n3. Apply: Use electronic principles to process signals and interface with sensors\n\n4. Analyse: Identify and quantify sources of error, recognising the impact on choice of measurement tool\n\n5. Communicate: Structure a written report following outlined reporting standards, including appropriate use of tables and figures, to present a coherent story." . . "Presential"@en . "TRUE" . . "Engineering by design"@en . . "10.00" . "Unit Information\nThis broad, multi-disciplinary unit provides an introduction to knowledge, creativity, teamwork and personal effectiveness frameworks required for 21st century engineers by undertaking global challenges, using engineering language and individual creative output. This unit aims to give students design and creativity based competencies, as well as fundamental professional, technical and communication skills used in all engineering disciplines. This includes the study of: 2D engineering drawing and sketching; 3D Computer Aided Design; Creative problem solving, critical thinking and decision-making in the conceptual design process; Environmental, economic, social, professional and interdisciplinary contexts in Engineering; General engineering practice, with an introduction to technical equipment and tools.\n\nYour learning on this unit\nAt the end of this unit student will be able to:\n\n1. Explain the common stages, processes and methods of engineering design\n\n2. Articulate the wider context of modern engineering challenges (socio-cultural, environment, sustainability, ethics and the climate emergency)\n\n3. Identify and bound a specific engineering need/problem/opportunity\n\n4. Effectively communicate technical and non-technical information using visual, written and oral contexts\n\n5. Reflect critically on learning outcomes and design processes and articulate skills gained\n\n6. Participate and contribute effectively towards a collective goal whilst appreciating the benefits of different ways of thinking/working\n\n7. Acquire basic practical knowledge of standards and skills in using engineering technical equipment and tools safely" . . "Presential"@en . "TRUE" . . "Avdasi 1: fundamentals of aerospace engineering"@en . . "10.00" . "Unit Information\nThis unit introduces students to the fundamental concepts of aircraft aerodynamics, flight performance theory and practice as well as seeking to foster a working understanding of specialised information, power, environmental, mass transfer, structural and control systems utilised on contemporary aerospace vehicles and fluid-dynamic equipment.\n\nThe unit aims to develop the ability to solve problems by introducing the fundamental concepts and demonstrating how these are applied to specific problems, as well as an appreciation of the concepts of aircraft flight and the ability to perform calculations on aircraft performance.\n\nYour learning on this unit\nUpon successful completion of this unit, students will be able to:\n\nexplain important aspects of flight, in particular basic aerodynamic characteristics and the conventional performance of fixed-wing aircraft;\ncalculate and analyse performance of aircraft and fluid-dynamic machinery;\ndescribe the systems that make up modern aerospace vehicles;\nexplain design processes that are employed in the aerospace industry;\nexplain the environmental impact of aerospace operations." . . "Presential"@en . "TRUE" . . "Structures and materials 2"@en . . "10.00" . "Unit Information\nAn introduction to nonsymmetric loading of beams with open and closed cross-sections; analysis of thin-walled aircraft structures; 2D stress analysis and failure criteria; material structures, properties and processing, and introduction to principles of sustainable manufacture.\n\nYour learning on this unit\nOn successful completion of the unit the student will be able to:\n\nApply the Euler-Bernoulli beam theory to cases involving arbitrary cross-sections (solid or thin-walled, open or closed sections) and arbitrary loading (on-axis or off-axis);\nAnalyse the torsion and bending of thin-walled light aircraft structures;\nDescribe and evaluate common manufacturing methods for conventional aircraft structures;\nDescribe and evaluate common material processing routes and diagnose failures arising from inappropriate processing;\nConduct basic life-cycle analyses on selected industrial scenarios." . . "Presential"@en . "TRUE" . . "Aerospace dynamics"@en . . "10.00" . "Unit Information\nIn this unit students will further develop their knowledge of engineering dynamics and its application in aerospace engineering, with a particular focus on vibrations, aeroelasticity and aircraft flight dynamics.\n\nUsing Newton and Lagrange methods, students will model and analyse basic vibration phenomena and properties of single and two-degree-of-freedom vibrating systems. The understanding of these fundamental concepts also provides an introduction to aeroelastic phenomena such as aircraft flutter.\n\nFurther, students will learn to describe the equation of motion for a rigid body aircraft, understanding the influence of aerodynamic and inertial terms and how the equations may be simplified for the purposes of classical linear analysis. This enables students to establish conditions for static flight balance and flight stability. Flight recordings obtained from the University of Bristol glider provide a source of data for students to analyse and evaluate.\n\nYour learning on this unit\nOn successful completion of the unit the student will be able to:\n\nderive the equations of motion of single and two degree-of-freedom mechanical and aeroelastic systems;\ndescribe the equations of motion for a rigid body aircraft, understanding how these may be simplified for the purposes of classical linear analysis;\nperform eigenvalue (modal), free, forced and basic stability analyses of the modelled vibratory systems and calculate their dynamic characteristics;\nexplain and apply the concepts of aircraft flight balance, flight stability and the standard aircraft modes of motion;\nevaluate and modify dynamic performance of real or virtual vibrating systems through application of signal processing, computer-assisted investigation and formal dynamic design methods;\nevaluate flight simulation data, linking aircraft time histories to flight handling qualities." . . "Presential"@en . "TRUE" . . "Avdasi 2 - group design, build, and test"@en . . "15.00" . "Unit Information\nThis unit provides practical hands-on experience of a multidisciplinary task to design, build and test an unmanned aerospace vehicle by application of the core unit methods. The learning experience covers applicable technical disciplines, and the practical disciplines of manufacture, project planning, management and communication.\n\nYour learning on this unit\nOn successful completion of the unit the student will be able to:\n\ncarry out the design, build and test of a functioning major UAV assembly as part of a team, using applicable interdisciplinary concepts and methods;\nwork as a member of a team, employing appropriate project management and planning tools to create, monitor and deliver a project plan;\nutilise introspective and reflective methods to identify opportunities for enhanced individual and team performance in future projects;\ndiscuss key health and safety responsibilities for engineers; and using recognised risk management tools create risk assessments to analyse a variety of project risks;\ncommunicate technical information via written documents and presentations; and utilise feedback given to establish improvements in successive presentations." . . "Presential"@en . "TRUE" . . "Structures and materials 3"@en . . "10.00" . "Unit Information\nIn this unit students will develop their ability to analyse the performance of aerospace structures, through analytical and numerical predictions of their stiffness and strength.\n\nStudents will be introduced to the fundamentals of the finite element (FE) method and will use professional FE software to create structural models, perform linear analyses and interpret the results. The mechanical properties of advanced composite materials will be described using classical laminate analysis, and the long-term performance of aircraft structures in terms of fracture, fatigue and creep will be covered.\n\nYour learning on this unit\nOn successful completion of the unit the student will be able to:\n\ncreate representative 3D finite element structural models, perform linear analyses and interpret results using professional finite element analysis software;\nanalyse the properties of fibre-reinforced composite laminates using classical laminate analysis and composite failure theories;\nperform calculations on material and structural failure in order to provide estimates for strength or life predictions." . . "Presential"@en . "TRUE" . . "Feedback systems and automatic control"@en . . "10.00" . "Your learning on this unit\nAn overview of content\n\nThis unit is split into two main sections. The overall theme of the first section is feedback, and in this section the students will learn how to recognise and analyse negative-feedback loops and understand their importance in engineering systems. In the second part, the students will learn how to extend these ideas to design automatic controllers for relevant engineering systems.\n\nHow will students, personally, be different as a result of the unit\n\nStudents will be able to analyse and design automatic feedback control systems for aerospace applications, which forms an essential skillset for aerospace engineers.\n\nLearning Outcomes\n\nUpon successful completion of this unit, students will be able to:\n\ndiscuss linear systems theory and apply it to relevant engineering systems;\ndiscuss the purpose and properties of key negative-feedback systems, including the PID controller;\nanalyse the stability and robustness properties of negative-feedback systems;\ndesign controllers for single-input/single-output systems;\ndesign controllers and observers for multi-input/multi-output systems." . . "Presential"@en . "TRUE" . . "Avdasi 3 - design methods and systems engineering"@en . . "10.00" . "Unit Information\nThis unit aims to introduce the relevant design methods, tools and systems engineering principles that will enable the student to exercise and consolidate engineering knowledge in the context of aerospace vehicles. Delivery of the course will consider the techniques used to convert a need into engineering requirements, followed by application of the tools required to compare different design solutions in several aerospace disciplines. Completion of the course will also develop the student’s technical reporting and management skills.\n\nYour learning on this unit\nOn successful completion of the unit the student will be able to:\n\ndemonstrate the application of aerospace design tools and methods;\ndescribe the key principles of the systems engineering approach and explain their utility within a system lifecycle;\nimplement analysis tools to satisfy broad engineering requirements across different design disciplines and understand the limitations of such tools;\nemploy systems engineering methods to assess alternative design solutions under conflicting technical requirements and recognise the need for compromise;\ncommunicate clearly through written documentation to facilitate the design process and to report on technical findings;\napply teamwork and project management skills for collaborative efforts to satisfy design requirements." . . "Presential"@en . "TRUE" . . "Composites for lightweight structures"@en . . "10.00" . "An overview of content\n\nThis unit introduces students to fundamental concepts in the analysis of lightweight structures; the design envelope of the structure is here governed either by localised material failure (e.g. fracture, delamination, etc.) or buckling instability inherent in the slender nature of the structure. The analysis of composite failure encompasses high-fidelity modelling of localised failure, including local manufacturing details and defects. Moreover, this unit explores how structural instabilities can be harnessed for functionality to create well-behaved nonlinear structures, to offer increased load-carrying capacity or to enable morphing structures to adapt their shape. This unit introduces fundamental principles and analysis approaches required to model lightweight composite structures, including the usage of a commercial nonlinear finite element analysis package.\n\nHow will students, personally, be different as a result of the unit\n\nStudents will be able to perform more advanced analysis and design of lightweight structures, supported by a fundamental understanding of underlying concepts and methods.\n\nLearning Outcomes\n\nOn successful completion of this unit, students will be able to:\n\ndiscuss and apply fundamental concepts in the analysis of lightweight structures;\ncontrast capabilities and limitations of (semi-)analytical and numerical analysis methods, in order to critically evaluate and select appropriate modelling methods for the structural analysis of lightweight structures;\nanalyse and evaluate the structural performance and strength of lightweight composite structures using numerical analysis methods;\ndevelop design concepts and applications for functional nonlinearities." . . "Presential"@en . "FALSE" . . "Composites design, manufacture and product development"@en . . "10.00" . "Your learning on this unit\nOverview of content\n\nStudents are provided with a fundamental understanding of composite materials, including introduction of constituents, applications, manufacturing processes, micromechanics, and the analysis of laminates and failure theories. A detailed understanding is provided of the processability of various reinforcement types alongside applicability of state-of-the-art automated manufacturing routes. An introduction conceptual product design is included. Aspects such as joining, composites tooling, machining, and inspection are covered. Advanced computer-aided engineering tools are used to produce digital models and simulate manufacturing processes.\n\nHow will students, personally, be different as a result of the unit\n\nAfter completing this unit, students will have an industrially relevant specialist knowledge on advanced manufacturing process and use of design tools to create composite products.\n\nLearning outcomes\n\nOn successful completion of this unit, students will be able to:\n\ndescribe composite constituents, manufacturing routes, applications, and failure theories;\ndesign a new composite product considering its functional requirements, intellectual property, appropriate material systems, suitable manufacturing methods and processes;\napply the principles of conceptual design, initial sizing, and preliminary structural analysis including micromechanics, the analysis of laminates and failure theories;\nbuild a digital mock-up model using a computer-aided design tool;\nanalyse and model the basic manufacturing processes and optimise process parameters through numerical simulations and devise defect mitigation strategy." . . "Presential"@en . "FALSE" . . "Product and production systems"@en . . "10.00" . "Unit Information\nThe unit provides the opportunity for students to practise the most current industrial Product Development and Production System Design techniques in an integrated stimulating and dynamic learning environment. The unit will highlight the importance of the virtual prototyping for complex engineering and bio-inspired product development in the context of product lifecycle management (PLM) and through-life engineering services (TES). The unit covers design for machining and CNC machine tools, process planning for machining leading to virtual machining techniques (CAM). This unit provides a broad range of skills for students to analyse complex value adding systems such as manufacturing and service provision systems by identifying their key elements and performance metrics, determining the effect of potential changes to the system and recommending changes that would result in sustainable and significant improvements.\n\nYour learning on this unit\nUpon successful completion of the unit, students will be able to:\n\n1. Identify (knowledge) the key elements in a value generating system and select (knowledge) appropriate performance indicators and use these for assessing (evaluation) the functional properties of the system.\n2. Select (knowledge) the appropriate modelling technique to improve (synthesis) a given aspect of performance in a product and production systems considering uncertainties, risk, quality issues and constraints throughout the system lifecycle.\n3. Create (synthesis) the required models and validate (evaluation) them.\n4. Apply (application) simulation analysis (analysis) methods to the models to measure (evaluation) performance and investigate (analysis) the behaviour of the system and interpret (comprehension) the results to propose improvements." . . "Presential"@en . "FALSE" . . "Structural integrity and non-destructive evaluation"@en . . "10.00" . "Unit Information\nThis unit introduces students to the treatment of high-integrity components within engineering. It covers both the detection and sizing of flaws using Non-Destructive testing Evaluation (NDE) methods and the quantitative assessment of structural integrity. We will look at the main NDE techniques with particular emphasis on state-of-the-art methods such as ultrasonic imaging. We will discuss the damage-tolerance of mechanical components and how to use engineering analysis to ensure safe operation. Methods for structural integrity assessment, their basis in fracture mechanics, and their use in practical applications involving NDE data and uncertainty will be introduced. The unit focusses on applications in industries where the consequences of structural failure are severe, such as oil & gas, aerospace and nuclear energy.\n\nYour learning on this unit\nUpon successful completion of the unit, students will be able to:\n\n1. Understand common structural failure mechanisms and the theoretical basis of parameters used in structural integrity, such as stress intensity factor and strain energy release rate.\n2. Use testing codes and standards, and the results of experiments performed using them, to calculate input data necessary for integrity assessment.\n3. Understand the principles and engineering context of integrity assessment procedures based on the Failure Assessment Diagram concept.\n4. Assess the structural integrity of mechanical components for safety-sensitive industries using quantitative engineering analysis, including the use of appropriate procedures and standards.\n5. Recall why there is a need for Non-Destructive Evaluation (NDTE).\n6. Explain the basic principles of the main NDE methods and associated signal processing techniques.\n7. Integrate the knowledge gained throughout the course to design an NDE inspection and evaluate the structural integrity condition of a component from the NDE data." . . "Presential"@en . "FALSE" . . "Advanced topics in mechanical engineering"@en . . "10.00" . "Unit Information\nThis unit is dedicated to the study of advanced topics in Mechanical Engineering, with the aim of equipping students with state-of-the-art knowledge, aligned with research topics in various fields relevant to mechanical engineers.\n\nSpecifically, students will study advanced topics selected from a predefined list, spanning several aspects of Mechanical Engineering. The advanced topics that the students take are followed by training on Research Skills.\n\nThrough this unit, students will develop a portfolio of core skills to underpin a successful research career.\n\nYour learning on this unit\nOn successful completion of the unit, students will be able to:\n\n1. Investigate the state-of-the-art in Mechanical Engineering and critically evaluate concepts from different scientific fields to apply them effectively in an engineering context.\n2. Appraise sources, resources, and the most up-to-date tools for conducting research in Mechanical Engineering.\n3. Present research findings based on evaluation of pertinent data and application of engineering analysis in solving unfamiliar problems, in a clear, accessible, and coherent manner." . . "Presential"@en . "FALSE" . . "Multivariable and nonlinear control"@en . . "10.00" . "Your learning on this unit\nAn overview of content\nThe unit consists of two theoretical components (multivariable and nonlinear control) plus a practical one (implementing control of a simple robotic manipulator, via simulation and/or physically).\n\nMultivariable control relies heavily on matrix-based formulations of the system. This approach readily expands to allow control of systems with arbitrarily large numbers of inputs and outputs.\n\nNonlinear control describes typical sources of system nonlinearities and introduces some commonly used techniques for their analysis and control.\n\nThe practical component of the unit will require students to work in small groups, implementing the above concepts and prior pertinent knowledge as appropriate to control the trajectory of a robotic manipulator. Example tasks could be to draw a specified shape, or a pick-and-place activity. This will be carried out in simulation and/or physically. Some knowledge of programming will be assumed. The grade awarded will be determined by factors such as the speed and accuracy with which the tasks are achieved, and the actuator energy consumed.\n\nHow will students, personally, be different as a result of the unit\nStudents will be able to understand and contribute towards the analysis and control of a wider range of systems.\n\nThey will have increased exposure to a mathematically rigorous systems-based way of thinking.\nTheir modelling and practical skills will improve.\n\nLearning Outcomes\nReferring to the Bristol Skills Framework: this unit will increase students’ subject matter expertise and application of knowledge within the scope of the unit. It will also add to their experience of collaborative working.\n\nKnowledge and Comprehension will be improved via the in-person and online lectures; Application, Analysis, Synthesis and Evaluation will be indispensable to the coursework.\n\nMore specifically: Upon successful completion of the unit, students will be able to:\n\nDesign a range of controllers in state-space for linear multivariable dynamical systems.\nDescribe nonlinearities and apply suitable theory to design controllers for nonlinear systems.\nUse programming tools to control and evaluate the performance of a robot’s movement." . . "Presential"@en . "FALSE" . . "Infrastructure systems management"@en . . "10.00" . "Unit Information\nInfrastructure underpins every aspect of modern life. It shapes our economies, environments, and societal well-being. Railways, roads, bridges, airports, hospitals, schools, ports, water and sanitation systems, energy generation and distribution (gas and electricity); its components are varied but fundamentally interconnected.\n\nInfrastructure Systems Management (ISM), when performed effectively, remains invisible to many, but its criticality is highly visible when it fails.\n\nThe aim of this unit is to give students an advanced understanding of the sustainable, whole-lifecycle management of infrastructure. It covers the planning, acquisition, design, delivery, operation, maintenance, renewal and disposal of infrastructure projects and programmes. These range in scale from the complexity of interconnected ‘system-of-systems’ to the detail of individual assets. ISM will develop the critical thinking processes which, allied with a deep understanding of needs and performance measurement principles, are required to manage the resilient performance of infrastructure systems.\n\nThe ISM unit has three main themes, while also highlighting the role infrastructure plays in both sustainable development and climate breakdown:\n\nSystems Knowledge and Understanding\nContext of International Infrastructure \nLeadership and Change management \nYour learning on this unit\n1. Describe, demonstrate and evaluate systems thinking approaches to engineering decision making that recognise uncertainty, complexity, emergence, sustainability, purpose and value.\n\n2. Understand and apply the key principles of asset management, and the engineering activities contributing to effective asset development.\n\n3. Understand, analyse and develop the principles of asset health monitoring and condition-based monitoring, including basic asset and related performance indicators.\n\n4. Identify and debate ethical dilemmas in international infrastructure systems management.\n\n5. Understand and assess the relevant legal requirements governing asset condition including the integrated management systems for health, safety, environment, and quality.\n\n6. Begin to lead change with an understanding of the challenges inherent in making complex systems more efficient, effective and sustainable." . . "Presential"@en . "FALSE" . . "Pre and post-process tools for structural finite element analyses:"@en . . "6.00" . "This course introduces the different modelling techniques and options available in commercial finite element packages. The student will learn from basic modelling and meshing techniques to more advanced aspects such as non-linear analyses involving non-linear behaviour of materials or contact, heat transfer and dynamic analysis." . . "Presential"@en . "TRUE" . . "Structural dynamics:"@en . . "3.00" . "The subject has a modular setup. The first half of the course is common for all the students and it is focused to establish and work the bases of dynamics. During the second half the student goes on with one of these two modules: impact on structures and seismic design of buildings. The impact is extended to structural elements, such as buildings or airplanes. Seismic design is based on developing a project. First of all a conventional earthquake resistant building will be designed and sized by using lateral equivalent forces. After this the building will be redesigned with the use of energy dissipation devices or base isolation" . . "Presential"@en . "FALSE" . . "Advanced structural analysis"@en . . "3.00" . "In this course you will learn about the basis and application of computational methods for the analysis of structures, with special emphasis on non-linear analysis with Finite Element Method. Material and geometrical nonlinearities, buckling, creep and time effects will be among the topics developed. The concepts will be applied to composite, steel and concrete structures." . . "Presential"@en . "FALSE" . . "Advanced constitutive modelling:"@en . . "3.00" . "In this course you will learn about the basis of constitutive modelling and the ability to be applied to solve structural problems. Stability, plasticity and permanent deformations, degradation, fracture, cohesive modelling, and bond formulation will be among the topics covered in this course. Thus, the developed concepts will be applied to composite, steel and concrete structures." . . "Presential"@en . "FALSE" . . "Composites for construction"@en . . "3.00" . "This course will allow you to select and to compile suitably the different techniques of analysis, design and modelling of composite materials in construction elements. The content of this subject is divided in: composite materials under construction. Properties, durability, standards and codes. Reinforcement with composite materials. Design in the last limit state. Design in service. Study of cases." . . "Presential"@en . "FALSE" . . "Design and analysis of composites with finite elements"@en . . "3.00" . "In this course the student will learn how to design and analyse composite materials using computational and finite element methods including analysis of elastic properties, lamination theory, hygrothermal effects, failure criteria, delamination and micromechanics." . . "Presential"@en . "FALSE" . . "Mechanical design with finite elements"@en . . "3.00" . "Nowadays, the design of Mechanical Elements cannot be understood without the use of Finite Element Method, either with specific commercial programmes (ANSYS, ABAQUS, etc) or integrated applications within a CAD packages (INVENTOR, SOLIDWORKS, etc). FEM is applied to analyse machine elements, aeronautical or ground vehicle structures, or energy systems subjected to constant and to variable forces." . . "Presential"@en . "FALSE" . . "Fluid-structure interaction"@en . . "4.00" . "no data" . . "Presential"@en . "FALSE" . . "Viscous flows"@en . . "3.00" . "Course Contents The transport equations of mass, momentum and energy for flows with viscosity and heat conduction: the Navier-Stokes\nequations; molecular transport properties; boundary layer simplifications.\nIncompressible laminar flows: exact solutions, self-similar and non-similar boundary layers; approximate (integral) methods for\nboundary layer computations.\nLaminar flows with thermal and compressibility effects.\nStability of laminar flows; transition.\nTurbulent flows: basic concepts, law of the wall and defect law, equilibrium boundary layers, introduction to turbulence\nmodelling.\nStudy Goals Understanding and operational knowledge of viscous flow concepts and their relevance to applications in the aeronautical\ndomain." . . "Presential"@en . "TRUE" . . "Cfd 2: discretization techniques"@en . . "3.00" . "Course Contents In these lectures the fundamental principles underlying the approximation of partial differential equations will be explained. This\nunifying approach will be applied to finite difference methods, finite volume methods and finite elements. The main focus will\nbe on the approximation of physical models. Extensions to high order methods and the application to curvilinear domains will be\naddressed\nStudy Goals Understanding the structure of physical models and the discrete representation. Ability to implement numerical schemes.\nInterpretation of numerical results." . . "Presential"@en . "TRUE" . . "Cfd 4: uncertainty quantification"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "Flow measurement techniques"@en . . "2.00" . "Course Contents Introduction to experimental analysis of aerodynamic problems. Flow visualization methods. Measurement\ntechniques: Laser Doppler Anemometry, Hot Wire Anemometry, Pressure measurements, Optical refractive\nmethods, Particle image velocimetry, Infra-Red Thermography.\nLaboratory exercise: NACA 0012 airfoil at incidence measured with HWA and PIV\nStudy Goals After this course, students will be able to:\n1) Discuss the main aspects related to the conduction of aerodynamic tests in simulation facilities\n2) Describe and explain the working principle of the most important and up-to-date flow measurement techniques\n3) Select the most suitable measurement technique depending on the aerodynamic problem to investigate\n4) Design and conduct wind tunnel experiments for aerodynamic investigation" . . "Presential"@en . "TRUE" . . "Fluid flow data processing and visualization"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "Cfd for aerospace engineers"@en . . "3.00" . "Course Contents CFD for Aerospace Engineers sets the grounds of the essential physical, mathematical, and numerical models for turbulent fluid\nflows and shows the opportunities and limits of fluid flow simulations in the aerospace industry. This course includes: (1) short\nsurvey of history, basic equations and dimensionless numbers, (2) turbulence theory and models for turbulence simulations with\nDNS, RANS, LES, (3) generation of suitable computational grids, (4) discretization methods, boundary conditions, effect of\nnumerical truncation (5) solvers for large linear systems, error and residuum, (6) visualization, (7) validation and verification, (8)\nhands-on tutorials with ANSYS CFX and OpenFOAM.\nStudy Goals After completion of this course, students (1) know and understand the methods and models used in state-of-the-art CFD\nsoftware, (2) are able to set-up and run CFD simulations, and (3) can critically analyze and evaluate CFD results." . . "Presential"@en . "TRUE" . . "Knowledge based engineering"@en . . "4.00" . "Course Contents The course will provide a theoretical and practical introduction to Knowledge Based Engineering (KBE) technology, as a means\nto address complex engineering problems through design automation/digitalization principles.\nOther addressed topics, strictly related to KBE include\n- UML/SysMl modelling language (class and activity diagrams)\n- object oriented modelling paradigm\nStudy Goals The main goals are the following:\n- understanding of Knowledge Based Engineering theoretical foundations and programming principles and their application to\nsupport complex engineering design problems\n- hands-on experience in developing simple but representative KBE applications by means of a provided KBE system\n- ability to model product and process knowledge by means of UML/SysMl" . . "Presential"@en . "TRUE" . . "Turbomachinery"@en . . "3.00" . "Course Contents This course educates aerospace students to apply theoretical knowledge in the field of fluid- mechanics and thermodynamics for\nanalyzing and designing a thermal turbomachinery. Typical examples are: axial and radial compressors of gas turbine engines,\nindustrial gas and steam turbines, radial turbines of automotive turbochargers, turbo-expanders and compressors used in\nrefrigeration and liquefaction industry, micro-turbines for power generation.\nSince the turbomachinery field is intrinsically interdisciplinary, it is assumed that students already possess basic knowledge of\nthermodynamics, fluid-mechanics, applied mathematics, propulsion systems, internal flows, acquired in previous courses.\nPrerequisite of the course are therefore bachelor and master courses addressing fundamental (e.g. Thermodynamics, Internal\nFlows) and applied aspects (e.g. Aero-Engines) of air-breathing engines.\nStarting from basic concepts of gas-dynamics and fluid-machinery, the course brings the student to the level that he is able to\nselect a turbomachinery for a specific application, perform the conceptual design of the stages, and eventually predict the flow\ncharacteristics within the blade passages by means of conceptual physical models and more sophisticated simulation tools.\nStudy Goals After the course the student will be able to:\n Classify and illustrate the main features of a turbomachine\n Select the most appropriate turbomachine for a given aerospace application\n Apply first principles to simplified turbomachinery configurations\n Identify the most prominent loss sources of a given turbomachinery stage\n Define the aerodynamic blade design of turbomachinery cascades\n Predict the performance of a turbomachine with analytical and numerical methods\n Devise solutions for performance improvement of turbomachinery cascades based on physical understanding\n Perform the conceptual and detailed fluid-dynamic design of a turbomachine for propulsion systems using analytical and\nnumerical tools" . . "Presential"@en . "TRUE" . . "Aero engine technology"@en . . "4.00" . "Course Contents The course presents advanced concepts in aircraft propulsion. This is an hydrid course in which the lectures are pre-recorded and\nsome for tutorials will be solved in the classroom. The course is aimed at looking into the details of an aircraft engine, the\nvarious components of gas turbine and their interaction. The course is divided into various modules which deal with the various\naspects / disciplines that are essential in an aero engine.\nThe important modules of this course are engine performance, sustainability in aviation, new engine/propulsion concepts, engine\ninlets, turbo machinery, combustion, engine exhaust systems, gas turbine performance and engine controls.\nThroughout the course, practical examples of systems from aircraft engines and gas turbines will be used to demonstrate the\nvarious methods and techniques.\nThe learning goals will be supported by lab visits and guest lectures by experts from aviation industry.\nStudy Goals After the course the students will have basic knowledge of the various modules and disciplines that play an important role in\naircraft propulsion. The specific study goals of the course are\n1. Calculate thermodynamic parameters of Brayton cycle and variations of the cycle.\n2. Identify differences in cycle characteristics between Brayton cycle and other thermodynamic cycles.\n3. Calculate the design point thermodynamic performance of an aircraft gas turbine\n4. Evaluate the effect of engine design parameters on the engine performance\n5. Evaluate the effect of engine architecture on its performance\n6. Compare the efficacy of different engine architecture for different missions\n7. understanding the environmental effects of different aircraft emissions\n8. Evaluate various options of making aviation sustainable\n9. Understand the basic fluid mechanics involved in turbomachinery\n10. Perform the conceptual design of axial compressors and turbines\n11. Compute the flow angles and flow properties within a axial and radial turbomachinery components\n12. Determine matching conditions for compressors and turbines\n13 Analyse the cooling requirements and compute the effect of cooling on engine performance\n14. Evaluate the calorific values for various fuels\n15. Understand the basics of combustion and emission formation in Aero engines\n16. Understand the working of gas turbine combustor\n17. Understand the basic principles of gas turbine controls and evaluate different strategies for control\n18. Enhance reporting and presentation skills" . . "Blended"@en . "TRUE" . . "Fundamental of aeroacoustics"@en . . "2.00" . "no data" . . "Presential"@en . "FALSE" . . "Experimental applications of aeroacoustics"@en . . "2.00" . "no data" . . "Presential"@en . "FALSE" . . "Internal flows"@en . . "3.00" . "Course Contents In this course we address fluid dynamic phenomena of interest in internal flow situations for aerospace propulsion applications.\nThe goal of the course is to develop physical insight into the phenomena that characterize internal flow in fluid machinery. As\nsuch we will discuss not just what happens, but why it happens and what are the consequences for propulsion systems. The\ncourse covers topic, which are not dealt with in courses or texts about external fluid dynamics. The flows described in Internal\nFlows are generally rotational, often three-dimensional, unsteady, and sometimes occurring in non-inertial (e.g., rotating)\ncoordinate systems.\nThe course can be viewed as the development of flow models and ideas to enable allow physical insight into the behavior of\nthree-dimensional and unsteady flows. One of the objectives of the course is to provide an increased ability to interpret\ncomputational and experimental results and hence to effectively extract conclusions about the key features of complex internal\nflows.\nThis course is inspired by 16.540 Internal Flow from the Department of Aeronautics and Astronautics at MIT. Much of the\nmaterial is based on the lectures of Profesor E. M. Greitzer, with permission.\nStudy Goals 1) Development of physical insight into the phenomena, which characterize internal flow in fluid machinery (not just what\nhappened, but why it happened)\n2) Development of the critical thinking needed to define, in a rigorous manner, the levels of modeling needed for useful\ndescriptions of internal flow situations\n3) Development of the ability to interpret numerical simulations and experimental results in terms of concepts and first principles" . . "Blended"@en . "TRUE" . . "Helicopter performance, stability and control"@en . . "4.00" . "no data" . . "Hybrid"@en . "FALSE" . . "Mathematical and human-inspired decision making"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "Maintenance modeling & analysis"@en . . "4.00" . "no data" . . "Presential"@en . "FALSE" . . "Trinity exercise"@en . . "4.00" . "Course Contents The name \"Composite Trinity Exercise\" is based on the fact that designing composite structures requires knowledge of\nproduction methods, materials and geometrical design.\nThe exercise is defined in following parts:\n1. Manufacturing of thermoplastic and thermoset laminates\n2. Determination of fibre volume fraction, void volume fraction and density\n3. Possibly C-scanning of all laminates for determination of laminate quality\n4. Estimation of the maximal bending-torsion coupling for a strip of UD composite\n5. Possibly manufacturing of specimens for mechanical tests, including adhesive bonding of tabs\n6. Performing mechanical tests\n7. Analysing the test results of the mechanical test, including failure analyses\n8. Adhesion of thermoset laminates\n9. Resistance welding of thermoplastic laminates\n10. Possibly preparation of lap shear specimens\n11. Performing lap shear tests\n12. Estimation of the mechanical properties of a sandwich panel\n13. Manufacturing of a sandwich panel by either vacuum infusion, pressing or vacuum bagging.\n14. Performing a bending test on a sandwich panel.\n15. Writing a test report.\nStudy Goals After succeeding this course the student should be able to:\n- produce vacuum infusion based laminates\n- produce thermoplastic based laminates\n- evaluate laminate quality\n- determine fibre volume fraction of laminates.\n- prepare test specimen according to standards\n- perform tests according to test standards\n- apply statistical methods for determination of design allowables.\n- evaluate the difference between modelling and reality" . . "Presential"@en . "TRUE" . . "Stability & analysis of structures I"@en . . "3.00" . "Course Contents This course introduces analytical and numerical techniques for the analysis of representative aerospace structures under\nmechanical loading, with particular emphasis on determining their stability. The course covers the connection between\nvariational formulations of energy, the equation of equilibrium and the stability of a system. Basic structural components are\nanalyzed using beam and plate theory. The analysis is extended to representative aerospace components using elements of shell\ntheory. Emphasis is placed on the understanding of the models, their assumptions, and ranges of applicability.\nThe topics covered include:\n-General principles of structural analysis and structural stability\n-Beam theory and stability\n-Plate theory and stability\n-Buckling of beams, plates and thin-walled aerospace structures\nStudy Goals 1- Understand the energy formulation of equilibrium and equations of motion\n2- Model simple aerospace structural components using engineering theories\n3- Apply energy methods for the evaluation of structural response\n4- Derive buckling load expressions for beams and plates\n5- Develop insights into buckling phenomena of aerospace thin-walled structures" . . "Presential"@en . "TRUE" . . "Structural integrity and maintenance"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "Stability & analysis of structures II"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "Material selection in mechanical design"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "Wind resource and wind farm yield"@en . . "4.00" . "no data" . . "Presential"@en . "FALSE" . . "Electrical machines and drives"@en . . "4.00" . "no data" . . "Hybrid"@en . "FALSE" . . "Advanced heat transfer"@en . . "4.00" . "Course Contents In this course the concepts & mathematics of heat transfer in the engineering context are treated.\nElementary understanding of the three modes of heat transfer: conduction, convection and radiation, will be briefly reviewed\nduring the first two lectures.\nDuring the remainder of the course, the underlying physics will be emphasized and advanced mathematical formulations will be\nexplained. A large focus in the course will be on the analysis of heat transfer in real-life integrated systems.\nSubjects in order of appearance:\n- A refresher on the underlying thermodynamics; energy, enthalpy, specific heats and phase change enthalpy.\n- A refresher on Conduction, Convection and Radiation.\n- Integral and differential energy balances in a 1-D and multiple-D continuum; absorption, reaction and dissipation as source\nterms.\n- Stationary conduction: cooling fins, multi-dimensional conduction and Laplaces equation; boundary conditions; analytical\ntechniques & numerical techniques; relaxation.\n- Phase change as a boundary phenomenon; melting and solidification fronts; Jakob number & Stefan condition.\n- Instationary conduction: Fourier and Biot number; boundary conditions; analytical techniques & numerical techniques; stability\ncriteria.\n- Forced & Free convection: Nusselt, Stanton, Prandlt & Peclet numbers; Analysis & the physics behind empirical correlations.\nThe role of boundary conditions.\n- Radiation: radiative exchange between grey bodies, solar radiation, spectral characteristics, surface characteristics.\nStudy Goals More specifically: The student is able to\n1. Distinguish between the different modes of heat transfer, and divide real-life systems into subsystems of elementary heat\ntransfer modes in a qualitative and quantitative manner.\n2. For all of the below; give the physical interpretation of contributors and terms in balances in words and in sketches.\n3. Set up appropriate integral and differential energy balances for one- and multidimensional instationary conduction.\n4. Justify and apply simplifications and define the appropriate boundary conditions, including problems containing phase\nchanges, i.e. Stefan conditions.\n5. Indicate mathematical solution strategies - both analytical and numerical, and apply those for standard geometries.\n6. Distinguish between different modes of convective heat transfer, and distinguish between the different physical mechanisms\nunderlying empirical correlations.\nIndicate implications when more detailed distributions of convective heat transfer are involved.\n7. Estimate the magnitude of radiative heat transfer, distinguish between thermal and short-wave properties and spectral\ndistributions, qualify and quantify the role of surface properties in real-life applications." . . "Presential"@en . "TRUE" . . "Introduction to multiphase flow"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Turbulence"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Materials at high temperature"@en . . "4.00" . "no data" . . "Presential"@en . "FALSE" . . "Dissertation"@en . . "60" . "he dissertation is an independent piece of scholarship linked to an applied research topic and is designed to complement and utilise the skills developed across taught modules. On successful completion of the module, you should be able to:\n \n plan and design a suitable programme of data collection Effectively collect data in the field or through collation of secondary data;\n present and analyse your results clearly and accurately;\n draw conclusions and to identify management implications;\n write concisely and lucidly both in styles appropriate to a scientific report and accessible to the lay person." . . "Presential"@en . "TRUE" . . "Transport, routing and scheduling"@en . . "3.00" . "no data" . . "Presential"@en . "FALSE" . . "complete (amateur radio class a)"@en . . "6.00" . "Learning outcomes\n\nAcquisition of theoretical and practical skills in the scope of amateur radio class A (CEPT Radio Amateur License). With class A You get access to all amateur radio bands and can transmit at the maximum permitted power.\n\nIn addition, practical basics of satellite communication are learned and can be continued with the course offered in the following semester Combine project.\n\nTeaching content\n\nTheoretical and practical basics of amateur radio, divided into:\n- Technical basics\n- Operating technology & regulations\n- Advanced technology\n\nIn addition to the knowledge required for the amateur radio exam, insights into amateur radio practice are also provided, especially in... Space travel, offered:\n- Basics of developing HF circuits, including assembling circuit boards\n- Practical basics of satellite communication" . . "Presential"@en . "FALSE" . . "advanced technology (amateur radio class a)"@en . . "3.00" . "Learning outcomes\nAcquisition of theoretical and practical skills within the framework of amateur radio class A (CEPT Radio Amateur License). With class A You get access to all amateur radio bands and can transmit at the maximum permitted power.\nThe knowledge acquired in the course goes beyond the knowledge required for the amateur radio exam. Among other things, will\nPractical basics of satellite communication are learned and can optionally be learned with the parallel project “Satellite Communication (Amateur Radio Project)\".\nTeaching content\n\nIn contrast to the Class E amateur radio certificate, the basics of which are taught in the first part of the course (AfuTUB Course 1 - Basics).\nAdvanced technical knowledge is required for class A. This knowledge is combined with further insights into acquired amateur radio practice, especially in the field of space travel." . . "Presential"@en . "FALSE" . . "Satellite technology I"@en . . "6.00" . "Learning outcomes\nThe module teaches the basics of satellite technology. All segments of a space flight mission are covered and\nIn particular, the design of subsystems is dealt with in depth. The students should all subsystems of a satellite and their\nUnderstanding interactions. They are intended to organize the collection of housekeeping data and on-board computer hardware and software learn and use the organizational forms of telecommands.\n\nTeaching content\n\nThe lecture content of the satellite technology module covers the following subject areas:\nClassification Satellite orbits\nFloor tracks and reception area\nComputer technology and programming for satellites Structure and mechanisms\nThermal control system\npower supply\nCommunication system\nTelecommand and telemetry system\nPosition control\nSatellite drives" . . "Presential"@en . "FALSE" . . "Satellite technology"@en . . "6.00" . "Learning Outcomes\nSatellites are complex systems that consist of payloads and up to seven subsystems that serve to accomplish the mission objectives. This\nmodule provides insights about the technologies and design approaches for each satellite subsystem. The knowledge and skills taught in\nthis module are fundamental for space systems engineers.\nAfter successful completion of this module, students will be able to\n- describe the specific tasks of each satellite subsystem,\n- explain the main design drivers of each satellite subsystem,\n- name and identify all commonly used satellite technologies,\n- explain the working principles of the most relevant satellite technologies,\n- discuss the advantages of different approaches for designing each satellite subsystem,\n- calculate technical budgets for satellites (e.g. mass, power, thermal),\n- recognize the interdependencies between satellite subsystems.\nContent\nThe module starts with the classification of satellites and their main applications. The module then addresses each of the satellite\nsubsystems one after the other. The main tasks, design drivers, technologies, working principles, budgets, methods and interfaces of each\nsubsystem are discussed. The following subsystems are addressed in this module:\n- Structure and Mechanisms (S&M)\n- Thermal Control Subsystem (TCS)\n- Attitude Control Subsystem (ACS)\n- Electrical Power Subsystem (EPS)\n- On-Board Data Handling (OBDH)\n- Telemetry, Tracking & Command (TT&C)\n- Satellite propulsion" . . "Presential"@en . "FALSE" . . "Soft skills"@en . . "3.00" . "Learning Outcomes\nSkills in communication and social competence are key factors for prospective engineers seeking leading positions. The module will\nprepare students for the social challenges in the work environment and provide a basic understanding and a hands-on experimentation\nspace for the key soft skills required to lead employees, teams and organizations. In immersive real-life situations, students will train and\ndevelop their abilities in teamwork, adaptability, collaborative problem solving, and other key transferrable soft skills.\nAfter successful completion of this module, students will be able to\n- describe required written, verbal, and non-verbal communication skills in globally diverse teams,\n- actively listen and solve some typical conflicts in group engagement,\n- describe team development phases and how they can effectively interact accordingly,\n- collaborate, manage time and pro-actively develop themselves,\n- apply critical observation and self-management skills to aid problem-solving and decision making,\n- activate self-confidence to speak publicly with less fear and authentic presence.\nContent\n- Communication skills\n- Culture map\n- Teamwork and collaboration\n- Active listening\n- Critical observation\n- Feedback and feedforward\n- Storytelling\n- Collaborative problem solving and decision making" . . "Presential"@en . "FALSE" . . "Current topics in aerospace"@en . . "no data" . "This module aims to inform students about current topics that are relevant to the current and future design or operation of aerospace vehicles." . . "Presential"@en . "TRUE" . . "Design and analysis of aircraft"@en . . "no data" . "This module aims to familiarise students with a range of aircraft, their configurations, operating environments and design issues and provide an ability to identify the key design features of an aircraft, with reference to airframe structure, aerodynamics, propulsion, use of materials, and mission requirements. It will introduce students to fixed-wing aircraft design methodology." . . "Presential"@en . "FALSE" . . "Science and technology of welding (casting – welding)"@en . . "5.00" . "Learning Outcomes\nStudents are expected to\n- acquire the knowledge of the fundamentals of welding and of the different welding methods.\n- understand the main principles of Metallurgy of welding and the effect of various welding parameters in the structure and properties of welds.\n- to identify the discontinuities of welds and understand how to prevent and detect them.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork autonomously\nRespect natural environment\nBe critical and self-critical\nAdvance free, creative and causative thinking\nCourse Content (Syllabus)\nIntroduction, Energy sources for welding (Electrical sources-Arc welding-Resistance welding-Electroslag welding, Chemical sources-Oxyfuel gas welding-Thermit welding, Optical sources-Electron Beam welding-Laser beam welding, Solid state sources-Explosion welding-Ultrasonic welding-Friction welding-Diffusion welding) Electrode, Characteristics of the welding arc, Metal transfer, Heat flow in welding (Distribution of temperature, peak temperatures distribution, cooling rates, solidification rates, weld thermal cycle), The Metallurgy of welding. Weld discontinuities (Cracks, geometric discontinuities, lack of fusion, lack of penetration, inclusions, porosity), Inspection of welds, Welding of metals and alloys.\nThe course includes hands-on workshops for metal welding using various techniques and microstuctural evaluation of the welds." . . "Presential"@en . "TRUE" . . "System dynamics"@en . . "5.00" . "Learning Outcomes\nBy the end of the module student should be able to: (i) develop dynamic tools for systems thinking including methods to elicit and map the structure of complex systems; (ii) to develop tools for modeling and dynamic simulation of complex systems; (iii) apply procedures for testing and improving the simulation models; (iv) design and evaluate policies for improving the dynamic behavior of systems.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nAdapt to new situations\nMake decisions\nCourse Content (Syllabus)\nIntroduction: fundamental system concepts; the object of a system dynamics analysis.\nSystem Structure and Dynamic Behavior: open and closed systems; positive-negative feedback loop; S-curve dynamics; oscillation, overshoot and collapse; other modes of behavior.\nCausal-Loop Diagrams: construction principles; loop identification.\nStocks and Flows: diagramming notation; mathematical formulation; stocks and flows diagrams; graphical integration.\nMathematical Formulation of Positive Feedback Loop: analytical solution for the linear first-order system; doubling times; non linear systems.\nMathematical Formulation of Negative Feedback Loop: analytical solution for the linear first-order system; time constants and half-times; zero-value goal structure; initial conditions; system compensation.\nMathematical Formulation of S-shaped Growth: Verhulst growth; Richards’ model; Weibull model.\nModeling Decision Making: principles for modeling decision making; formulating rate equations.\nDelays: material delays; information delays; estimating the duration and distribution of delays.\nIntroduction to PowerSim Software Package: flow diagram modeling; defining the time; computational sequence; overview of operators; function definitions.\nCase Studies in Industrial Management Using the System Dynamics Approach (PowerSim models)." . . "Presential"@en . "TRUE" . . "Heat treatments and phase transformations"@en . . "5.00" . "Learning Outcomes\nWhen successfully completing the course, students will be in position to:\n• Know the whole range of heat treatments of metals and alloys.\n• Understand the martensitic transformation and its properties.\n• Read and make calculations with ΤΤΤ and CCΤ diagrams.\n• Select the heat treatment depending on the alloying elements and the expected properties.\n• Assess the effect of the heat treatment on the mechanical properties of metals and alloys.\n• Select the best surface treatment of metals and alloys, depending on the application to be used.\n• Conduct heat treatments employing appropriate equipment.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nAdapt to new situations\nMake decisions\nWork autonomously\nWork in teams\nBe critical and self-critical\nAdvance free, creative and causative thinking\nCourse Content (Syllabus)\nPhase transformations in solid state. Annealing (full, partial, normalizing, tempering, recrystallization, stress-relieving). Martensitic transformation. Crystal structure, morphology and kinetics of the martensite transformation. Quenching. Effect of alloying elements. CCT and TTT diagrams. Means of quenching and cracking stresses. Tempering of simple and alloyed steels. Μartempering, austenepering, patenting.\nHardening by ageing. Thermodynamics of precipitation. Structural changes during ageing. The role of alloying elements. Applications in aluminium alloys.\nSurface treatments. Metal plating (electrolytic, hot-dip). Diffusion metal plating (vacuum deposition, vapor deposition, metal sprey). Structure of diffusion metal plating. Induction hardening and flame hardening. Thermochemical treatment. Flame carburizing. Carburizing, nitriding, carbonitriding, ion implantation. Galvanazing, chromizing, anodizing, phosphating.\nStainless steels. Ferritic, austenitic, martensitic hardening mechanisms and mechanical properties." . . "Presential"@en . "TRUE" . . "Method of boundary finite elements"@en . . "5.00" . "General Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork autonomously\nWork in an interdisciplinary team\nAdvance free, creative and causative thinking" . . "Presential"@en . "TRUE" . . "Optimal control of dynamics systems"@en . . "5.00" . "Learning Outcomes\nShould be able to solve an optimal control problem using calculus of variations.\nShould be able to design a linear quadratic controller in the continuous and digital domain.\nShould be able to design an optimal state estimator and incorporate it in a control system.\nShould be able to design a linear and non-linear model-predictive controller.\nGeneral Competences\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nAdapt to new situations\nMake decisions\nWork autonomously\nWork in teams\nWork in an interdisciplinary team\nAppreciate diversity and multiculturality\nRespect natural environment\nDemonstrate social, professional and ethical commitment and sensitivity to gender issues\nBe critical and self-critical\nAdvance free, creative and causative thinking\nCourse Content (Syllabus)\n1. Overview of automatic control principles\n2. Optimal control problem formulation\nPerformance index selection – Constraints\n3. Variational calculus in optimal control problems\nUnconstrained and constrained problems\n4. Linear quadratic control\nDisturbance rejections and set-point tracking problems\n5. Introduction to digital systems\nz-transform – digital transfer function\nStability of digital systems – Digital PID\n6. Control systems design in state space\nControllability and observability\nState feedback – Observers and Kalman filters\n7. Model predictive control\nLinear and non-linear systems\nNumerical solution and practical implementation" . . "Presential"@en . "TRUE" . . "Analysis of welded structures"@en . . "5.00" . "General Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork autonomously\nWork in teams\nGenerate new research ideas" . . "Hybrid"@en . "TRUE" . . "Machine tools"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Thermal turbomachinery"@en . . "5.00" . "Learning Outcomes\nThe students will:\n1. Learn and understand of the essential information regarding the performance and the characteristics of an aircraft\n2. Learn and understand the aircraft design phases and how to proceed to the early phases of the aerodynamic design and performance calculation of a simple aircraft\n3.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nAdapt to new situations\nMake decisions\nWork autonomously\nWork in teams\nWork in an international context\nGenerate new research ideas\nDesign and manage projects\nCourse Content (Syllabus)\nConceptual, preliminary, detailed design. Specific aerodynamic data for aircraft wings. Aircraft performance (takeoff, climb, steady level flight, landing). Aircraft stability and control. Future designs. Aircraft design examples. Aerothermodynamics for reentry conditions." . . "Presential"@en . "TRUE" . . "Internal combustion engines II"@en . . "5.00" . "Learning Outcomes\nAfter successful course completion, the students will be able to solve complex design and operational problems for Internal Combustion Enggines, via their familiarization with modern modeling approaches. They will be in the position to study critically the technical literature and evaluate technologies of improving the energy and environmental performance of engines.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nAdapt to new situations\nMake decisions\nWork autonomously\nWork in teams\nWork in an international context\nWork in an interdisciplinary team\nGenerate new research ideas\nCourse Content (Syllabus)\nEngine cycle simulation (process analysis) using filling-emptying models. Thermodynamic analysis and cycle efficiency calculation. Modeling of flow in inlet/exhaust valves. Combustion models. Pollutant formation prediction via two-zone combustion modeling. Compressible flow and gas dynamics analysis in inlet and exhaust pipes. Turbocharger thermodynamic analysis, modeling and practical aspects. Intercooling. Modeling of cooling and lubrication systems. Simulation examples of steady-state and transient performance of Diesel and gasoline engines. Simulation applications using commercial software tools and model validation." . . "Presential"@en . "TRUE" . . "Reliability and maintenance"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Elevating and conveying machines"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Light structures"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Pressure installations and mains (physical processes technology Iι)"@en . . "5.00" . "Learning Outcomes\nBy successfully accomplishing this course students will have obtained the theoretical background needed for the design and operation of pressure installations and networks (mains).\n\nThey will have worked comprehensively on the technologies of pneumatic, steam and gaseous fuels' networks.\n\nThey will be able to design and execute a calculative and simulative approach as part of the integrated design and sizing of pressure vessels and of distribution networks for steam, compressed air, natural gas and industrial gasses.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork in teams\nDesign and manage projects\nCourse Content (Syllabus)\nPressure vessels: Characteristics, classification and structural analysis. Calculation of pressure vessels and mains. Standards and regulations.\nEnergy storage vessels in industrial applications.\nThermal, mechanical and pneumatic storage.\nSteam and water mains: design, dimensioning and construction of industrial flow networks." . . "Presential"@en . "TRUE" . . "Forecasting techniques"@en . . "5.00" . "no data" . . "Hybrid"@en . "FALSE" . . "Heating"@en . . "5.00" . "Learning Outcomes\nLearning of:\na) The history of heating technology\nb) The methodology for calculating of the desigh heatload in buildings\nc) The methodologies of calculating and design of various heating systems\nd) The procedure of calculating the energy consumption in heating systems\ne) The elaboration of design study of heating installation in buildings\nUpon successful completion of the course the students will be able to calculate and design central heating installations in buildings and to estimate the energy consumption of heating systems\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork autonomously\nAdvance free, creative and causative thinking\nCourse Content (Syllabus)\nIntroduction. History of heating systems. Design heat load calculations. Local and central heating systems. Heat pumps in heating systems. Hydronic heating systems design. District heating. Pipe sizing. Heating systems equipment (heating emitters, boilers, pumps, expansion tanks, valves etc) selection and sizing. Control of heating systems. Calculation of energy use for space heating." . . "Presential"@en . "TRUE" . . "Air conditioning"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Vehicle analysis and design"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Solidification – casting"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Sports"@en . . "no data" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Physical oceanography"@en . . "5,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Measurement methods and numerical modelling"@en . . "10,5" . "Teaching basic methods of data analysis and data inversion against the background of current and future satellite missions. Suitability and importance of space-based data for investigating of the Earth system with a focus on\nfield modelling. Mathematical foundations for representation of global models and potential fields of other harmonic spherical harmonics" . . "Presential"@en . "FALSE" . . "Geoelectrisity"@en . . "6.0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Practice in geophysycs"@en . . "5.0" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Soft skills"@en . . "10,5" . "no data" . . "Presential"@en . "FALSE" . . "Engineering design"@en . . "no data" . "Understanding engineering designs is a basic skill expected of all engineers. During the module students learn how to generate 2D drawings and 3D computer models which are universal means of communicating design ideas and allowing the idea to be converted into physical products. Topics covered include: 3D visualization and spatial reasoning; engineering sketching; basic descriptive geometry; fundamentals of orthographic projection; parametric and feature-based solid modelling; assembly modelling; geometric dimensioning and tolerance; drawing convention and presentation of 3D geometry on 2D media. Students will use computer-aided design (CAD) software as the major tool for graphical analysis and design of a basic UAV concept." . . "Presential"@en . "TRUE" . . "Aerospace engineering skills"@en . . "6.0" . "This module is a compilation of workshops that deliver brief introductions to tools, techniques and methodologies for aerospace engineering and UAVs. To provide a holistic view of the engineering profession the module will also focus on project management, sustainability, ethics, renewable and green energy." . . "Presential"@en . "TRUE" . . "Dynamics"@en . . "6.0" . "This module introduces students to modelling and analysis of dynamic systems, with emphasis on free and forced oscillations, and investigation of the system response. In addition, the solution of the resulting differential equations and the application to simple vibration problems will be discussed." . . "Presential"@en . "TRUE" . . "Control"@en . . "6.0" . "The module aims to introduce students to the problems of automatic control, with practical illustrations on UAVs,to provide a basic understanding of techniques used to model engineering systems and to allow students to gain a physical understanding of the factors influencing the steady-state and dynamic response of practical systems. The module also provides an understanding of the time-domain and frequency-domain methods of analysis of control systems, an understanding of the properties of proportional, integral and derivative controllers and to allow students to gain experience of real closed-loop control systems and to learn about analysis methods using computer-based techniques." . . "Presential"@en . "TRUE" . . "Digital competency essentials"@en . . "2.0" . "no data" . . "Presential"@en . "FALSE" . . "Critical thinking and communicating"@en . . "4.0" . "no data" . . "Presential"@en . "FALSE" . . "International summer school"@en . . "no data" . "Social integration of student cohort through groupwork and a fulltime residential setting.\nDeep dive into a specific topical domain with particular professional relevance.\nContact opportunity with practitioners from industry and application domains.\nExperience with hands-on field work and data acquisition." . . "no data"@en . "FALSE" . . "Explainable ai"@en . . "6.0" . "A key component of an artificially intelligent system is the ability to explain to a human agent the decisions, recommendations, predictions, or actions made by it and the process through which they are made. Such explainable artificial intelligence (XAI) can be required in a wide range of applications. For example, a regulator of waterways may use a decision support system to decide which boats to check for legal infringements, a concerned citizen might use a system to find reliable information about a new disease, or an employer might use an artificial advice-giver to choose between potential candidates fairly. For explanations from intelligent systems to be useful, they need to be able to justify the advice they give in a human-understandable way. This creates a necessity for techniques for automatic generation of satisfactory explanations that are intelligible for users interacting with the system. This interpretation goes beyond a literal explanation. Further, understanding is rarely an end-goal in itself. Pragmatically, it is more useful to operationalize the effectiveness of explanations in terms of a specific notion of usefulness or explanatory goals such as improved decision support or user trust. One aspect of intelligibility of an explainable system (often cited for domains such as health) is the ability\n\nfor users to accurately identify, or correct, an error made by the system. In that case it may be preferable to generate explanations that induce appropriate levels of reliance (in contrast to over- or under-reliance), supporting the user in discarding advice when the system is incorrect, but also accepting correct advice.\n\nThe following subjects will be discussed:\n(1) Intrinsically interpretable models, e.g., decision trees, decision rules, linear regression.\n(2) Identification of violations of assumptions; such as distribution of features, feature interaction, non-linear relationships between features; and what to do about them.\n(3) Model agnostic explanations, e.g., LIME, scoped Rules (Anchors), SHAP (and Shapley values)\n(4) Ethics for explanations, e.g., fairness and bias in data, models, and outputs.\n(5) (Adaptive) User Interfaces for explainable AI\n(6) Evaluation of explanation understandability\n\nPrerequisites\nData Mining or Advanced Concepts in Machine Learning.\n\nRecommended reading\nMolnar, Christoph. Interpretable Machine Learning. Lulu. com, 2020.\nRothman, Denis. Hands-On Explainable AI (XAI) with Python: Interpret, visualize, explain, and integrate reliable AI for fair, secure, and trustworthy AI apps, Packt, 2020.\n\nMore information at: https://curriculum.maastrichtuniversity.nl/meta/464255/explainable-ai" . . "Presential"@en . "FALSE" . . "Intelligent search & games"@en . . "6.0" . "In this course, the students learn how to apply advanced techniques in the framework of game-playing programs. Depending on the nature of the game, these techniques can be of a more or less algorithmic nature. The following subjects will be discussed:\n(1) Basic search techniques. Alpha-beta; A*.\n(2) Advanced search techniques. IDA*; B*, transposition tables; retrograde analysis and endgame databases; proof-number search and variants; multi-player search methods; Expectimax and *-minimax variants.\n(3) Heuristics. World representations; killer moves; history heuristic, PVS; windowing techniques; null-moves; forward-pruning techniques; selective search, GOAP.\n(4) Monte Carlo methods. Monte Carlo tree search (MCTS) techniques, enhancements and applications; AlphaGo and AlphaZero approaches.\n(5) (5) Game design. Evolutionary game design; game quality metrics; self-play evaluation; procedural content generation (PCG); puzzle design. \n\nPrerequisites\nNone.\n\nDesired Prior Knowledge: Data Structures & Algorithms.\n\nRecommended reading\nMillington, I. and Funge, J. (2009). Artificial Intelligence for Games, 2nd Edition Morgan Kaufmann Publishers, ISBN: 978-0123747310\nRussell, S.J. and Norvig, P. (2010). Artificial Intelligence: A Modern Approach, 3rd edition. Pearson Education, New Jersey. ISBN 0-13-207148-7.\nYannakakis, G.N. and Togelius, J. (2018) Artificial Intelligence and Games, Springer, Berlin. ISBN 978-3-319-63519-4 (eBook) 978-3-319-63518-7 (hardcover)\n\nMore information at: https://curriculum.maastrichtuniversity.nl/meta/465981/intelligent-search-games" . . "Presential"@en . "FALSE" . . "Reinforcement learning"@en . . "6.0" . "Reinforcement learning is a type of machine learning problem in which the learner gets a (delayed) numerical feedback signal about its demonstrated performance. It is the toughest type of machine learning problem to solve, but also the one that best encompasses the idea of artificial intelligence as a whole. In this course we will define the components that make up a reinforcement learning problem and will see what the important concepts are when trying to solve such a problem, such as state and action values, policies and performance feedback. We will look at the different properties a reinforcement learning problem can have and what the consequences of these properties are with respect to solvability. We will discuss value based techniques as well as direct policy learning and learn how to implement these techniques. We will study the influence of generalisation on learning performance and see how supervised learning (and specifically deep learning) can be used to help reinforcement learning techniques tackle larger problems. We will also look at the evaluation of learned policies and the development of performance over time.\n\nPrerequisites\nNo hard prerequisites but having some background in Machine Learning and/or Data Mining will be helpful.\n\nRecommended reading\nLecture slides will be uploaded before each lecture. These slides are designed and intended as support during teaching, not as study material by themselves. They are supplied as a service, but additional note taking will be necessary to pass the class.\n\nThe book “Reinforcement Learning – An Introduction” by Sutton and Barto is freely available at: https://www.andrew.cmu.edu/course/10-703/textbook/BartoSutton.pdf\n\nMore information at: https://curriculum.maastrichtuniversity.nl/meta/477745/reinforcement-learning" . . "Presential"@en . "FALSE" . . "Aerospace materials"@en . . "6.0" . "The course aims to allow students to acquire knowledge and skills useful for the virtuous circle of innovation-technologies-materials-products-processes in the structural and propulsive aeronautics sector and in the broader field of manufacturing industry. The topics will be treated with the use of an inter- and multidisciplinary approach, with the aim of linking knowledge and skills relating to the development and use of innovative materials technologies, aimed at implementation applications and selection / project aspects. The basic aspects aimed at identifying criteria for the selection and choice of materials that favor manufacturing approaches typical of the circular economy will also be highlighted, with reference to the use of environmentally friendly and recyclable materials, for technological processes also based on replacement materials from raw materials, including light and multi-material systems." . . "Presential"@en . "TRUE" . . "Technology of aerospace materials"@en . . "6.0" . "Materials used in aerospace applications must meet particular performance requirements by extending the design limitations of conventional engineering materials and design demand and considering products that are more effective in terms of energy efficiency, life cycle performance and sustainability. environmental (use of reusable and / or recyclable materials).\nIn this context, the development of in situ manufacturing processes in a planetary environment (Moon and Mars) based on local resources to limit transport from Earth and the related use of non-renewable resources. The aim of the course is to illustrate to students all aspects of materials, technologies and processes and their use in the aerospace field, also with a view to sustainability and the circular economy in space.\nStudents will develop knowledge of aerospace materials technology in relation to design, analysis and testing. Particular emphasis will be placed on practical applications and ongoing research. The course will include a short laboratory section, in which students will fabricate and test a simple advanced composite material structure." . . "Presential"@en . "TRUE" . . "Management"@en . . "3.0" . "Prerequisites\nNo prerequisites.\n\nObjectives\nThe main objective of the Management course unit is to introduce students to a set of concepts and tools that will enable them to understand the nature of the systemic and integrated functioning of organizations, and evaluate the multidisciplinary methods and resources necessary for their operation. It is intended that students become empowered with the skills that enable them to contribute active and positively to the sustainable growth of organizations, with a particular focus on the following aspects: Culture, ethics, and organizational structure; Accounting and Financial Analysis; Investment Appraisal; Planning and Strategic Management; Marketing Fundamentals. The application of the knowledge acquired is valid for both firms in activity, and entrepreneurial projects, like start-ups resulting from Innovation & Technology Development. The course integrates the simulation management game IST Management Challenge (ISTMC).\n\nProgram\n1. Introduction to Management. Culture, ethics, and organizational structure. 2. Financial Analysis. 3. Investment Project Appraisal. 4. Strategic management. 5. Marketing.\n\nEvaluation Methodology\nThe Final Grade for the Management course is the sum of two components: a) Individual assessment: 1. Multiple choice final test (score max.: 10 points, 50% of the final grade; minimum required: 4.5 points). Students can do the test in two different dates; the best score of both tests prevails. 2. Four Exercises/quizzes to be done in class (max score of each exercise: 2 points; max score in this part: 8 points, 40% of the final grade) b) Group work : Management game – IST Management Challenge (ISTMC) 2 points according to the the performance and valid participation of the group in the ISTMC (teams with 3-5 students) - 10% of the final grade.\n\nCross-Competence Component\nThe participation in the Jogo de Gestão-ISTManagementChallenge(ISTMC) allows the development of transversal competences on Interpersonal Skills. (2 points, 10% of the final grade)\n\nLaboratorial Component\nNot applicable.\n\nProgramming and Computing Component\nNot applicable.\n\nMore information at: https://fenix.tecnico.ulisboa.pt/cursos/lerc/disciplina-curricular/845953938490024" . . "Presential"@en . "TRUE" . . "Network architectures"@en . . "6.0" . "Objectives\nUnderstand the founding principles of computer networks. Provide an overview of the Internet as a network that integrates several heterogeneous technologies. Provide advanced equipment configuration and network troubleshooting skills.\n\nProgram\n1 - Integrated unicast forwarding: spanning tree (IEEE802.1D), RIP versus RIPng, OSPFv2 versus OSPFv3, IPv4 BGP versus IPv6 BGP. 2 - Network Virtualization: VLANs, MPLS routing and associated protocols (LDP). 3 - Multicast Routing: architecture of multicast communication systems, IGMP, dynamic management of multicast distribution trees, PIM protocol. 4 - Quality of service: degradation factors, performance metrics, scheduling and packet discarding algorithms, traffic descriptors, traffic regulation and policing algorithms, RSVP, IntServ and DiffServ architectures. 5 - Multimedia communications: types of multimedia information, voice and video encoding and compression, audio and video streaming: RTP, RTCP and RTSP protocols, and real-time interactive VoIP applications: SIP protocol. 6 - Mobile and Wireless Networks: Wireless, CDMA, 802.11, Personal Networks (Bluetooth and Zigbee), Cellular Networks, Mobility Management, Mobile IP.\n\nEvaluation Methodology\n50% continuous evaluation / 50% non-continuous evaluation\n\nCross-Competence Component\nCritical and Innovative Thinking - Laboratory assignments involve strategic thinking, critical thinking, creativity, and problem-solving strategies without explicit evaluation. Intrapersonal Competencies - Laboratory assignments involve productivity and time management, stress management, proactivity and initiative, intrinsic motivation and decision making without explicit evaluation. Interpersonal Skills - In the project evaluation, a part of the classification is assigned to the report form or to the ability of communicate (in the oral discussion). In the evaluation of the laboratory assignments, a part of the classification is assigned to the ability to work in a team.\n\nLaboratorial Component\nLaboratory and project work that are performed with real equipment (e.g. Cisco routers) and emulators (e.g. GNS3).\n\nProgramming and Computing Component\nThe laboratory assignments and the project involve configuration of network equipment. The evaluation weight of this component is 45%.\n\nMore information at: https://fenix.tecnico.ulisboa.pt/cursos/lerc/disciplina-curricular/845953938490019" . . "Presential"@en . "TRUE" . . "Humanities, arts and social sciences (hass) I"@en . . "3.0" . "The humanist curricular component plays an important role in harnessing architects’ curiosity about the world they live in as well as understanding it, empowering them to actively respond to its challenges, using scientific and technological knowledge, in a more appropriate and contextualised way.\n\nStudents can choose subjects, offered in several faculties of ULisboa, from areas such as Management, Economics, Literature, Psychology, Visual Arts or Sport, among others." . . "Presential"@en . "TRUE" . . "Humanities, arts and social sciences (hass) II"@en . . "3.0" . "The humanist curricular component plays an important role in harnessing architects’ curiosity about the world they live in as well as understanding it, empowering them to actively respond to its challenges, using scientific and technological knowledge, in a more appropriate and contextualised way.\n\nStudents can choose subjects, offered in several faculties of ULisboa, from areas such as Management, Economics, Literature, Psychology, Visual Arts or Sport, among others." . . "Presential"@en . "TRUE" . . "Comunications systems"@en . . "6.0" . "Prerequisites\nBasic knowledge of \"Signals and Systems\" and of \"Propagation and Antennas\"\n\nObjectives\nTo analyze telecommunication systems and their supported services; to understand how to dimension the most important telecommunications systems.\n\nProgram\n1- Model of a communication system. Analog to Digital Conversion (PCM). Time Division Multiplexing (TDM); TDM-PDH and SDH hierarchies. 2- Baseband transmission: line codes; noise models; intersymbol interference; error probability in baseband transmission systems; eye pattern. 3- Modulated transmission: digital binarymodulations (ASK, FSK, PSK); digital M-ary modulations (M-PSK and M-QAM). 4- Digital microwave links: frequency plans; free space propagation; influence of the earth's surface and atmosphere; ITU-R recommendations; project of a microwave link. 5- Introduction to satellite communications: satellite link characteristics,link power budget, multiple access techniques(FDMA, TDMA, CDMA). 6- Introduction to optical communications: elements of an optical link, transmission windows,fiber structure, attenuation, distortion, fiber types, optical sources, receiver structure, project of an optical link.\n\nEvaluation Methodology\n50% continuous evaluation / 50% non-continuous evaluation\n\nCross-Competence Component\n1- Teamwork: labs and project executed with groups of 3 students. 2- Written communication: writing of the project report, whose evaluation will have a weight of 20% in the final project grade. 3- Critical thinking: justification of the technical choices taken during the project development, and whose evaluation will have a weight of 50% in the final project grade.\n\nLaboratorial Component\nThree laboratory sessions, in groups of 3 students, with evaluation at the end of the session through a multiple choice questionnaire.\n\nProgramming and Computing Component\nDo not apply.\n\nMore information at: https://fenix.tecnico.ulisboa.pt/cursos/lerc/disciplina-curricular/845953938490023" . . "Presential"@en . "TRUE" . . "Distributed systems"@en . . "6.0" . "Objectives\nLearn the fundamental concepts and technologies to develop distributed applications that can guarantee non-functional requirements such as re-configurability, security, fault tolerance, and scalability. Students should be able to define a distributed architecture for an application. Program distributed applications using remote procedure calls and distributed name services. Analyse reliability and availability requirements and introduce mechanisms for ensuring fault tolerance in applications. Interpret security requirements, to design policies and use mechanisms to fulfil such requirements.\n\nProgram\nIntroduction: challenges and opportunities of distribution. Message passing: remote procedure calls. Naming. Shared memory: memory consistency and distributed shared memory. Coordination and fault-tolerance: fault types and dependability, state machine replication, primarybackup, two-phase commit. Security: introduction to cryptography, secure channels, digital certificates, TLS, single sign-on.\n\nEvaluation Methodology\nProject and Exam The continuous evaluation component will have a weight> = 40%     \n\nCross-Competence Component\nThe project requires critical, innovative and creative thinking to solve problems. Intra and interpersonal skills are very important for the teamwork. The project's topic is aligned with relevant societal challenges.\n\nLaboratorial Component\nPractical work on some of the key technologies discussed in the theoretical lectures followed by definition and development of the final project work     \n\nProgramming and Computing Component\nIn the course where this UC is offered the Computing and Programming components are assured according to MEPP 2122.\n\n\nMore information at: https://fenix.tecnico.ulisboa.pt/cursos/lerc/disciplina-curricular/845953938490021" . . "Presential"@en . "TRUE" . . "Introduction to exact sciences and technology"@en . . "4.0" . "Content: \n\nBasic principles of Physics and Engineering\n\n* principles of mechanics and orbital motion\n* electromagnetic spectrum and radiation laws\n* structure of matter and fundamental interactions\n \n\nBasic principles of Life Sciences\n\n* introduction to the human body: cells, tissues, organs: the various systems composing the body and their main role\n* introduction to the cell, cell components (organelles, cytoskeleton), difference between eukaryotic and prokaryotic cells\n* introduction to cell division (mitosis, meiosis), DNA, RNA, transcription, transduction, gene expression\n\nCourse material: \n\nIntroduction to Anatomy and Physiology:\n- Anatomy & Physiology: 6th or 7th edition. Authors: Kevin T Patton, Gary A. Thibodeau\nIntroduction to Cell Biology:\n- Essential Cell Biology, 3rd or 4th edition. Authors: Bruce Alberts, Dennis Bray, Karen Hopkin, Alexander D Johnson, Julian Lewis, Martin Raff, Keith Roberts, Peter Walter\n\nIntroductory handbooks made available to the students (e.g. Jewett and Serway, Introduction to Physics for Scientists and Engineers, Wiley )\nIntroductory texts on topics related to the space sector\n\nFormat: more information\nThe general aim is that all students - irrespective of the nature of their initial master - are able to follow the 'truncus communis' courses at the required academic level of the covered discipline, without the necessity of additional specific introduction for students with different backgrounds. Students with a more technical background, follow a course covering the relevant human sciences, and vice versa.\nIntroductory handbooks and/or basic texts are handed over to the students, well before the academic year formally starts. Guidlines are given with respect to the relevance of different topics for space studies.\nThe basic format of the course is that the knowledge adquisition occurs through self-study, with regular feedback from senior and junior academic staff.\n\n\n\nMore information at: https://onderwijsaanbod.kuleuven.be/syllabi/e/G0S53BE.htm#activetab=toelichting_werkvorm_idm23613856" . . "Presential"@en . "TRUE" . . "Fundamental science from space"@en . . "5.0" . "Aims: \n\nUpon completion of this course, the student is able to:\n\nunderstand and explain what the specific advantages and constraints of the space environment are for research in fundamental sciences;\nunderstand and explain how living systems are affected by the space environment;\nunderstand and explain what are the major questions of fundamental science in space and how they are addressed;\nunderstand and explain how interdisciplinary crosstalk between science, technology development, and societal aspects is essential for the scientific exploitation and exploration of space.\n \nModule Space Sciences and Exploration (2.5 ECTs):\n\nHistory of space science\n- the origin of space research\n- the early epoch of space science\n \nFundamental science in space\n- the advantages of space for fundamental science\n- key results in fundamental space science\n- worldwide space science programmes\n \nScientific exploration of space\n- the Earth and its environment\n- solar-system research\n\nModule Life Sciences and Biology in Space (2.5 ECTs)\n\nWith the current progress in space exploration the idea that once men will live on other planets no longer is utopic. Can men, animals and plants survive in space? How will they adapt themselves to this unusual environment? In these lectures a basis is given to address these questions.\nSpecifically, the major biological processes will be explained as well as the changes induced by microgravity on these systems. The following biological systems will be treated:\n- the human body (muscles, bones, heart, equilibrium organs, kidney, eyes, respiration,...);\n- plants and cel biology;\n- animals (biology of development).\nThese systems will be studied through different experiments which were carried out at different levels, and by means of handbooks and scientific litterature. \nThe general consequences of cosmic radiation on biological systems will be discussed.Techniques will be discussed which are used on Earth to simulate weightlessness (parabolic flights, drop towers, bedrest, water immersion), besides the initial research on microgravity in the US, Russia and Europe during the first spaceflights with animals and men, until the Apollo project.\n\n\n\nMore information at https://onderwijsaanbod.kuleuven.be/syllabi/e/G0S55AE.htm#activetab=doelstellingen_idm8369264" . . "Presential"@en . "TRUE" . . "Learning in the digital era"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "Changemakers: creativity and value creation"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "Introduction to education: philosophy, psychology and sociology"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=EDUU9E1&_gl=1*zxnwpp*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to literary studies: genre"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=ENGU9A1&_gl=1*1rqncef*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Media 1: an introduction to media studies and industries"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=FMSU9A1&_gl=1*1rqncef*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "The making of modern britain 1707 to 2000: an introduction"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=HISU9B1&_gl=1*1rqncef*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to journalism studies"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=JOUU9A1&_gl=1*1rqncef*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Leisure management & consumption"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=LEIU9LM&_gl=1*1rqncef*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Philosophy: what Is It all about?"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=PHIU9A1&_gl=1*vauqw3*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Religion in the modern world"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=RELU9A1&_gl=1*vauqw3*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Understanding sport"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SPSU711&_gl=1*vauqw3*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to physiology"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=BIOU2PH&_gl=1*ctz2u9*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to literary studies: theories & approaches"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=ENGU9A2&_gl=1*ctz2u9*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Concepts of history: themes and transformations"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=HISU9C2&_gl=1*kjdomz*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "The management challenge: an introduction"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=MGTU7S2&_gl=1*kjdomz*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Religion colonialism and nationalism"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=RELU9A2&_gl=1*kjdomz*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to sport & exercise science"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SPSU712&_gl=1*1rwc785*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to education: philosophy, psychology and sociology (eduu9e1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=EDUU9E1&_gl=1*nwt5vt*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Literary revolutions (engu903)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=ENGU903&_gl=1*nwt5vt*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to literary studies: genre (engu9a1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=ENGU9A1&_gl=1*nwt5vt*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Media 1: an introduction to media studies and industries (fmsu9a1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=FMSU9A1&_gl=1*dwddjn*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Reading film & television (fmsu9a3)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=FMSU9A3&_gl=1*dwddjn*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "The making of modern britain 1707 to 2000: an introduction (hisu9b1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=HISU9B1&_gl=1*17xpbct*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Reputations in history (hisu9s3)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=HISU9S3&_gl=1*17xpbct*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to journalism studies (jouu9a1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=JOUU9A1&_gl=1*17xpbct*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Leisure management & consumption (leiu9lm)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=LEIU9LM&_gl=1*17xpbct*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Analysis I (matu9m3)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=MATU9M3&_gl=1*17xpbct*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "From plato to existentialism (phiu913)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=PHIU913&_gl=1*1xh1u93*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Philosophy: what Is It all about? (phiu9a1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=PHIU9A1&_gl=1*1xh1u93*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "The social mind (psyu9a3)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=PSYU9A3&_gl=1*1xh1u93*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Religion and culture: problems of representation (relu913)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=RELU913&_gl=1*1xh1u93*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Religion in the modern world (relu9a1)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=RELU9A1&_gl=1*1xh1u93*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Understanding sport (spsu711)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SPSU711&_gl=1*88qhb4*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Understanding global sport (spsu813)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SPSU813&_gl=1*88qhb4*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Habitat management and restoration (envu9mr)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=ENVU9MR&_gl=1*3lp5vg*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTg3Ny4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Scotland field course (geou9ic)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU9IC&_gl=1*18l5y8i*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTg3Ny4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Mountain leader assessment (eoeu6s6)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=EOEU6S6&_gl=1*165oolf*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTk5Mi4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Habitat management and restoration (envu9mr)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=ENVU9MR&_gl=1*q30hz0*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjA0MDA2Ni4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Scotland field course (geou9ic)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU9IC&_gl=1*q30hz0*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjA0MDA2Ni4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Mountain leader assessment (eoeu6s6)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=EOEU6S6&_gl=1*g5o1ly*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjA0MDA2Ni4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Special topics in gis"@en . . "6" . "Specialization in Geoinformatics and presentation of advanced applications of Geographic Information Systems and Science. Upon completion of this course, it is expected that the learner will be able to (1) collect, manage and analyse geospatial data for a variety of applications, (2) evaluate state-of-the-art methods and technologies in Geographic Information Systems and Science for selected application domains" . . "Presential"@en . "FALSE" . . "Consolidation module: natural sciences and related fields"@en . . "15" . "no data" . . "Presential"@en . "TRUE" . . "Strength of materials"@en . . "5" . "Introduction. Stress and strain under axial loading. Compatibility requirements. Stress tensor. Strain tensor. Constitutive equations. Plain stress and plain strain. Theories of failure. Torsion. Pure bending of symmetric beams. Elastoplastic bending. Skew and eccentric bending. Bending and shear. Bending of composite sections. Deformed elastic shape. Statically indeterminate structures. Energy methods (virtual work principle, complementary virtual work principle, unit load method, Castigliano’s theorem, applications to statically indeterminate structures, Betti’s theorem)" . . "Presential"@en . "TRUE" . . "Hydraulics"@en . . "5" . "Basic properties of fluids. Hydrostatics. Deformation of a fluid element. Piezometric and energy line. General differential equations for continuity and motion (Navier-Stokes). Ideal fluids. Euler equations. Bernoulli equation. Reynolds number. Laminar and turbulent flow. Hydraulic and piezometric load; energy losses; characteristics of conduits. Uniform flow in open channels. Specific energy. Critical flow. Hydraulic jump. Gradually varying non-uniform flow. Weirs. Pumps." . . "Presential"@en . "TRUE" . . "Highway engineering I"@en . . "5" . "Introduction to Highway Engineering. Basic Traffic Features. Vehicle dynamics. Elements of road geometry: alignment, transition curves, super elevation, widening of curves, longitudinal profile, grades and vertical offset, cross-sections, mass-haul diagrams. Visibility. Principles of highway design. Road Safety criteria. Elements of crossroads and interchanges design. The road and the environment." . . "Presential"@en . "TRUE" . . "Construction management"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Regional planning"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Compulsory summer field exercises in surveying (i) (100 hours – 2 weeks)"@en . . "4" . "Summer field course based on geodetic subjects taught up to the 4th semester. Students’ practice includes: establishment and measurements of a network and a traverse, detail surveying, setting out of a road axis and measurements for its longitudinal section and cross sections. Written or oral examination with the delivery of the final technical report and drawings. The course takes place in CUT Campus or in the greater Limassol area." . . "Presential"@en . "TRUE" . . "Gis applications"@en . . "4" . "Revision of the basic principles of Geo-informatics and GIS. Introduction to GIS, Applications of GIS in the Cyprus and Greece areas. Applications to several areas: civil engineering projects (e.g. roadworks, management of utility services), environmental engineering, telecommunications, archaeology etc. During the course the students practice with GIS software, conducting a series of exercises that constitute a semester project." . . "Presential"@en . "TRUE" . . "Hydrology"@en . . "5" . "Introductory concepts. Description, analysis and measurement of hydrological processes (atmospheric precipitation, hydrologic losses, surface drainage, ground water, utilization of aquifers). Probabilistic and statistical methods of engineering hydrology (probabilistic description of hydrological processes, risk factors, standard statistical analysis and forecast of hydrological variables, statistical investigation of hydrological parameter correlation, optimization of hydrological information). Calculation methods (flood hydrogram, linear basins, unitary hydrogram, flood routing, introduction to simulation models of drainage basins)." . . "Presential"@en . "FALSE" . . "Highway engineering II"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Airports"@en . . "3" . "Not provided" . . "Presential"@en . "TRUE" . . "Others"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .