All-provider course timetable

This weekly class is intended to help research students in Divinity to develop their skills in reading French documents they need to deal with in their research. Each session will be divided into two parts:

The first part will consist of grammar, tasks to develop insight into the reading process, help with dealing with complex sentence structures, academic conventions, abbreviations, etc.

The second part will be devoted to the translation of original French texts from different periods and covering a range of topics. Each week you will be asked to attempt a translation into English of a French passage.

For more detailed information about the course please visit our website.

THIS COURSE TAKES PLACE IN THE LENT TERM ONLY.

Using close reading and translation of academic texts from their particular discipline, this weekly class is intended to help research students in the Arts, Humanities & Social Sciences to develop their skills in reading French documents that they have come across or may meet in their research.

The course aims to develop strategies for reading longer texts faster through close analysis, grammatical and stylistic commentary, and translation. For example, literary texts with differing editions, stories with two or more translations into English that need to be compared and evaluated, poems of challenging originality or range of allusion.

Classes will be conducted in English, but there will be many opportunities to use French and practise reading aloud.

For more detailed information about the course please visit our website.

Application forms should be returned to CDH Learning (learning@cdh.cam.ac.uk) by Thursday 7 January 2021. We will review applications on a rolling basis and applicants will be notified at the latest by the end of Monday 11 January.

This CDH Guided Project aims to provide humanities, arts and social science researchers with an overview of current theory and practice in the design of human-computer interaction in the age of AI and equip the participants with analytical tools necessary for a critical investigation of contemporary design with AI/ML. Looking closely at interactions between humans and emerging AI systems, the workshop will also explore the potential for interaction between humanities scholars and computer scientists in the process of development and assessment of new solutions.

Lectures and practical research design sessions in Interaction with Machine Learning taught by Professor Alan Blackwell and Advait Sarkar (Microsoft Research) as part of an optional course for Part III and MPhil Computer Science students will form the anchoring element of the Project. These will allow researchers without a Computer Science background to explore how key challenges in AI design are being addressed within the field of interaction design, as well as identify areas in which humanities methodologies and approaches could be adopted to improve the production process, by making it more fair, critical, and socially-aware.

Participants will also take part in three workshops specifically tailored to humanities and social science researchers and will be supported in developing a mini research project investigating how humans interact with systems based on computational models. The projects may include:

• probing an already existing dataset, system, or user interface from a critical perspective
• developing an idea for new interaction design based on critical applications of ML/AI.

Please note: no prior practical experience or knowledge of programming is required to take part in the Project, however some awareness of how AI systems work will be beneficial.

Minimum time commitment:

• 8 weekly online lectures led by Professor Alan Blackwell (Computer Science and Technology) and Advait Sarkar (Microsoft Research). Weekly from 26 January, 2-4pm (with the last hour as an optional session for Guided Project participants).
• 3 x 1.5 hour specialist workshops for humanities and social science participants led by Tomasz Hollanek and Anne Alexander (CDH)
• 1.5 hour project showcase and final discussion

Participants are encouraged to set aside additional time to work on their projects between sessions. A Moodle email forum and drop-in ‘clinic’ style support sessions will be available during the Guided Project.

Lecture topics and dates

• Current research themes in intelligent user interfaces (26 January, 2pm)
• Program synthesis (2 February, 2pm)
• Mixed initiative interaction (9 February, 2pm)
• Interpretability / explainable AI (16 February, 2pm)
• Labelling as a fundamental problem (23 February, 2pm)
• Machine learning risks and bias (2 March, 2pm)
• Visualisation and visual analytics (9 March, 2pm)
• Research presentations by Computer Science Students (16 March, 2pm)

Workshop themes

• AI critique, humanities methodologies and user interface design (1 February, 10-11.30am)
• Recommender systems (1 March 10-11.30am)
• Machine vision (8 March 10-11.30am)
• Project presentations and discussion (15 March 10-11.30am)

Objectives By the end of the course participants should:

• be familiar with current state of the art in intelligent interactive systems
• understand the human factors that are most critical in the design of such systems
• be able to evaluate evidence for and against the utility of novel systems
• be able to apply critical methodologies to current interaction design practices
• understand the interplay between ML/AI research and humanities approaches

This module introduces the statistical techniques of Exploratory and Confirmatory Factor Analyses. Exploratory Factor Analysis (EFA) is used to uncover the latent structure (dimensions) of a set of variables. It reduces the attribute space from a larger number of variables to a smaller number of factors. Confirmatory Factor Analysis (CFA) examines whether collected data correspond to a model of what the data are meant to measure. STATA will be introduced as a powerful tool to conduct confirmatory factor analysis. A brief introduction will be given to confirmatory factor analysis and structural equation modelling.

• Session 1: Exploratory Factor Analysis Introduction
• Session 2: Factor Analysis Applications
• Session 3: CFA and Path Analysis with STATA
• Session 4: Introduction to SEM and programming

Using close reading and translation of academic texts from their particular discipline, this weekly class is intended to help research students in the Arts, Humanities & Social Sciences to develop their skills in reading French documents that they have come across or may meet in their research.

The course aims to develop strategies for reading longer texts faster through close analysis, grammatical and stylistic commentary, and translation. For example, literary texts with differing editions, stories with two or more translations into English that need to be compared and evaluated, poems of challenging originality or range of allusion.

Classes will be conducted in English, but there will be many opportunities to use French and practise reading aloud.

For more detailed information about the course please visit our website.

This module introduces the statistical techniques of Exploratory and Confirmatory Factor Analyses. Exploratory Factor Analysis (EFA) is used to uncover the latent structure (dimensions) of a set of variables. It reduces the attribute space from a larger number of variables to a smaller number of factors. Confirmatory Factor Analysis (CFA) examines whether collected data correspond to a model of what the data are meant to measure. STATA will be introduced as a powerful tool to conduct confirmatory factor analysis. A brief introduction will be given to confirmatory factor analysis and structural equation modelling.

• Session 1: Exploratory Factor Analysis Introduction
• Session 2: Factor Analysis Applications
• Session 3: CFA and Path Analysis with STATA
• Session 4: Introduction to SEM and programming

This weekly class is intended to help research students in the Arts, Humanities & Social Sciences to develop their skills in reading German documents they need to deal with in their research. Each session will be divided into two parts:

The first part will consist of grammar, tasks to develop insight into the reading process, help with dealing with complex sentence structures, academic conventions, abbreviations, etc.

The second part will be devoted to the translation of original German texts from different periods and covering a range of topics. Each week you will be asked to attempt a translation into English of a German passage. Students will be encouraged to bring along German texts from their own research to translate.

For more detailed information about the course please visit our website.

This series of workshops are aimed at students interested in interdisciplinary and feminist research practice. The course revolves around a simple query: what makes research feminist? It is the starting point to engage with classic and more contemporary writings on feminist knowledge production to answer some of the following questions: what are the ‘proper’ objects of feminist research? Who can do feminist research? Why do we do feminist research, and what is its relevance? Who do we cite in our research? We will have in-class discussions and hands-on assignments that will allow students to practice some of the main debates we will read about.

This session aims to give you tools to manage your relationships with business and industry, charities, and other non-academic partners. The session is suitable for researchers and facilitators looking to future-proof their impact partnerships and co-creation relationships. We will use case studies from the arts, humanities and social sciences.

We’ll cover the basics of intellectual property management, licensing of co-created resources and research outputs, and academic consultancy. Above all we want to support you to ensure a sustainable, fair, future-proof foundation for scalable real-world impact.

It may be helpful to bring your own cases and questions to the session.

The sessions on Friday, 26 February and Monday, 1 March gives the opportunity to the participants to have a 30-minute one-to-one session with the trainer to discuss issues and queries relating to their own project.

There is an increasing emphasis in research on the management and sharing of data. Many funding bodies that support research undertaken at Cambridge require not only open access to any publications based on that research, but also to the data underlying it. This course will help you understand funders’ requirements for management and sharing of research data, and will provide opportunities to create your own data management plan and test out resources that will make the data management process easier.

UPDATE: Please note that this session is taking place remotely, not in the Medical Library as previously advertised. Please do not go to the Medical Library training room. You will be contacted by the training team with information about how to join the session remotely.

Please note: this session may be recorded. By signing up for the session, you register your consent for recording to take place. Please email librarytraining@medschl.cam.ac.uk if you have any questions about this.

Applications for this workshop have now closed.

Corpus linguistic approach to language is based on collections of electronic texts. It uses software to search and quantify various linguistic phenomena that make up patterns, which it then compares within and across texts based on their frequency. Corpus stylistics applies tools and methods from corpus linguistics to stylistic research. Corpus stylistics mainly focuses on literary texts, individual or corpora. Corpora are here, usually, principled collections of texts, for example a collection of texts by one author, or texts from a specific period. It focuses both on more general patterns and meanings that are observable across corpora and patterns and meanings in one individual text. In terms of quantitative approaches that corpus stylistics employs, it is in many ways similar to work that is referred to as ‘distant reading’ and also ‘cultural analytics’. These approaches emphasise the gains that we get from looking at texts from “distance”, i.e., in large quantities. For corpus stylistics, it is the relationship between quantitative and qualitative that is central. Therefore, research in corpus stylistics often deals with much smaller “cleaner” data sets, so that the qualitative step in the analysis is more manageable.

This workshop aims to introduce the basic corpus linguistic techniques and methods for working with literary and other texts. It aims:

• To provide an introduction to corpus linguistics in relation to digital humanities approaches;
• To develop critical understanding of how data representativeness used in quantitative research may influence results;
• To critically examine the relationship between quantitative and qualitative textual analyses;
• To provide a practical toolkit for computational textual analysis.

This course is an essential component of training for new laser users, which should be backed up by practical training in departments.

The course may be suitable for users of other classes of lasers, depending on the risk, but please discuss this with your Laser Safety Officer first.

The Programme offers general language tuition with a focus on communicative competence.

At advanced level the focus shifts slightly towards reading and writing whilst still offering plenty an opportunity for oral communication. The syllabus is more topical and the contents feature many a cultural, historical, political and current affairs theme. While the grammar is analysed within a context, explicit grammar instruction becomes an integral part of the course.

One of the aims of the advanced level courses is also presentation skills as the courses aim to cater for the academic needs (i.e. research, conferences) of the students.

More detailed information is available on our website.

NB: Advanced courses are official, award-bearing University qualifications.

Please also note that the certificates and transcripts are usually issued in July.

The Programme offers general language tuition with a focus on communicative competence.

At basic 1 level, the focus is on every day and real-time, oral/aural communication. Each course features a functional-notional syllabus and grammar points are analysed in context.

For more detailed information about the course please visit our website.

A language course for students who have an intermediate command of the Spanish Language (completed B1), ideally suited to those students who have completed the CULP Intermediate 2 course or have taken Spanish at GCSE Level. The level is upper-intermediate.

For more detailed information about the course please visit our website.

The Programme offers general language tuition with a focus on communicative competence.

At advanced level the focus shifts slightly towards reading and writing whilst still offering plenty an opportunity for oral communication. The syllabus is more topical and the contents feature many a cultural, historical, political and current affairs theme. While the grammar is analysed within a context, explicit grammar instruction becomes an integral part of the course.

One of the aims of the advanced level courses is also presentation skills as the courses aim to cater to the academic needs (i.e. research, conferences) of the students.

More detailed information is available from the Language Centre website.

NB: Advanced courses are official, award-bearing University qualifications.

Please also note that the certificates and transcripts are usually issued in July.

This weekly class is intended to help research students in the Arts, Humanities & Social Sciences to develop their skills in reading German documents they need to deal with in their research. Each session will be divided into two parts:

The first part will consist of grammar, tasks to develop insight into the reading process, help with dealing with complex sentence structures, academic conventions, abbreviations, etc.

The second part will be devoted to the translation of original German texts from different periods and covering a range of topics. Each week you will be asked to attempt a translation into English of a German passage. Students will be encouraged to bring along German texts from their own research to translate.

For more detailed information about the course please visit our website.

The module aims to provide students with an introduction to and overview of survey methods and its uses and limitations. It will introduce students both to some of the main theoretical issues involved in survey research (such as survey sampling, non-response and question wording) and to practicalities of the design and analysis of surveys. The module consists of three two-hour sessions delivered via Zoom, split between lectures and practical exercises.

The Programme offers general language tuition with a focus on communicative competence.

At intermediate 2 level, the focus shifts slightly towards reading and writing whilst still offering plenty an opportunity for oral communication. The syllabus is more topical and the contents feature many a cultural, historical, political and current affairs theme. While the grammar is analysed within a context, explicit grammar instruction becomes an integral part of the course.

More detailed information is available on our website.

The Programme offers general language tuition with a focus on communicative competence. At intermediate 1 level, the focus is on every day and real-time, oral/aural communication. Each course features a functional-notional syllabus and grammar points are analysed in context.

For more detailed information about the course please go to the Language Centre CULP page.

The Programme offers general language tuition with a focus on communicative competence.

At a basic level, the focus is on every day and real-time, oral/aural communication. Each course features a functional-notional syllabus and grammar points are analysed in context.

For more detailed information about the course please visit our website.

The Programme offers general language tuition with a focus on communicative competence.

At elementary1 level, the focus is on every day and real-time, oral/aural communication. Each course features a functional-notional syllabus and grammar points are analysed in context.

More detailed information is available on our website.