Teaching Delivery: This module is taught in 20 bi-weekly lectures and 30 tri-weekly PGTA-led seminars.

Content: An introduction to the ancient Greek language, including the study of grammar, principles of sentence construction and the reading of selected texts. The module aims to provide students with a knowledge of Classical Greek language and principles of sentence construction sufficient to translate simple passages of Greek prose into English and simple English phrases and sentences into Greek. Two classes per week will be split into small groups, each group taught by a Postgraduate Teaching Assistant.

Skills: Students should be trained in translating Greek texts into English and English sentences into Greek, learning vocabulary and studying Greek grammar and syntax. By the end of the module students are expected to have reached a level approximately equivalent to the end of chapter 12 of the module text, Athenaze Book 1.

Introductory reading: Students are invited to familiarize themselves with the Greek alphabet, pronunciation, accents and breathings, punctuation and transliteration (Athenaze Book 1, pp. xxvi-xxxiii).

Module text: Balme, M. & Lawall, G., 2003. Athenaze: An introduction to Ancient Greek Book 1, Second edition (chapters 1–12). Oxford (UK EDITION)
This module offers a broad overview of infrastructure project development, finance, and investment. By exploring the financial, economic, political, social, operational, and technological variables that influence the structure, credit attributes, and performance of complex, capital-intensive infrastructure projects, this module exposes students to the basic building blocks of infrastructure finance.

Aims:

The aim of this module is to equip you with the conceptual and technical (i.e., modelling) skills required for a specialization in infrastructure finance.

Learning objectives:

Expose you to the basic concepts, characteristics, and differences between corporate and project finance
	Highlight the possibilities and constraints of different capital structures for financing infrastructure projects/investments
	Familiarise you with factors affecting the cost of capital of infrastructure projects and their associated impacts on project appraisal/delivery
	Develop basic financial modelling proficiency
Students take forward the unit themes, together with personal ideas and concepts from BARC0097, and develop these to become a building design proposal that is sited, drawn up and physically modelled to a scale of 1:500, 1:100 and/or 1:50 as appropriate. The emphasis on this project is on an indepth attempt at design synthesis, as students experiment with personal working methods that allow them to flesh out both new and reworked ideas into a building design proposal.
Aims/objectives;

To give you an introduction to:

The business context of projects and strategy
	The management of projects from the sponsor/owner/client viewpoint
	The broader range of issues/topics to be managed in project definition phase
Learning outcomes:

After taking this module you should be able to:

Critically analyse the business case for projects and the relationship between enterprise-wide and project strategies
	Understand, select and develop appropriate tools, techniques, processes and practices to set and achieve strategic project objectives within the context of overall enterprise strategies
	Select and apply relevant knowledge of enterprise-driven projects and project management skills for a range of different industries
Lecture Themes/Topics may include:

Strategic Issues

	Management of project strategy for the client’s strategic benefit
		Management of information, knowledge and learning
	
Procurement routes and the transfer of risk

	Procurement routes and risk
		Strategic partnering and alliancing
		Supply Chain Management
	
Requirements, design and stakeholder management

	The Briefing Process
		Design Management
		Requirements Management
		Stakeholder Management
	
Value and Risk Management

	Risk Management
		Value Management
To gain the module credits, you must achieve a mark of 50% or higher in the assessment.

This module has been developed to provide you with an understanding of the changing way in which architects, engineers, project and facilities managers operate and collaborate. Industry has radically changed its needs and this module is a response to this shift: introducing students to new processes and providing knowledge on the create of project environments in which digital innovation can work effectively. It will provide an understanding of the benefits of emerging and newly established digital practices to internal and external stakeholders – how, when and where they can contribute to project outcomes, and inform the skills and knowledge necessary to manage projects. The module seeks to furnish students with an understanding of how big data, Internet of things and BIM are redefining the outcome and process requirements in collaborative practice.
This module places a special emphasis on public-private partnerships (PPPs), among available infrastructure procurement models, and touches upon the views and requirements of various project stakeholders that need to be satisfied for PPPs to reach successful commercial and financial close.

Aims:

The aim of this module is to prepare you as a practitioner capable of bringing PPP projects to financial close. By exploring all aspects of PPP transactions and performance, you will gain the necessary knowledge to design and negotiate both efficient and effective risk allocations in PPP projects.

Learning objectives:

Provide you with detailed, practical knowledge of global practices currently applied to infrastructure PPP projects
	Introduce you to the institutional and technical capabilities needed to bring PPP projects into operation—from preparation and procurement to construction and long-term contract management.
The MSc Dissertation is a 10000-word piece of original research which you undertake throughout the later part of you course and which must be (project) managed by you. The dissertation is a distinctive and successful feature of the MSc courses with the School, which you will value highly as a personal achievement.

Its purpose is for you to develop and demonstrate your own research capabilities within the broad context of the course of study you have chosen. It is the opportunity for you to develop a programme of reading and research for the completion of your studies at UCL and your professional career, and to receive one-to-one help and guidance over a period of weeks from a member of the academic staff allocated to them.

At the end of your Programme, you will produce a document (the dissertation) of up to 10,000 words which critically evaluates your research subject and your research objectives; discusses the existing knowledge around your chosen subject; sets out your own programme of research and investigation; and delivers conclusions that are valuable for others about the outcomes of your investigation.

The subject for research is chosen by you and considerable freedom is given to you to develop a research proposal which suits your professional interests, goals, and aspirations. Advice is available from the academic staff about the suitability of the proposed investigation

Over the course of recent years many students have produced some excellent studies, which have contributed to our knowledge about their chosen subject, and some have even led to publication of conference papers and journal articles.

The module is delivered in several distinct phases: Live sessions on research skills and methodology Submission of a 300-word Research Outline Allocation of MSc Dissertation supervisor Development of a 1000-word research proposal and Ethics Form Core MSc dissertation work through the summer up until the submission of the completed dissertation in August.
This module first explores some global contemporary shifts in education to critically discuss what kinds of strategies, policies and practices are likely to develop in the future. Within this context, it will focus on sustainability; as a ‘grand challenge’ for society and education; as a key component of the curriculum, and as central to estate planning, design and management. It will investigate some tools for assessing and improving sustainability in buildings and estates; in learning and wellbeing across schools and universities (including education for sustainable living (ESL)); consider the implications for economic, social and environmental change; and generate strategies for more sustainable futures. Students will undertake a problem-based study in groups, to analyse and then report back on intended solutions.
The aim of this module is to give students an advanced-level introduction to key concepts in political sociology with a particular stress on those relevant for the study of communist and post-communist societies. It will examine theoretical debates about the relationship between state and society and between identity and power as well as the social context within which political actors operate and the extent to which they shape and are shaped by social structures such as gender, nationality, class, race and religion. Students on the course will study developments such as globalisation, technological advancement, migration, transnational exchange, identity formation, social change and social reproduction.
This course explores the literature as well as the cultural, historical, and socio-political contexts of the period ranging from 1830 (when Tennyson’s first volume of poems was published) to 1900 (the last months of Queen Victoria’s reign before her death in January 1901). Often described as ‘the Age of the Novel’, the course naturally devotes considerable space to nineteenth-century fiction, but also pays close attention to the directions taken by poetry and non-fiction.

Autumn term lectures include overviews of the period and cover all the set texts. Seminar groups study at least four of the set texts. (In 2022-23, the set texts are Tennyson’s selected poems, Brontë’s Villette, Dickens’s Great Expectations, Browning’s selected poems, Eliot’s Middlemarch, Christina Rossetti’s selected poems, Hardy’s Tess of the d’Urbervilles, Hopkins’s selected poems, and Wilde’s plays. Set texts are subject to change.)

In the Spring term, lectures focus on major generic and thematic approaches, such as condition of England writing, nonsense poetry, sensation fiction, decadent writing, the international novel, and the fin-de-siècle. Writers explored through these lectures include Thomas Carlyle, Edward Lear, Lewis Carroll, Henry James, Algernon Charles Swinburne, Wilkie Collins, and many others.

Spring term seminars are sign-up options; options in the past have included ‘Romance in Poetry', ‘Great Victorian Novels’, ‘The Victorians and Art’, ‘How to Do Things with Books’, ‘Colonial writing and fictions of Empire’, ‘People Behaving Badly’, and ‘Exoticism and the Supernatural’.

Examination is by means of written exam paper, or by Course Essay, if preferred and if no other Course Essay is being submitted by the candidate in that year.

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Module description

This module aims to give students insight into the Icelandic language, its structure and history. The module equips students with a basic knowledge of Icelandic, both written and spoken, so that they will be able to read elementary texts, engage in simple daily conversation, and pursue further studies in the modern language.
Students will gain knowledge of the fundamentals of Icelandic grammar, vocabulary, sentence structure and pronunciation. Modern texts will be studied as well, and students will practice both spoken and written Icelandic to develop their skills in expressing themselves in Icelandic. In addition, the module will cover in broad outline the history of the language and contemporary ‘language politics’ (loan-words, neologisms etc.).

Preparatory Reading

Dictionaries

ISLEX Orðabókin (http://islex.hi.is/)
 Sverrir Hólmarsson, C Sanders & J Tucker, Íslensk-ensk orðabók (1989).
 Jón Skaptason et al., Ensk-íslensk skólaorðabók (1998).
 Íslensk-ensk ensk-íslensk vasaorðabók (Forlagið 2012)
Readings, Grammar and Exercises

Sólborg Jónsdóttir og Þorbjörg Halldórsdóttir, Íslenska fyrir alla (2011)
 Þorbjörg Halldórsdóttir, Litli málfræðingurinn (Mímir)
 Icelandic Online I
Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
The aim of this 15-credit module is to develop your skills and confidence as a writer. It will help you to understand the differences between school and university study. You will have the opportunity to discuss with a tutor and with a small group of fellow students how best to approach research and writing at university, and will learn how your work will be assessed. The module is taught in small-group tutorials over the first half of the first term and assessed by a 2,500-word essay and portfolio of formative assignments completed over the course of the term.
This module addresses Yiddish culture from a variety of angles and traces these topics from the Middle Ages into the present day. Issues we will address include:

What are different ways of analysing Yiddish and Yiddish culture, from both scholarly and popular perspectives?
	How have notions of Yiddish and Yiddish culture changed over time and across geographic boundaries?
	How does Yiddish culture relate to Jewish history and Ashkenazic spirituality?
	What is the relationship between Yiddish and sources of power and authority?
	How have Yiddish speakers documented their own lives and how do people depict Yiddish today?
	What is the role of religion, gender, and class in Yiddish culture?
	How do topics such as taverns, food, ethnography, weddings, and humour inform our understanding of Yiddish culture?
	How do literary texts help us understand the world of Ashkenazic Jewry?
 

All readings are in English, with Yiddish versions available.
The module is designed for students who have completed Year 1 and Year 2 of the Management Science BSc/MSci programme. In particular, it assumes that students have completed the modules in the Mathematics/Quantitative Thinking strand (MSIN0011, MSIN0015, MSIN0022), the modules in the Data Analytics strand (MSIN0010, MSIN0023, MSIN0025), as well as MSIN0014 Behavioural Science, MSIN0020 Strategy by Design and MSIN0024 Design.

Marketing professionals have long used data to measure campaigns and make marketing decisions. But with the advent of new channels and devices, marketers now have access to an unparalleled amount of data. Marketers need a more systematic way of capturing and analysing data, unearthing insights and using those insights to improve business outcomes.

Marketing Science revolves around understanding complex market dynamics and using various tools to predict outcomes and recommend actions. Marketing Scientists exhibit broader collaboration across the business, greater impact on customer engagement and a more pervasive culture of data-driven decision-making.

The aims of the Marketing Science module are:

To provide students with an understanding of key ideas and concepts in marketing.
 To expose students to the range of marketing problems that leading companies are addressing with scientific approaches and digital tools, and the results they are achieving.
 To provide students with practical experience of working with the range and types of data, models, and tools used in marketing science.
This module explores the issues that emerge when transforming complex, computationally generated data into a physical or virtual deliverable.

Advances in computational technology, such the development of general purpose computing using graphics processing units (GPU), allow personal computers to reach levels of performance that were previously only available at specialist supercomputing facilities. Combined with advances in computational fabrication, as well as in virtual, mixed and augmented reality, new possibilities are emerging for the creation and use of complex computed designs.

Of interest is the challenge of materialising the vast amount of detail and complexity we’re able to compute, pushing the capabilities of both physical fabrication and virtual representation.
This module provides a forum for students to debate contemporary planning issues with current practitioners and an opportunity to critically reflect on the practice of planning. Topics covered include the development of plans and strategies, public participation, planning gain, place-making, development management. The aim of the module is to provide the student with an appreciation of the different aspects of planning practice, with a particular emphasis on the links between theoretical concepts generalising about planning practice and the everyday experience of such practice.
Throughout the duration of the second year of the MRes, students will be working on a research project. This is assessed at the end of the second year in the form of a Research Portfolio which is made up of three components: a research proposal (comprising an oral presentation and a written proposal), a research dissertation, and a poster.
Standard introduction to psychological research methods for the first year of study of an undergraduate Psychology degree. This module will cover principles of research design and quantitative and qualitative techniques for analyzing data. Ethical considerations that need to be taken into account when conducting research will be covered. Students will be shown how to present data and report research studies. Module aims are to introduce: a) the principles of research design, including the rationale for experimental and correlational approaches in psychological research, b) some quantitative and qualitative methods for studying behaviour, c) basic statistics and procedures to test for associations and differences in quantitative data, d) the tools used to present and summarise results from quantitative and qualitative analyses, e) the practical skills of conducting small scale research studies (experimental, observational, correlational and an interview study), and f) writing up practical report.
In the 21st century, science, technology and innovation (STI) are increasingly driving many aspects of human endeavor and interaction, constantly reshaping economic development and international relations. Science diplomacy is therefore a fast-growing and exciting field of study and practice seeking to understand and promote the linkages between science and international affairs to address national and global challenges. This module will help you understand the way that science and diplomacy interact, delve into some of the latest developments in the field, and explore the skills that are needed at these interfaces. 
It will introduce the various science diplomacy conceptual frameworks and the diversity of actors in this realm, from state-led science diplomacy to the role of international organizations, NGOs, and  informal scientific networks. It will also pay particular attention to science advice in foreign affairs as well as in multilateral negotiations and international organizations. Issues of international governance of science, Big Science and the latest developments around STI in the UN system will be explored. 
The course will be a mix of lectures, contributions from guest-speakers, case studies from various STI topical areas, group work, role-play, and other forms of experiential approaches. The course is open to students within UCL STEaPP and across UCL undergraduate and postgraduate courses, and diverse sets of educational backgrounds are welcomed given the transdisciplinary nature of the field. 
Specialism grouping no teaching
This module introduces students to the linguistic study of signed languages, including sign language phonology, morphology, syntax and sociolinguistic variation. The module will begin by introducing the notion of language modality and why it is important for linguists to study signed languages. The bulk of the module will focus within the core areas of linguistics: phonology, morphology, lexicon, syntax, semantics/pragmatics, and discourse. Other areas covered will include language modality and sociolinguistic variation and language contact. The module will end by considering the implications of sign languages for language universals. The aim of this module is to provide students with an understanding of the linguistic structure of sign languages. Students will examine those characteristics that make sign languages the same as spoken languages, as well as those properties that make them different, and the implications for linguistic universals and linguistic theory. The module is delivered with weekly two-hour lectures, most of which will include some interactive activities. Some sessions will involve examining sign language data. At the end of this course, students will be able to:

• explain the importance of studying sign languages for descriptive and theoretical linguistics

• describe aspects of the phonology, morphology, lexicon and syntax of signed languages

• describe aspects of the semantics/pragmatics of signed languages and of sign language discourse

• describe sociolinguistic variation in sign languages, and issues with language contact

• describe the features of sign languages that make them natural languages and their relevance for our understanding of language universals

• describe the features of sign languages that are inherently different from spoken languages and the impact this has on our understanding of linguistic diversity and language universals
This module provides an introduction in applied statistics and statistical computing for public health.

It will provide you with a grounding in key concepts, namely types of variables, inference, statistical methods for continuous and categorical variables (variability of single mean, comparison of two means, t-test, analysis of variance; variability of single proportion, comparisons of two and more proportions, chi-square test, Mantel-Haenszel test), linear regression, and logistic regression.

You will also have an introduction to statistical computing using Stata software.

Your online pre-recorded lectures will be complemented by computer practical sessions so that you can consolidate your knowledge and apply it in a variety of contexts relevant to public health. 

Teaching and practical examples will include context-specific public health problems in high-, middle-, and low-income countries.  You will also learn to interpret and present statistics for non-technical audiences, such as policymakers and the public. Finally, you will critically examine rising mistrust of statistics among the public, including the reasons for it and ways to improve trust, from the perspectives of citizens.

Aims: 

The aim of the module is to introduce students to key statistical concepts and their application and interpretation in public health research and practice. This module will give students a grounding in one of the core disciplines of public health which will underpin learning through the MPH programme.
The main aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Medical related issues/vocabulary will also be covered.

 Students should be able to communicate in and understand Arabic on practical every day matters related to aspects of Arabic culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered.

 For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
This course explores the nature and critical issues of major types of Earth resources - energy, metallic, non-metallic, water, soil - and the impacts that resource usage has on the Earth environment. The concept of sustainability for Earth materials will be approached through discussion of thematic position topics, to encourage students to reach their own conclusions. Students will learn timescales and how geological processes control formation and distribution of resource materials, and the scope for environmental and climatic change at the Earth's surface. Key is the identification and characterisation of materials and the tools for exploration and planning for the consequences of exploitation as practised by the resource industries.

By the end of this module students will be able to demonstrate that Earth materials, which provide the foundations of modern society, are finite in abundance and non-equally distributed yet can be appreciated and profoundly informed from a geological perspective.

Prerequisites for this module are some first and/or second year Geology modules preferred. General GCSE-level (or equivalent) knowledge of maths.
Specialism grouping no teaching
The Internet is all pervasive in our experience of the world, personally, professionally and in our learning lives. A 10-week module cannot engage with every aspect of it. Instead, this module works by requiring students to focus on two key tasks:

To create an online presence over the 10 weeks, by designing and maintaining a blog on a topic of your own choosing and…
	To explore four key themes in recent research into Internet Cultures alongside the practical activity. These themes are:
	Social media, identity, and curation
		Learning and digital media
		Reconceptualising literacies
		Civic engagement
	
The ability to engage in a practical and theoretical sense with issues in social media, virtual worlds and other online spaces, is a key task for many professionals, from teachers, youth-workers and lecturers to a range of other occupations. The participatory web, as it has been described in the past, is also a rich area of theoretical debate, of interest to students and academics in digital media, cultural studies and new technology. This module will introduce you to theories of Internet cultures through practical engagement with blogging and other online spaces and allow you to investigate critically the arguments around their role in formal and informal learning.
The module provides an overview of basic scientific concepts that underpin development of novel immunotherapeutic approaches including gene and cell therapy, checkpoint inhibitors and biologics. In addition, students will learn about regulatory aspects, which are required to help make future medicinal products safe and effective. In particular, the content will include discussion of different types of cell therapy, viral vectors, gene editing, tissue engineering and checkpoint therapies in the context of immune deficiency, cancer and autoimmune disease.

Aims

To provide students with a good understanding of biological basis and current clinical applications of novel immune therapies

In particular the aims of the module are:

To provide students with up to date knowledge and understanding of scientific concepts that underpin current immunotherapeutic approaches
	To describe key techniques/ methodologies at the forefront of novel immunological therapies
	To make students aware of ethical and regulatory considerations of these approaches
Learning outcomes

The students will be able to:

Examine and discuss immunological therapies from basic scientific concepts through to current and future therapeutic application
	Compare, contrast and appraise key methodologies and approaches in the development of novel therapeutics
	Evaluate and critically appraise key data that informs development of novel therapies
	Discuss ethical and regulatory consideration related to immune therapeutics
This module will introduce students to some of the key social, cultural and data-driven debates that are influencing what digital humanities is now and what it might become in the future, and that are driving digital humanities scholarship forward internationally. Topics that will be covered may include: postcolonial digital humanities; feminist digital humanities; digital ethics; algorithmic criticism; theories of modeling in digital humanities; theories of making in the digital humanities; interdisciplinarity and digital humanities.

Learning outcomes: on successful completion of this module students will be able to:
1. Identify current debates/ open problems in international Digital Humanities scholarship
2. Discuss the key characteristics and evolution of such debates/ open problems
3. Understand the ways that theoretical debates can inform practice in Digital Humanities
4. Critique and challenge dominant paradigms of digital humanities thinking
5. Understand the hallmarks of good and bad arguments along with effective ways of assembling
evidence and reasons
6. Synthesise complex and wide ranging literature effectively

Compulsory: this module is compulsory for students on the MA in Digital Humanities.

Optional: this module is optional for students on the MSc in Digital Humanities.
CMII0113/114

This module studies the historical development of the theory and practice of translation through an investigation of the role of key individuals and texts significant to literary translation from the ancient tradition to the present. Each session will explore the creative tension between translation and reception studies by examining historical engagements with translation and discussing their relevance to modern thinking around literary translation. The module is taught by specialists from a range of departments, including the Centre for Translation Studies, English, Greek and Latin, Hebrew and Jewish Studies, School of Slavonic and East European Languages, and School of European Languages, Culture and Society. Sessions vary annually subject to staff availability. Example topics include:

Translation in ancient India and China
 Translation in ancient Rome
 Translation in the 12th century: an introduction to the first renaissance in Europe
 Rabbis, Languages and Translation in Late Antiquity
 Latin as a language of translation in Elizabethan England
 Gadamer, Hermeneutics and Translation
 The Notion of the Translator's Visibility: Pushkin's novel in verse Eugene Onegin in English
 Lost in Translation
This module is open to students within the Centre for Multidisciplinary and Intercultural Inquiry and Greek and Latin. Students from other programmes may contact the convenor to enquire about availability.
This module will introduce students to the use of digital methods in the humanities. In particular, it will ground students in the use and analysis of digital methods and methodologies that can be used to detect patterns in Humanities sources. Topics to be covered may include: 2D and 3D digitisation; text mining; network analysis; sentiment analysis; visualisation; geo-spatial analysis and web archives. Students will participate in weekly seminar/lab sessions where they will apply selected digital methods to humanities sources and evaluate the advantages and limitations of those digital methods. Digital resources and tools will also be analysed and evaluated, for example, by exploring the selection rationale that underpins digital archives of historic newspapers. In this way the module will also equip students to engage critically with online content and existing resources.
This module builds on the basic knowledge established in earlier modules (Clinical Science and Research Method; Scientific Foundation of Endodontic Practice [basic level])”, where students are guided in the reading matter and lines of discussion. The purpose of this module is to taper down the level of direct guidance and allow greater independence in literature selection, critical appraisal and synthesis. The remit is to pursue the evidence-base in greater depth in the following areas:

Dental Traumatology
	Endodontics & other dental specialties interface
	Provision of Endodontic Service in the Society
This policy-oriented module offers an introduction to the role and limits of government interventions in the national and subnational management of developing and emerging economies.

The main emphasis is placed on: (i) the identification of most common market failures and the options available for government to address them; (ii) the choice and design of fiscal expenditures, (iii) the choice and design of fiscal revenue; (iv) the optimal assignment of expenditure and revenue across government levels.

The course also discusses the drivers of government failures and the interactions between economics and politics as constraints on the design of public policies, including a wide range of policy issues and trade-offs. The module gives a sense of the scope for government intervention for a wide range of common policy concerns relevant to local governments as well as how policies can meet local needs and demands.
This module aims to introduce the evidence base for CBT in children and young people with anxiety disorders. Students will have the opportunity to critically appraise the literature and to develop an understanding of theory-practice links. The module aims to provide skills in both the assessment and treatment of anxiety using a number of different CBT models. There is now substantial evidence that CBT is an effective intervention for anxiety in children and young people. This has been established through numerous research trials (please see reading list for a list of relevant studies). Studies have shown both general anxiety interventions (e.g. Coping Cat) and disorder specific interventions to be effective. Based on this research, NICE Guidelines have been developed for some anxiety disorders that include recommendations for children and young people, for example obsessive compulsive disorder (CG31), post-traumatic stress disorder (CG26) and social anxiety disorder (CG159). However, some NICE guidelines make recommendations only for adults and not for children and young people, for example generalised anxiety disorder and panic disorder (CG113). There are no NICE guidelines for any other anxiety disorders (e.g. separation anxiety disorder).
This is the Report module for MA Education (Geography), which runs online and starts in the Autumn term.

This module provides the opportunity to carry out a sustained and systematic piece of academic or professional enquiry in your chosen area of research interest. With support from your supervisor, you will formulate relevant research questions and set about answering them on the basis of literature and/or systematic data collection and analysis. Guided by your supervisor, you will develop skills in searching literature databases, reading and critically evaluating published work, and presenting a written report of your work.
In the first term of this module you will follow an online research methods course through which you will learn how to conceptualize and write a coherent research proposal, formulating relevant research questions on a topic of your choice within your chosen subject specialism, on the basis of relevant literature and/or observations of practice, and design systematic data collection and analysis strategies in order to help you answer your questions. In term two and three you will implement your research proposal, gathering and analysing data and presenting your conclusions systematically. The dissertation will enhance your ability to read research in your chosen field, to devise investigative strategies and to develop new knowledge in your field and to communicate this through scholarly writing and argument.

You will be assessed on the basis of a portfolio comprised of a proposal, evidence of having peer-reviewed a proposal, an ethics approval application and a dissertation. The portfolio will be assessed holistically. Students will write a 2,000-word proposal + 17,000-word dissertation.
This module is compulsory and needs to be taken by all students completing the MSc in Oral Medicine.
Outline:

This modules aims to; discuss the magnetic properties of materials; establish Maxwell's equations of electromagnetism, and use them to derive electromagnetic wave equations; understand the propagation of electromagnetic waves in vacuo, in dielectrics and in conductors; explain energy flow (Poynting's theorem), momentum and radiation pressure, the optical phenomena of reflection, refraction and polarization, discussing applications in communications; use the retarded vector potential to understand the radiation from an oscillating dipole; understand how electric and magnetic fields behave under relativistic transformations.

Aims:

This course aims to:

Discuss the magnetic properties of materials
	Build on the contents of the second year course; Electricity and Magnetism PHAS0021, to establish Maxwell's equations of electromagnetism, and use them to derive electromagnetic wave equations
	Understand the propagation of electromagnetic waves in vacuo, in dielectrics and in conductors
	Explain energy flow (Poynting's theorem), momentum and radiation pressure, the optical phenomena of reflection, refraction and polarization, discussing applications in communications
	Use the retarded vector potential to understand the radiation from an oscillating dipole
	Understand how electric and magnetic fields behave under relativistic transformations
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture and supplementary hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
The aim of this module is to create a suite of technical skills courses at Masters level that can be offered to incoming students and their tutors, to be taken as is appropriate to their chosen mode of study. Both computation and fabrication skills are included. The module has been established in order to rationalise and give credit for a range of skills offerings that are already in place.
Aims - This module aims to enable students, under supervision, to apply statistical science to real world problems and learn how to communicate technical ideas both by oral and written presentations. It is intended for third and fourth year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should be able to obtain or access relevant background information and data; select and apply appropriate formal and informal statistical methods, using appropriate computer software; assess what has been achieved and point to further research; use appropriate word processing skills to write up the project report efficiently; communicate and defend the main points in a short verbal presentation; communicate the whole project in a word processed report.

Scheduled teaching activities - Workshops, tutorials with the project supervisor.
Aims - This module aims to enable students, under supervision, to apply statistical science to real world problems and learn how to communicate technical ideas both by oral and written presentations. It is intended for third and fourth year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should be able to obtain or access relevant background information and data; select and apply appropriate formal and informal statistical methods, using appropriate computer software; assess what has been achieved and point to further research; use appropriate word processing skills to write up the project report efficiently; communicate and defend the main points in a short verbal presentation; communicate the whole project in a word processed report.

Scheduled teaching activities - Workshops, tutorials with the project supervisor.
Ugaritic is an ancient Semitic language written in its own distinctive alphabetic cuneiform script. It is the closest linguistic relative of Biblical Hebrew and the oldest documented Northwest Semitic language. It is the language of a number of fascinating mythological epics featuring Canaanite gods such as El, Baal, and Anat, many of whom are familiar to us from their appearances in the Hebrew Bible.

The study of Ugaritic language and literature is therefore invaluable for anyone who would like to gain a unique insight into the early history of Hebrew, the literary and cultural context of the Hebrew Bible, or the development of Semitic languages. On this module you will learn to read the Ugaritic alphabet, gain a good understanding of the language’s grammatical features, and read a wide range of Ugaritic texts in the original. You will also become familiar with the relationship between Ugaritic, Biblical Hebrew, and other ancient Semitic languages.
Ugaritic is an ancient Semitic language written in its own distinctive alphabetic cuneiform script. It is the closest linguistic relative of Biblical Hebrew and the oldest documented Northwest Semitic language. It is the language of a number of fascinating mythological epics featuring Canaanite gods such as El, Baal, and Anat, many of whom are familiar to us from their appearances in the Hebrew Bible.

The study of Ugaritic language and literature is therefore invaluable for anyone who would like to gain a unique insight into the early history of Hebrew, the literary and cultural context of the Hebrew Bible, or the development of Semitic languages. On this module you will learn to read the Ugaritic alphabet, gain a good understanding of the language’s grammatical features, and read a wide range of Ugaritic texts in the original. You will also become familiar with the relationship between Ugaritic, Biblical Hebrew, and other ancient Semitic languages.
Aims: This module provides the introduction to economics for undergraduates in the Department of Economics. It introduces the characteristics of economies using historical and crosscountry comparisons across the major dimensions of economic performance (growth, inequality, stability). The aim if the module is to provide an analytical introduction to the core concepts of modern microeconomics and macroeconomics.

By taking the main economic actors and showing how they make decisions, the module covers behaviour in goods, labour and credit markets, highlighting the role of the rules of the game (institutions), and showing the sources of market successes and market failures. Behaviour of households and firms is analysed in the economy as a whole, along with that of fiscal and monetary policy makers.

Compulsory for:1st year BSc Economics (L100, L101 and L102) and the combined-studies degrees in Economics and Geography (LL17), Philosophy and Economics (VL51) and also Politics, Philosophy and Economics (4V86) students on the Economics and Politics concentration.
This module aims to provide students with a very good grounding in the foundational doctrines of European Union (EU) Law. The first part will focus both on the institutional and constitutional law of the EU and in particular on the processes of political and administrative decision-making, legislation and adjudication. The second part will examine aspects of substantive EU Law in relation to the creation of the Internal Market and the 'Four Freedoms' regarding the movement of goods, persons, services and capital. No previous knowledge of law is required. Available to: All years and Affiliates. Prerequisites: None
This module follows on from Czech A and aims to enable students to function in a range of everyday situations and get by in various social settings in Czech. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of Czech on the Czech C off-track language module and for a study year abroad, or other extended stay or holiday visit to places where Czech is used as a first language, particularly the Czech Republic.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in Czech. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students to continue their studies of Czech on the Czech B off-track language module, and ultimately for a study year abroad, or other extended stay or holiday visit to places where Czech is used as a first language, particularly the Czech Republic.
This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
Overview:

The first few lectures of this module present an overview of biomaterials, including the properties of natural biomaterials such as skin, bone, hair etc. Metallic biomaterials, including stainless steel and titanium are discussed. This is followed by a few lectures on other metallic alloys such as Co-Cr-Mo. The use of metals in orthopaedic prostheses for the knee, shoulder and hip as well as in fracture fixation devices are critically reviewed. An insight into the types of polymers and their potential applications as biomaterials is presented, including polymer devices. Using a case study (such as shape memory polymers) developmental stages during the design and synthesis of a biomedical polymer are elucidated.

Methods of analysing biomedical polymeric materials from the laboratory to in-vitro testing are described. Examples of how degradation of polymeric materials can be useful or harmful to their surroundings and methods which have been developed to overcome such issues are discussed. Bioceramics are discussed in detail, including a case study on hydroxyapatite. A few lectures cover the development of composites for biomedical applications.

The module covers details of biomaterials processing, forming and relating manufacturing. The module is boosted by supplementary lectures on clinical biomaterials and bioengineering from the Professor of Engineering and Surgery in the UCL Department of Mechanical Engineering who is also a Consultant Vascular Surgeon at The Leeds General Infirmary.
Aims: This is a mathematically rigorous, theoretical module on the main econometric tools needed to read and write research papers in economics. The module covers leading methods for formulating econometric models, estimating their parameters and performing statistical inference. The techniques are specialized according to different types of data, including cross-sectional and time-series data. The module makes extensive use of linear/matrix algebra, statistical inference and some multivariable calculus. Since this is primarily a theoretical module, the assumption is that students have some training in undergraduate econometrics to provide them with motivation and examples.

The focus is more on formal mathematical derivations and analytical rigor, rather than on examples of applications of the techniques.

Suitable for: UCL MSc Economics students, UCL MSc Data Science and Public Policy (Economics route) students.

 
This module is only for affiliate students at UCL for Term 1 only.

 The module continues from Russian B and is a pre-requisite for Russian D. This module covers prefixed verbs of motion, solidifies all grammatical case endings (singular and plural), expands vocabulary to about 2000 words, develops such spoken and written topics as “Health”, “Personal interests”, “Russian cities”, ”Russian geography”, “Travelling Around Russia” etc.. Articles from Russian newspapers, Russian news video clips, popular songs supplement the textbook. Equal emphasis is paid to speaking, writing, reading, and listening skills. There are regular tests and students are expected to use the on-line workbook to reinforce their knowledge.
This module is for affiliate students at UCL in Term 1 only.

 This is an introductory module in modern Russian language, designed for students without previous knowledge of Russian who would like to speak Russian or use the language for reading and research. All four major communicative skills (speaking, listening comprehension, reading, writing) are stressed during the academic year. This module introduces the Russian Alphabet, pronunciation rules, verb conjugations, grammatical case endings, basic vocabulary. It prepares students for continued study of Russian at a higher level. There are regular tests and students are expected to use the on-line workbook to reinforce their knowledge.
The module trains you further in modern Russian language at upper intermediate/advanced level and follows on from Russian C. It completes the Russian Off-Track programme (consisting of Russian A, B, C and D).

The aim of the module is to give students an opportunity to communicate in and understand Russian at a more advanced and sophisticated level on various aspects of Russian culture, politics, economics, etc. Language learning skills including autonomous learning and how to approach authentic material will be enhanced.

Students are required to take a Russian test to ensure that this level is correct, unless they have taken Russian C in the previous year.
The module will train you in modern Russian language at intermediate/upper intermediate level and follows on from Russian B.

The module covers prefixed verbs of motion, solidifies all grammatical case endings (singular and plural), expands vocabulary to about 2000 words, develops such spoken and written topics as “Health”, “Personal interests”, “Russian cities”, ”Russian geography”, “Travelling Around Russia” etc.. Articles from Russian newspapers, Russian news video clips, popular songs supplement the textbook. Equal emphasis is paid to speaking, writing, reading, and listening skills. There are regular tests and students are expected to use the on-line workbook to reinforce their knowledge.

Students are required to take a Russian test to ensure that this level is correct, unless they have taken Russian B in the previous year.
This module aims to enable students to function in most everyday situations in the target language and to appreciate the complexity of the culture and society of the region. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation). The module follows up and consolidates knowledge of the language gained on the Level B off-track module.
This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
For students who have completed Ukrainian Level A or can demonstrate equivalent competence. This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
The module follows up and consolidates knowledge of the language gained on the Level B off-track module. It aims to enable students to function in most everyday situations in the target language and to appreciate the complexity of the culture and society of the region. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation).
For students who have completed Hungarian A or with equivalent knowledge. This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
This module aims to enable students to function in a range of everyday situations and get by in various social settings in Bulgarian. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of Bulgarian on the Bulgarian C off-track language module and for a study year abroad, or other extended stay or holiday visit to places where Bulgarian is used as a first language, particularly Bulgaria.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in Bulgarian. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students to continue their studies of Bulgarian on the Bulgarian B off-track language module, and ultimately for a study year abroad, or other extended stay or holiday visit to places where Bulgarian is used as a first language, particularly Bulgaria.
This module aims to provide students with a very good grounding in the foundational doctrines of European Union (EU) Law. It will focus both on the institutional and constitutional law of the EU and in particular on the processes of political and administrative decision-making, legislation and adjudication. Available to: Affiliates and all years from other departments. Prerequisites: None
Module Content and Indicative Topics

This is a basic module in Danish language for ab initio students. The module aims to strengthen the individual student’s awareness of different strategies and methods for language learning; be goal-oriented in the work with the language skills: speaking, understanding, writing and reading and with the basic elements pronunciation, vocabulary and grammar; enable the students to express themselves about everyday topics in speech and writing, to understand everyday conversations, and to read texts of a reasonable level of difficulty. Class work is communicative and task-oriented, encouraging students to be active participants, to take responsibility for their own learning and to see work outside class as an integrated part of classroom teaching.

Teaching Delivery

2x2-hour seminar per week, consisting of tutor-led discussions, communicative exercises and student presentations. Moodle to be used as a repository for reading materials as well as for preparatory assignments and forum discussions.

By the end of the module, you should be able to:

1. Understand and communicate in Danish at B1 level (reading, writing, speaking and listening)

2. Understand processes involved in language acquisition

3. Use strategies for consolidating vocabulary and linguistic structures

4. Understand basic grammatical and syntactical rules in Danish

5. Pronounce Danish sounds that do not exist in English

Recommended Reading

In preparation for the module, we advise that you acquire the following core texts.

Grammar: It is recommended that students have their own copy of R Allan, P Holmes & T Lundskær-Nielsen, Danish. An Essential Grammar (Routledge 2011).Dictionaries: Dansk-engelsk ordbog
	Engelsk-dansk ordbog (Gyldendal) or similar. Make sure that the dictionary gives you the gender of nouns.
The aim of this third-year core module is to introduce students to the study of Shakespeare at a high level. Its objectives are to cover as many plays and poems as is consistent with some depth.

Weekly lectures are supported by fortnightly seminars which investigate individual plays in detail. Four set plays are set for special study each year: these form the basis of the autumn term seminars and are examined in a separate section on the Finals examination paper. The spring term seminars are sign-up, offering students a choice from five or six topics. These sign-up seminars offer opportunities for teachers to share their specialist interests, and for students to develop their own personal expertise.

An introductory lecture sets out the chronology and canon of Shakespeare's work, and basic textual and editorial information. Lectures on each of the four set plays are given in the autumn term; the rest of the lectures in both terms cover further plays, poems, and a variety of critical methodologies for studying Shakespeare. By the end of the module students should feel that they have substantial knowledge of a range of Shakespeare’s works and are familiar with key topics in current Shakespeare studies.
This description relates to the full year version of the module. Only the topics and content that is taught in Term 1 will be covered in this module.

The first few lectures of this module present an overview of biomaterials, including the properties of natural biomaterials such as skin, bone, hair etc. Metallic biomaterials, including stainless steel and titanium are discussed. This is followed by a few lectures on other metallic alloys such as Co-Cr-Mo. The use of metals in orthopaedic prostheses for the knee, shoulder and hip as well as in fracture fixation devices are critically reviewed. An insight into the types of polymers and their potential applications as biomaterials is presented, including polymer devices. Using a case study (such as shape memory polymers) developmental stages during the design and synthesis of a biomedical polymer are elucidated.

Methods of analysing biomedical polymeric materials from the laboratory to in-vitro testing are described. Examples of how degradation of polymeric materials can be useful or harmful to their surroundings and methods which have been developed to overcome such issues are discussed. Bioceramics are discussed in detail, including a case study on hydroxyapatite. A few lectures cover the development of composites for biomedical applications.

The module also covers details of biomaterials processing, forming and relating manufacturing.
Outline:

This module provides an introduction to the approaches and techniques of physics and astrophysics through an open-ended scientific investigation. Students will be supervised by a member of academic staff within one of the Department’s research groups. The research essay (literature review) will develop independent research, by requiring students to plan and undertake an extended literature review, conducted over terms 1 and 2. Topics can be chosen from a range of research areas in theoretical and experimental Physics and Astrophysics.

Aims:

The aim of the module is to develop the student’s independent research skills, by requiring them to undertake and perform an extended literature review. This literature review will also prepare the students to acquire the necessary scientific background to perform the research project in Physics (PHAS0060) or Astrophysics (PHAS0062). Towards the end of March of each academic year, the student is required to submit a detailed written literature review, written in the same style as a scientific paper.

Intended Learning Outcomes:

At the end of the module the student should have:

increased their skill and confidence to plan and work independently;
 improved their skills in conducting a complex, open-ended scientific investigation, in an active research environment;
 acquired in-depth experience of a particular specialised research area, through literature review, as a member of a research team;
 obtained increased ability to seek out information as required from a variety of sources;
 become accustomed to developing ideas in discussion and by reference to the literature;
 developed a sound knowledge of the underlying principles which form a thorough basis for careers in physics and related fields;
 developed increased ability to seek out information as required from a variety of sources.
All BA English students must submit a Research Essay on a topic related to one of the courses taught wholly in the English Department. The Research Essay should be not more than 6,000 words long. The topic you choose must relate to one of the courses you have taken, or are taking, in the English Department.

You will choose a topic In consultation with your tutor, and a working title will be agreed with your tutor during the summer term of your second year at a half-hour tutorial meeting. At the beginning of the autumn term of the third year, you will submit your title to your tutor for approval. Your tutor will countersign the Research Essay Title form to confirm that your choice of subject has their approval. The form must offer a short account of the material the essay will cover, and of the approach to be adopted. The finished essay is submitted at the beginning of the spring term of your final year.
The research thesis should be an original piece of empirical work relevant to clinical psychology, which demonstrates the ability to apply scientific principles and undertake rigorous investigation. The thesis should be of publishable quality. It should make a distinct contribution to the knowledge of the subject and afford evidence of originality.
Assessment of Research Skills is by a thesis which makes a distinct contribution to the knowledge of the subject and offers evidence of originality through the discovery of new facts and/or the exercise of independent critical power.

This module is only available to students registered on the Doctorate in Educational Psychology (DDYPSYSEDU01)
Assessment of Research Skills is by a thesis, which makes a distinct contribution to the knowledge of the subject and offers evidence of originality through the discovery of new facts and/or the exercise of independent critical power. This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
In the dissertation module students carry out an individual research project on a business topic of their choosing. Projects may for example be the development of a business plan, research on a particular market/industry/business phenomenon, or a specific managerial problem. Students will receive support in the form of lectures and individual 1:1 meetings with allocated dissertation supervisors. Support focuses on the following critical phases of the research process:

Defining the scope of the project.
 The survey of the academic and practitioner literature to identify the existing ‘state of the art’ in a topic area.
 The research design and the development of a strategy for data collection and analysis.
 The collection of primary and secondary data.
 The analysis of collected data and the formulation of conclusions/actionable recommendations.
The dissertation project not only provides an opportunity to work on a topic that interests the student, but it also allows the student to showcase what she/he has learned at UCL in the context of a project that is of practical relevance to potential employers. Therefore, students are recommended to choose a dissertation topic with an eye on their future career plans.
In the extended project module students carry out an individual research project on a business topic of their choosing. Projects may for example be the development of a business plan, research on a particular market/industry/business phenomenon, or a specific managerial problem. Students will receive support in the form of lectures and individual 1:1 meetings with allocated project supervisors. Support focuses on the following critical phases of the research process:

Defining the scope of the project.
	The survey of the academic and practitioner literature to identify the existing ‘state of the art’ in a topic area.
	The research design and the development of a strategy for data collection and analysis.
	The collection of primary and secondary data.
	The analysis of collected data and the formulation of conclusions/actionable recommendations.
The extended project not only provides an opportunity to work on a topic that interests the student, but it also allows the student to showcase what she/he has learned at UCL in the context of a project that is of practical relevance to potential employers. Therefore, students are recommended to choose a topic with an eye on their future career plans.

 
Teaching Delivery: This module is taught in 20 weekly lectures

Content: Each class will focus on a small number of texts, one or two of which will be studied in detail on a photograph. The texts are chosen to illustrate the development of Greek cursive scripts and bookhands; to examine formal aspects of the transmission of Greek literature on papyrus; and to give an idea of the range of documentary types available as sources for the history of Egypt from the age of the Ptolemies to late antiquity.

Skills: This module aims to introduce participants to the study of Greek papyri, documentary as well as literary, and to offer training in editing them.

Recommended preperatory reading: 

E. G. Turner, Greek Papyri. An Introduction (Oxford 1980); R. S. Bagnall (ed.), Oxford Handbook of Papyrology (New York/Oxford 2009).
Content: Each class will focus on a small number of texts, one or two of which will be studied in detail on a photograph. The texts are chosen to illustrate the development of Greek cursive scripts and bookhands; to examine formal aspects of the transmission of Greek literature on papyrus; and to give an idea of the range of documentary types available as sources for the history of Egypt from the age of the Ptolemies to late antiquity.

Skills: This module aims to introduce participants to the study of Greek papyri, documentary as well as literary, and to offer training in editing them.

Recommended preperatory reading:

E. G. Turner, Greek Papyri. An Introduction (Oxford 1980); R. S. Bagnall (ed.), Oxford Handbook of Papyrology (New York/Oxford 2009).
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
Module Content and Indicative Topics

The module aims to strengthen the individual student’s awareness of different strategies and methods for language learning; be goal-oriented in the work with the language skills: speaking, understanding, writing and reading and with the basic elements pronunciation, vocabulary and grammar; enable the students to express themselves about everyday topics in speech and writing, to understand everyday conversations, and to read texts of a reasonable level of difficulty. Class work is communicative and task-oriented, encouraging students to be active participants, to take responsibility for their own learning and to see work outside class as an integrated part of classroom teaching.

Teaching Delivery

2x2-hour seminar per week, consisting of tutor-led discussions, communicative exercises and student presentations. Moodle to be used as a repository for reading materials as well as for preparatory assignments and forum discussions.

By the end of the module, you should be able to:

1. Understand and communicate in Danish at A2-B1 level (reading, writing, speaking and listening)

2. Understand processes involved in language acquisition

3. Use strategies for consolidating vocabulary and linguistic structures

4. Understand basic grammatical and syntactical rules in Danish

5. Pronounce Danish sounds that do not exist in English

Recommended Reading

In preparation for the module, we advise that you acquire the following core texts.

Grammar: It is recommended that students have their own copy of R Allan, P Holmes & T Lundskær-Nielsen, Danish. An Essential Grammar (Routledge 2011).
	Dictionaries: Dansk-engelsk ordbog & Engelsk-dansk ordbog (Gyldendal) or similar. Make sure that the dictionary gives you the gender of nouns.
Module Content and Indicative Topics

This is a beginners’ Danish language module. The module aims to strengthen the individual student’s awareness of different strategies and methods for language learning; be goal-oriented in the work with the language skills: speaking, understanding, writing and reading and with the basic elements pronunciation, vocabulary and grammar; enable the students to express themselves about everyday topics in speech and writing, to understand everyday conversations, and to read texts of a reasonable level of difficulty. Class work is communicative and task-oriented, encouraging students to be active participants, to take responsibility for their own learning and to see work outside class as an integrated part of classroom teaching.

Teaching Delivery

2x2-hour seminar per week, consisting of tutor-led discussions, communicative exercises and student presentations. Moodle to be used as a repository for reading materials as well as for preparatory assignments and forum discussions.

By the end of the module, you should be able to:

1. Understand and communicate in Danish at A2 level (reading, writing, speaking and listening)

2. Understand processes involved in language acquisition

3. Use strategies for consolidating vocabulary and linguistic structures

4. Understand basic grammatical and syntactical rules in Danish

5. Pronounce Danish sounds that do not exist in English

Recommended Reading

In preparation for the module, we advise that you acquire the following core texts.

Grammar: It is recommended that students have their own copy of R Allan, P Holmes & T Lundskær-Nielsen, Danish. An Essential Grammar (Routledge 2011).
	Dictionaries: Dansk-engelsk ordbog & Engelsk-dansk ordbog (Gyldendal) or similar. Make sure that the dictionary gives you the gender of nouns.
Tissue engineering is a rapidly developing interdisciplinary subject that draws on different aspects of life sciences, engineering and physical sciences to address the maintenance, repair and replacement of damaged or diseased tissue. Typically, this will involve the use of a biomaterial scaffold to grow cells into 3D tissue constructs that can be transplanted into the patient to improve their health.

The Tissue Engineering module covers topics associated with the clinical implementation of this technology, ranging from cellular and molecular biology, through to examples of tissue engineering currently in clinical use, together with the challenges that currently exist in the development and application of this technology.

The learning objectives for the module are:

To provide students with specialist knowledge of tissue engineering strategies used to repair, replace and regenerate various tissues and organs.
	To provide practical interdisciplinary experience of technologies relevant to tissue engineering.
	To raise awareness of topical issues associated with tissue engineering.
Learn to speak, read, write and understand Yiddish quicker than you can imagine! The module is for complete beginners.

Yiddish was the vernacular language of East-European Jews (Ashkenazim) and spoken by the majority of Jews prior to the Second World War. It is a Germanic language with significant Hebrew and Slavic components and with a vast literature. This is a chance to engage with this rich culture and its fascinating history.

Each class incorporates grammar and new vocabulary linked to a variety of topics and readings.

Texts will include simple dialogues and extracts from Yiddish folk culture as well as short easy literary pieces. Conversation practice is a feature of each class.

UCL is the only university in London where Yiddish is taught.
Basic Swedish is a comprehensive language course which is open to students from all disciplines. This is a course for students who have little or no prior knowledge of Swedish and who wish to attain a level of competence which will allow them to communicate effectively in a number of straightforward situations. Students will also be introduced to the reading of simple texts, including newspaper texts, and works of literature, in Swedish. The course provides a knowledge of basic Swedish grammar and vocabulary as well as an introduction to the culture of Sweden, and other Nordic countries.

By the end of the module, you should be able to:

to understand authentic basic spoken and written Swedish at B1 level.
 to express orally and in writing simple facts, opinions and emotions and describe uncomplex sequences of events in Swedish; participate in conversations relating to everyday life and on straightforward topics; using straightforward language, speak about selected aspects of Sweden, its life and culture.
 to demonstrate an understanding of basic grammatical concepts and an active knowledge of basic Swedish structures and vocabulary.
Module delivery:

Two two-hour seminars per week in term 2, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening comprehension skills.

Moodle is the platform that will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Recommended reading:

Paula Levy Scherrer and Karl Lindemalm (2014), Rivstart A1 +A2, Textbok. Natur och Kultur.

Ian Hincliffe and Philip Holmes (2020), Swedish: An Essential Grammar. Routledge.
Module description

Basic Swedish is a comprehensive language course which is open to students from all disciplines. This is a course for students who have little or no prior knowledge of Swedish and who wish to attain a level of competence which will allow them to communicate effectively in a number of straightforward situations. Students will also be introduced to the reading of simple texts, including newspaper texts, in Swedish. The course provides a knowledge of basic Swedish grammar and vocabulary as well as an introduction to the culture and society of Sweden, and other Nordic countries.

By the end of the module, you should be able to:

• to understand authentic basic spoken and written Swedish at A2 level

• to express orally and in writing simple facts, opinions and emotions and describe uncomplex sequences of events in Swedish; participate in conversations relating to everyday life and on straightforward topics; using straightforward language, speak about selected aspects of Sweden, its life and culture.

• to demonstrate an understanding of basic grammatical concepts and an active knowledge of basic Swedish structures and vocabulary.

Module delivery:

Two two-hour seminars per week in term 1, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening comprehension skills.

Moodle is the platform that will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Preparatory Reading

Paula Levy Scherrer and Karl Lindemalm (2014), Rivstart A1 +A2, Textbok. Natur och Kultur.

Ian Hincliffe and Philip Holmes (2020), Swedish: An Essential Grammar. Routledge.
This module aligns Political Sociology to the social scientific study of political issues by other disciplines such as Political Psychology and Political Science, and seeks to develop a broad account of politics that can be used to understand contemporary social and political themes. The module combines the study of institutional and everyday politics, focussing on topics such as formal and informal types of political participation, political partisanship, elites and the distribution of power, the rise of populism, the politics of emotion and identity politics. Students taking this module will learn about the theoretical, methodological and empirical aspects of research in Political Sociology and related disciplines.
Module Content and Indicative Topics 

The module aims to: build on and improve students’ strategies and methods for language learning; build on and improve students’ language skills in speaking, understanding, writing and reading including elements of pronunciation, vocabulary and grammar; enable the students to express opinions and discuss various topics with some fluency in both speech and writing, and to understand and read authentic Danish texts at increasing levels of difficulty. 

 

Teaching Delivery 

2x2-hour seminar per week, consisting of tutor-led discussions, communicative exercises, various tasks including text-reading and discussion, and student presentations. The various activities will continually be evaluated and adapted to best suit students’ needs. 

By the end of the module, you should be able to:  


	Understand and communicate in Danish at B1–B2 level (reading, writing, speaking and listening)  
	

	Understand processes involved in language acquisition 
	

	Use strategies for consolidating vocabulary and linguistic structures 
	

	Understand and employ grammatical and syntactical rules in Danish at an appropriate level 
	

	Use digital tools (e.g. text corpora) in the language learning process 
	
 

Recommended Reading 

In preparation for the module, we advise that student acquire the following core texts.  


	Grammar: It is recommended that students have their own copy of R Allan, P Holmes & T Lundskær-Nielsen, Danish. An Essential Grammar (Routledge 2011). 
	
	
	Dictionaries: Dansk-engelsk ordbog & Engelsk-dansk ordbog (Gyldendal) or similar. Make sure that the dictionary gives you the gender of nouns. 
	
 
Reproductive Health provides knowledge of the diagnosis and management of many aspects of reproductive and sexual health. Topics covered include polycystic ovary syndrome, amenorrhea, hirsutism, anovulation, premature ovarian failure, pituitary/adrenal disease, premenstrual syndrome and menopause, as well as contraception, abortion, STI’s, sexual dysfunction, male and female infertility, recurrent pregnancy loss, fertility preservation in cancer patients, reproductive imaging, global reproductive issues including in low and middle-income countries and the ethics of reproduction. This module covers the clinical diagnosis and treatment of reproductive health issued covered in the IFWH014 Female Anatomy, Physiology and Pathophysiology module.

After taking this module you should be able to demonstrate a knowledge of:

reproductive endocrinology
	reproductive imaging
	contraception and sexual health
	infertility, recurrent pregnancy loss, and fertility preservation
	global reproductive issues including in low and middle income countries
	the ethics of reproduction
The module consists of lectures, tutorials, formative assessments such as a global reproductive health discussion and a mock research ethics committee, and observation of live surgery.
This module provides insight into reproductive health, comprising study of a number of cross-cutting themes relating to scientific innovation as well as patient care within this area, and clinical observation and laboratory opportunities. The module content covers all aspects of male and female reproductive health, building upon knowledge gained in Year 2 of your medical degree. This will start with basic embryology of the reproductive system, differences in males and females, anatomy, physiology and pathology, fertility, infertility, female disorders, and the menopause. Ethico-legal issues will be explored primarily with reference to UK law but with consideration of global issues where appropriate. .

​On completion of the module, successful candidates should be able to demonstrate an understanding of:

male and female reproductive anatomy.
	the principles/key concepts of embryology of the female reproductive tract, hormones, puberty and the normal menstrual cycle.
	fertilisation, pre-implantation development and the principles of ART.
	ethico-legal considerations applicable to ART.
	the diagnosis and causes of female and male factor infertility.
	the principles/key concepts of the disorders of sexual development.
	the key clinical considerations affecting abortion.
	the key ethico-legal arguments relevant to abortion and contraception in the UK and globally.
	the clinical, social/service and ethical issues relating to contraception.
	the pathology of menstruation, the menopause, as well as the clinical treatment of menstrual disorders.
	the key principles of endocrinology including disorders of the hypothalamo-pituitary system.
Introductory Reading: 
Herring J (2018) Medical law and ethics, Chapter 1 Ethics and Medical Law (OUP)
In this course, we will aim to introduce a language for (first order predicate) mathematical logic and proceed to study the interplay between the notions of `truth' and `provability' in the propositional and first order predicate 'versions' of logic. We will then aim to study computability, via register machines, recursive functions and coding, and try to use these concepts to show that first order predicate logic is undecidable. Students from outside the Mathematics Department should take this module rather than MATH0037 (previously MATH3801). Students are expected to have achieved a strong result in a previous mathematics module normally MATH0047.
The course will be devoted to the philosophy of G W F Hegel, among the most influential figures in the history of philosophy. The course is aimed at students who have not studied Hegel before, though some background in philosophy is required in order to meet the demands of the course. While individual topics may vary, the aim is to offer an overview of Hegel’s thought, including his metaphysics, his practical philosophy and his aesthetics. We will also look at some of the major and influential themes of Hegel’s philosophy, which may include: the master/slave dialectic; the end of art; his philosophy of history; his account of the role of the state. Reading will be selected from, amongst others, the Encyclopaedia, The Phenomenology of Spirit, Elements of the Philosophy of Right, the Introductory Lectures on Aesthetics. We will also look at relevant source material and at contemporary scholarship and criticism. By the end of the course, students will be expected to have a sound knowledge of this difficult and important philosopher.
Module outline

The module aims to build on and improve the students’ existing knowledge of Swedish so as to enable them to understand a wide range of authentic spoken and written Swedish texts, and express themselves fluently in both speech and writing.

Through the use of a variety of techniques (such as study of various types of text and media, grammar exercises, translation, conversation on everyday topics, etc.), the students will gradually improve their spoken and written language and master more complex grammatical structures and a wide range of vocabulary in Swedish. This will also enable students to speak with confidence and accuracy appropriate to this level about many aspects of the society and culture in Sweden, and wider Nordic region.

Two two-hour seminars per week in term 1 and term 2, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening and reading comprehension skills.

UCL Moodle platform will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Recommended reading:

Paula Levy Scherrer and Karl Lindemalm (2015), Rivstart B1 +B2, Textbok. Naturoch Kultur.

Ian Hincliffe and Philip Holmes (2020), Swedish: An Essential Grammar. Routledge.
For those who have completed Elementary Yiddish or equivalent, this is an opportunity to further develop your skills in Yiddish. Each class is conducted in Yiddish and includes grammar, conversation and textual study with a focus on expanding abilities to speak, comprehend, read and write.

Students will engage with topical issues enhanced by Yiddish newspaper and journal articles. Readings will also introduce the rich field of Yiddish literature by engaging with modern poetry and short stories, and Yiddish folk culture.

This module offers an opportunity to expand skills enabling a deeper exploration of the cultural history of this fascinating language.
This module foregrounds the relationship between language and literary and non-literary texts, and considers language use from particular perspectives. Students will be encouraged to think about the difference between written and spoken language in a detailed and systematic way, and to analyse different text types from a linguistic perspective, paying attention to grammatical, lexical and phonological features.

The first part of the module will introduce students to approaches from within stylistics and discourse analysis, and will examine the ways in which specific linguistic choices create variations in style and meaning. The questions of what makes a text, and what makes a text ‘cohesive’, will be explored, and the language associated with different discourse types such as politics, advertising and humour, will be examined. The module will go on to explore the way in which linguistic choices can be evaluated from different theoretical positions. Topics will include Critical Discourse Analysis, Raymond Williams’ Keywords, Marxist and feminist perspectives on language, and intertextuality.
This module provides participants with an opportunity to develop their learning and understanding of a wide variety of professional contexts. Through working collaboratively with fellow participants, students develop their own small-scale piece of research that explores challenges and/or areas of interest in professional education and training. This includes professional learning in diverse work-based environments as well as within further and higher education and also, for example, the challenges of new technologies and globalisation. Students undertaking this module with either be in employment or will have an interest in an area of work, which could be anything from accounting to engineering or education.
Aims:

This module aims to ensure that students:

Critically examine the concept and use of professional enquiry in enhancing individual and organisational practice;
 Contribute to the improvement of practice in their own specific professional settings through engaging in professional enquiry;
 Develop knowledge and skills in professional enquiry;
 Critically evaluate a range of approaches to professional enquiry;
 Develop a relevant conceptual framework for professional enquiry in their own settings;
 Develop and broaden their own professional practice through analysis, critical reflection and professional enquiry focusing on processes, contexts, dilemmas and outcomes. 
Outcomes:

Students will have knowledge and skills in:

Critical interrogation of literature and empirical evidence around a chosen area of enquiry;
 Application of relevant theories to the improvement of practice;
 Design of a small scale enquiry with the intention of understanding and/improving professional practice;
 Critical awareness of ethical issues underpinning professional enquiry;
 Implementation of an enquiry in a professional setting;
 Critical analysis, independent study skills, report writing and presentation;
 Independent critical reflection and enquiry, particularly with regard to professionalism.
This module examines behaviour management for the provision of dental care in children and adolescents using both non-pharmacological and pharmacological behaviour techniques.
This module will cover non-pharmacological behaviour management techniques, pharmacological management of behaviour (nitrous oxide sedation) and planning for general anaesthesia.

In the Certificate year of the MSc in Paediatric Dentistry, you will undertake the following modules DENT0001, DENT0002, DENT0018 & DENT0019.
This Master's level module introduces students to a range of statistical and mathematical tools for analysing and interpreting data. The module also focuses on key skills, such as communicating data, writing technical reports, and approaching quantitative problems. Applications and examples concentrate on the field of cities research. Explanations are intended to develop conceptual understanding rather than technical mathematical frameworks. Little to no prior knowledge is assumed. This module is of most relevance to students from the social sciences or the field of cities research specifically who wish to develop their quantitative skills. It is not appropriate for students from outside the Centre for Advanced Spatial Analysis who already have significant technical training (e.g. a background in mathematics or the natural sciences). Python programming will be used in this module. If students do not have experience in Python, they are strongly recommended to take CASA0013 in Term 1. Content covered includes: Fermi Estimates, Linear Regression, Hypothesis Testing, Clustering, Linear Programming, Statistical Fallacies, Systems Dynamics Models. 
Aims - This module aims to provide an introduction to the ideas underlying the calculation of risk from a Bayesian and frequentist standpoint, and the structure of rational, consistent decision making. It is intended for taught postgraduate students registered on the degree programmes offered by the UCL Institute for Risk and Disaster Reduction.

Objectives - On successful completion of the module, a student should be able to understand and compute financial measures of risk, understand the concepts of decision theory, find appropriate probability models for risky events and check the validity of the underlying assumptions, and be familiar with methodology for detecting changes in risk levels over time.

Applications - The ideas introduced in this module provide a generic framework for thinking about risk and decision-making in the presence of uncertainty. As such, they can be applied in many diverse areas. The module will include examples from natural hazards and finance using the R statistical software package.

Content - Introduction to Bayesian inference: conditional probability, Bayes' theorem, elicitation of subjective probabilities. Statistical decision theory: expected loss, randomised and non-randomised decision rules, decision principles, comparison of decision rules. Measures of risk: Value-at-Risk, Expected Shortfall. Dependence modelling: copula theory and its applications. Extreme value theory: probability models for the occurrence of extreme events, block maxima, peaks-over-threshold. Time series approaches to modelling volatility and detecting/modelling change in risk over time: ARMA models, ARCH/GARCH models.

Key texts - Available from ReadingLists@UCL.
Aims - This module aims to provide an introduction to the ideas underlying the calculation of risk from a Bayesian and frequentist standpoint, and the structure of rational, consistent decision making. It is primarily intended for third and fourth year undergraduate students and taught postgraduate students registered on the degree programmes offered by the Department of Statistical Science, or jointly with other departments. It also serves as an optional module for students taking the mathematics and statistics stream of the Natural Sciences degree.

Objectives - On successful completion of the module, a student should be able to understand and compute financial measures of risk, understand the concepts of decision theory, find appropriate probability models for risky events and check the validity of the underlying assumptions, and be familiar with methodology for detecting changes in risk levels over time.

Applications - The ideas introduced in this module provide a generic framework for thinking about risk and decision-making in the presence of uncertainty. As such, they can be applied in many diverse areas. The module will include examples from natural hazards and finance using the R statistical software package.

Content - Introduction to Bayesian inference: conditional probability, Bayes' theorem, elicitation of subjective probabilities. Statistical decision theory: expected loss, randomised and non-randomised decision rules, decision principles, comparison of decision rules. Measures of risk: Value-at-Risk, Expected Shortfall. Dependence modelling: copula theory and its applications. Extreme value theory: probability models for the occurrence of extreme events, block maxima, peaks-over-threshold. Time series approaches to modelling volatility and detecting/modelling change in risk over time: ARMA models, ARCH/GARCH models.

Key texts - Available from ReadingLists@UCL.
Module description

The aim of the module is to teach the students basic communication skills in Norwegian: speaking, reading, writing and understanding everyday Norwegian.
In class: Reading Norwegian texts. Conversation in connection with texts and related everyday topics. Listening and pronunciation exercises. Occasional role-play and class presentations by individual students on topics they have prepared at home. Grammar is explained systematically and the students are given exercises in connection with grammatical points.
At home: Reading, essay writing, translation, grammatical exercises and occasional preparation of role-play and oral presentations.
The form of Norwegian taught will be bokmål. As soon as practical, all class interaction will take place in Norwegian.

Preparatory Reading

Elisabeth Ellingsen and Kirsti Mac Donald, Norsk på 1-2-3, Cappelen Damm, 2017.
One of the following grammars:

Åse-Berit and Rolf Strandskogen, Practical Norwegian Grammar, Oris forlag, 1986.
	Åse-Berit and Rolf Strandskogen, Norwegian: An Essential Grammar, Routledge, 1994.
	Kirsti Mac Donald and Marianne MacDonald, Exploring Norwegian Grammar, Cappelen Damm, 2013.
Dictionaries

All students must own a good English-Norwegian and Norwegian-English dictionary, one of the dictionaries must indicate the gender of Norwegian nouns.

Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
After the death of Tamerlane in 1405, and the fragmentation of Tamerlane’s empire that formerly stretched across Eurasia, a number of new empires emerged or else expanded across the Middle East (the Ottoman and Safavid empires), South Asia (the Mughal empire), and East Asia (the Qing empire). In spite of their differences, these empires shared crucial similarities, both in their form and functioning (e.g. composite cultures, revenue administration, imperial ideology), and in their patterns of change, pointing towards their shared origins and their comparable experience of ‘global’ influences. This module serves as an introduction to the histories of the Ottoman, Safavid, Mughal and Qing empires and their respective regions, and also to the comparative history of empire.
Aims: To understand the processes of speech production and perception as they operate normally and pathologically. Objectives: Students are taught the way the lungs, larynx and vocal tract operate to produce speech. The physical representation of speech and the way that this is represented in spectrograms is given.  These are used as a basis for investigating models of speech production. The ways that speech production is affected in pathological cases (stuttering, Down syndrome, other genetic disorders, etc) is given. It is shown how speech synthesizers mimic the form of speech seen on spectrograms. The use of synthesis techniques in studying speech perception in humans and animals are given as well as theories that attempt to explain speech perception. It is shown how hearing impairment affects the perception of speech.  Summary: Topics are expected to include: Terminology from Phonetics. Pulmonary and laryngeal systems. Acoustic characteristics of phonation signal. Frequency response of vocal tract. Spectrographic representation of speech. Application to speech production: Levelt’s model of speech control and critique. The EXPLAN model of speech control Production: Speech timing –cerebellum, Wing-Kristofferson, STI, Down syndrome, Parkinson’s speech. Coarticulation-phenomena and theories. Speaker differences. Dialogue interaction Ethics of experimental work on production. DSM-IV and classification of speech disorders Effects of hearing problems on speech control (otitis media and cochlear implants). Agrammatic aphasia speech.Stuttering its diagnosis and treatment. Speech perception; phenomena and theories. Categorical perception. Perception of accented speech. Auditory scene analysis and applications to speech perception. Motor theory of speech perception and mirror neurons.

 
This module is a survey of central questions and concepts of recent ethical theory. Precise contents may vary slightly by year. Some topics include: the nature of the good, egoism, utilitarian accounts of right and wrong action, virtue (esp. justice and benevolence), partiality and impartiality, moral luck.
Recommended general background reading:

• Williams, Morality an Introduction to Ethics

• Scheffler, Consequentialism and Its Critics

Philosophy Area B
The module provides an introduction to key concepts and debates in memory research, including models of working memory, and processes involved in the encoding, storage and retrieval of memories. While the main focus is on normal memory processes, there is also some coverage of memory disorders.  The module aims to: 

Provide an overview of key concepts in the study of learning and memory 
 Promote an understanding of some of the research methods used to study memory 
 Encourage critical evaluation of the scientific literature in this area 
 Consider real-world applications of research in memory 
 Provide an opportunity to practise knowledge of experimental methods and apply it to topics in memory 
By the end of the module the students will be able to demonstrate knowledge and understanding of:

The alternative types of research methods used to explore human memory
 Theories of the components of memory
 The working memory model (Baddeley & Hitch; Baddeley), its components and function
 Evidence for the distinction between explicit and implicit memory
 Development and disorders of memory
Everything about a business (or other types of organisations) is designed. The products and services it offers, how it appears to potential customers, the way it organizes its activities, its vision and strategy – all of it is designed.

Designed objects, services and environments are all around us and successful organisations are attentive about when to invest resources in design and the management of design. Design approaches can also be used to understand and address key challenges facing organisations, communities and society.

This module provides students with an opportunity to explore design thinking as a distinctive approach to problem solving, and its applications to the development of new products and services, and the search for solution to social issues.

The module is taught partly through hands on exploration of design methods and approaches, complemented by readings, class discussion and guest speakers. During the module, students will work in teams to learn key techniques for design thinking in the context of a real project.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content: This module will involve close reading of Seneca's Apocolocyntosis (ed. P. T. Eden, Cambridge 1984) and De Brevitate Vitae (ed. G. Williams, Cambridge 2003).  Consideration will be given to language, form, genre, historical context, philosophical background, and reception.

Skills:  By the end of the module, students should be able to demonstrate intellectual, transferable and practicable skills appropriate to a level 6 module and in particular will be able to demonstrate:

– a good overall sense of the background, emergence and development of Latin literature in the imperial period

– an ability to translate and comment upon Latin literature of the period

– an ability to comment upon the relationship between Latin literature of this period and its predecessors

– an awareness of some of the political and historical issues relevant to literature of this kind in this period

– the capacity to engage critically with both primary and secondary literature to produce innovative interpretations and insights

– the ability to deploy appropriate evidence in oral presentation and discussion as well as in written work

– an understanding of the methodological challenges of dealing with literature of this period

– an awareness of the key theoretical issues relevant to this material

Texts: Seneca, Apocolocyntosis (ed. P. T. Eden, Cambridge 1984) and De Brevitate Vitae (ed. G. Williams, Cambridge 2003). 
The thesis reflects the culmination of the professional knowledge, skills and expertise that has been developed during the three-year professional training programme. The aim of the thesis is to make a significant and distinctive contribution to the vanguard of the evolving professional knowledge base, through the application of advanced level research skills in the professional working context of Educational Psychologists.
This module covers the diagnosis and management of dental-alveolar trauma to the primary and permanent teeth in children and adolescents.
This module covers role of the dentist in child protection and diagnosis and emergency management of dento-alveolar trauma.

In the Certificate year of the MSc in Paediatric Dentistry, you will undertake the following modules DENT0001, DENT0002, DENT0018 & DENT0019.
Aims: The module aims at first identifying empirically important departures from standard economic models, using alternative psychology-motivated assumptions to develop tractable models, and understanding better human behaviour.

Prerequisites: Microeconomics - ECON0065
Aims: The module aims to empirically identify important departures from standard economic models, develop more tractable theories and better understand human behaviour by using alternative psychology-based assumptions.

Suitable for: Final year Economics (L100 / L101 / L102), Econ/Geog (LL17), Phil/Econ (VL51), PPE (4V86) and BASc students.

Prerequisites: ECON0013: Microeconomics or equivalent and ECON0027: Game Theory are both recommended.

Assumed knowledge: Students coming into the module should understand concepts relating to expected utility theory, consumer choice, welfare and profit maximisation. They should be able to calculate economic optimisation problems. They should have a good understanding of basic game theory (eg, best response functions, Nash equilibria, equilibria in two-period games).

The methods of assessment for Term 1-only affiliate students may differ from the standard assessment pattern. Please contact economics.affiliates@ucl.ac.uk for more information.
For students who have completed Serbian/Croatian A or can demonstrate equivalent competence.

This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
This module aims to enable students to function in most everyday situations in Serbian/Croatian and to appreciate the complexity of Serbian/Croatian culture and society. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present, past and future tense, verbal aspect, cases, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation). The module follows up and consolidates knowledge of Serbian/Croatian gained on the Serbian/Croatian B off-track module, and completes the Serbian/Croatian off-track (A, B, and C) module.
The students can choose among a broad selection of laboratory-based projects, clinical data manipulation projects or desk based projects, supervised by academics and/or clinicians. This provides the opportunity to undertake extensive and focused research projects, working alongside dedicated teams with international track records in scientific publication and grant funding. Projects are selected after discussion with the various supervisors across the Division, and planning starts early in the course via prior literature review and outline plan, followed by execution and write-up in second and third term. Students are allocated to supervisors across the Division (Bloomsbury, Royal Free, Stanmore, Whittington, NPIMR) after approval of submitted project outlines provided by the supervisors. Note: Expected practical work to be conducted in 6-8 weeks.
This module consists of an extensive introduction to the poems and prose works of Aleksandr Pushkin, generally acclaimed as Russia’s most important and best-loved national poet. The works studied include: some thirty lyric poems; the ‘Southern’ narrative poem Tsygany; the novel-in-verse Evgenii Onegin; the five stories (and editor’s introduction) which constitute Povesti Belkina; and the historical novel Kapitanskaia dochka. All the texts are studied in Russian. We will be examining the evolution and development of Pushkin’s writing career within a broadly Romantic context, investigating the ways in which he pioneered a bewildering array of poetic and prose genres, and exploring the colourful but tragic nature of his life, both public and private. An introductory lecture on the lyric poetry at the beginning of the module gives important biographical information and discusses the complex relationship between autobiography and the psychology of creation. Some previous study of poetry – for example the second-year Russian poetry module– is helpful for an appreciation of Pushkin’s verse.

The texts of all the lyrical poems are available on Moodle. Ideally, these should be accessed and read before teaching begins.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in Slovene. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present, past and future tense, noun cases), syntax (word order in simple sentences), and phonetics. The module prepares students to continue their studies of Slovene on the Slovene B off-track language module, and ultimately for a study year abroad, or other extended stay or holiday visit to places where Slovene is used as a first language, particularly Slovenia.
This course will examine the development of Marxism, focusing on the works of Marx and Engels. Representative topics will include the critique of religion, alienation, morality, surplus value and exploitation, and the Marxian philosophy of history (historical materialism). A range of primary texts will be assigned, including those of Marx and Engels, but also including Feuerbach and Lenin. The course is designed to enable students to understand and evaluate the core philosophical theory of Marxism, and show the beginnings of how the story unfolds throughout the 20th century.

Philosophy Area C
This module aims to give students an understanding of innovation, emerging technology applications (AI, DLT etc.), and new business models that are changing the Financial Services sector. This course also looks at the dynamics between stakeholders in the fintech ecosystem, from startups to incumbents and how they respond to disruption and change. Students will utilise business model and innovation frameworks to make strategic decisions related to organisations in the financial services industry. Students will also get the opportunity to apply emerging technologies used in the financial services domain through optional workshops coding in Python.

 
Over the summer, after the written exams, each student is required to write a dissertation on a topic agreed between the student and their tutor. The topic must be relevant to the broad area of social influences on health. Suitable projects for a dissertation are: secondary data analysis and writing up the results; a structured literature review on a specified topic.
This module will cover the main academic and practical aspects of vestibular science including epidemiology; overview of causes of balance problems and vestibular dysfunction in adults and children; diagnostic assessment strategies; interpretation of tests; rehabilitation and management strategies of all commonly recognised peripheral and central vestibular disorders.

The module will fulfil the intended learning outcomes (ILOs) of the MSc in Audiological Science / MSc Audiological Science with Clinical Practice relating to the assessment and management of patients with dizziness / vertigo.
The aim of this module is to introduce you to different imaging techniques for ENT and Audiovestibular diagnosis and determine prognosis and monitoring of treatment effectiveness. These include: MRI, FMRI, CT, EEG with source reconstruction and MEG.

Each technique will be introduced with methods of recording and review of current uses in ENT and associated practice.

This is a compulsory module in the MSc Advanced Audiology: Otology and Skull Base Surgery pathway and an optional module in the MSc / PG diploma Advanced Audiology: Audiovestibular Medicine pathway.
This module explores the experience of illness. It focuses in particular on tensions between subjective and objective, examining how rich and socially embedded interpretive responses to the experience of illness, can and should be brought into dialogue with biomedical, philosophical, and sociological understandings of the same phenomena. 

The first half of the course focuses on the role of narrative in constituting selves and illness experiences. We examine some ways in which those living with illness construct narratives to give expression to their experiences, and what a focus experience and narratives adds to a more biomedical conception of illness. The second half focuses on the intersection between biology, power and culture in constructing responses to illness, examining ideas of care and suffering, disability, stigma, illness experiences that struggle to receive recognition from biomedical science, and living under genetic risk. The sessions will be accompanied by an Illness reading group of four sessions. 
Module description

The module aims to build up and improve the students’ existing knowledge of Norwegian (Bokmål), to enable them to read Norwegian texts, understand everyday conversations, and express themselves well enough in speech and writing to cope with life at a Norwegian university in their third year. Besides using the chosen textbook and workbook (Mer norsk), students will work a variety of original texts (newspaper articles, short essays, websites, blogs, short documentaries, and film clips) to strengthen their written and oral comprehension skills. Texts will form the basis of class discussion. Written tasks will be assigned as homework from week to week to consolidate the vocabulary encountered in class. Student participation is essential and there will be conversation and discussion of general topics, plus translation and listening comprehension.

Two two-hour seminars per week over one term, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening and reading comprehension skills. UCL Moodle platform will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Recommended reading:

Elettra Carbone and Guy Puzey, Norwegian Tutor: Grammar and Vocabulary Workbook. Hodder & Stoughton (2018).
Module description

The module aims to build up and improve the students’ existing knowledge of Norwegian (Bokmål), to enable them to read Norwegian texts, understand everyday conversations, and express themselves well enough in speech and writing to cope with life at a Norwegian university in their third year. Besides using the chosen textbook and workbook (Mer norsk), students will work a variety of original texts (newspaper articles, short essays, websites, blogs, short documentaries, and film clips) to strengthen their written and oral comprehension skills. Texts will form the basis of class discussion. Written tasks will be assigned as homework from week to week to consolidate the vocabulary encountered in class. Student participation is essential and there will be conversation and discussion of general topics, plus translation and listening comprehension.

Two two-hour seminars per week in term 1 and term 2, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening and reading comprehension skills. UCL Moodle platform will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Recommended reading:

Elettra Carbone and Guy Puzey, Norwegian Tutor: Grammar and Vocabulary Workbook. Hodder & Stoughton (2018).

Please note: This module description is accurate at the time of publication. Amendments may be made prior to the start of the academic year.
The module builds on the foundations laid by Introduction to Phonology (PLIN0062) (or equivalent first-level courses). It discusses fundamental theoretical and empirical questions arising from the scientific study of languages’ sound systems. It provides participants with hands-on experience of analysing phonological data.
In everyday moral and political arguments appeals to equality are ubiquitous. But what do these appeals amount to? In this course we will attempt to gain a deeper understanding of equality in moral and political thought.

The first part of the course will focus on the idea of moral equality. What grounds all human beings’ equal moral status? What does it even mean to say that all human beings are morally equal? Is the moral equality of all people consistent with our favourable treatment of our children, family, and friends? Are non-human animals morally equal to humans?

In the second part of the course, we will focus on the idea of political equality. Specifically, we will consider what the equal status of all citizens implies about how we should distribute power and make political decisions. Does a commitment to the equality of all citizens commit us to democratic rule? If the political decisions made in Community A significantly affect the members of Community B, should the members of Community B have a (democratic?) say in Community A’s decision? Might this commit us to some form of global democracy?

Philosophy Area B

 
This module is concerned with the aetiological mechanisms of raised intraocular pressure and glaucomatous optic neuropathy and the different tools and techniques that can be used in the diagnosis and monitoring of these conditions.

The module covers the practical methods and current evidence base supporting established and evolving treatments, medical, laser and surgical. Primary and secondary disease will be discussed, and the module will cover more common adult diseases as well as more specialized aspects of the diagnosis and management of the disease in the paediatric setting.

The epidemiology of the disease will be discussed to put the risks of the disease into context along with the risks of the various management options. This module offers you focused engagement with current clinical and research advancements in this area and provides you with the opportunity to develop your subspecialty knowledge and understanding of glaucoma, and an in depth theoretical and contextual knowledge of the variants and current practice in therapeutic management approaches and processes for glaucoma.
This module explores how strategic management creates persistent superior performance for organisations in general and business firms in particular. It considers the themes of competitive advantage and strategy, set in the contexts of both the determination of the strategic direction and the management of the strategic process. The view adopted is that of a general manager whose ultimate responsibility is the long-term health of an entire organisation or a major division within an organisation. This perspective enables us to view the organisation in an overall fashion in the context of its external environment. In that context, the focus is on companies, be they large or small, which are not single businesses but groups, comprising a portfolio of more or less separate business units and one or more levels of corporate management. The module examines how the CEO of a multi-business company, an advisor to the CEO, or a business unit manager who wants to collaborate with another business unit, identifies and applies which corporate strategies can be used to compete as a collection of multiple businesses. Associated corporate strategy challenges which arise are: i) portfolio composition - which businesses should a company be in, and how can a company enter these businesses and exit from others? ii) portfolio organisation - how should a company be organised to create value across the different businesses?
Concept and frameworks are introduced that are rooted in the theory of strategy and management, which have proved valuable in practice. Key concepts relating to strategy, competition, competencies and customers are combined with analyses of choices firms make to achieve their objectives. Overall, the module sets a focus on the thinking, skills and actions required of the manager for the development, communication and implementation of strategic organisational choices towards organisational success.
Wolfram von Eschenbach is acknowledged to be one of the greatest poets of the German Middle Ages, perhaps the greatest, and as a narrative writer he can stand comparison with Chrétien de Troyes, Dante and Chaucer. Parzival, an adaptation of Chrétien’s Arthurian and Grail romance Le Conte du Graal, is a work of astonishing depth and complexity which is further distinguished by a forceful and interventionist narrator-figure who engages in lively debate with his subject matter and above all with his readers (or listeners).

The module will focus on the medieval German text of Parzival in its entirety. We will refer to Wolfram’s treatment of his French source and will set him in his historical context - literary, political, social and religious. Topics to be covered will include narrative strategies, codes and techniques; history and fictionality; ideologies of chivalry and nobility; gender; courtly culture; religious belief.

Suggested Reading

Wolfram von Eschenbach: Parzival, ed. Eberhard Nellmann, 2 vols, Frankfurt am Main 2006
	Wolfram von Eschenbach: Parzival, translated by A.T. Hatto, London 1980
	Wolfram von Eschenbach: Parzival, translated by Cyril Edwards, Cambridge 2004 (reprinted in Oxford World’s Classics)
	Joachim Bumke, Wolfram von Eschenbach, 8th edn, Stuttgart 2004
	Dennis Green, The Art of Recognition in Wolfram’s ‘Parzival’, Cambridge 1982
Please note: This module description is accurate at the time of publication. Amendments may be made prior to the start of the academic year.
This description relates to the full year version of the module. Only the topics and content that is taught in Term 1 will be covered in this module.

Tissue engineering is a rapidly developing interdisciplinary subject that draws on different aspects of life sciences, engineering and physical sciences to address the maintenance, repair and replacement of damaged or diseased tissue. Typically, this will involve the use of a biomaterial scaffold to grow cells into 3D tissue constructs that can be transplanted into the patient to improve their health.

The Tissue Engineering module covers topics associated with the clinical implementation of this technology, ranging from cellular and molecular biology, through to examples of tissue engineering currently in clinical use, together with the challenges that currently exist in the development and application of this technology.

The learning objectives for the module are:

To provide students with specialist knowledge of tissue engineering strategies used to repair, replace and regenerate various tissues and organs.
	To provide practical interdisciplinary experience of technologies relevant to tissue engineering.
	To raise awareness of topical issues associated with tissue engineering.
Term 1 only.

Learn to speak, read, write and understand Yiddish quicker than you can imagine! The module is for complete beginners.

Yiddish was the vernacular language of East-European Jews (Ashkenazim) and spoken by the majority of Jews prior to the Second World War. It is a Germanic language with significant Hebrew and Slavic components and with a vast literature. This is a chance to engage with this rich culture and its fascinating history.

Each class incorporates grammar and new vocabulary linked to a variety of topics and readings.

Texts will include simple dialogues and extracts from Yiddish folk culture as well as short easy literary pieces. Conversation practice is a feature of each class.

UCL is the only university in London where Yiddish is taught.
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 20 bi-weekly PGTA-led seminars.

Content: This module aims to develop students' knowledge of the Greek language from the level achieved at the end of Intermediate Greek A to a point where they will have consolidated all regular syntactical constructions and be able to read and translate original Greek prose and verse texts. Two of the four classes per week will be split into small groups, each group taught by a Postgraduate Teaching Assistant.

Module texts: - JACT Reading Greek (2 vols. Text and Vocabulary; Grammar and Exercises) (2nd edition; CUP, 2007).
- JACT A Greek Anthology (CUP, 2002).
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 20 bi-weekly PGTA-led seminars.

Content: This module provides further work in Greek for those who have taken a Beginners' module or have a GCSE. It aims to develop students' knowledge of the Greek language from a level comparable to that achieved at the end of the Beginners' module to a point where they will have mastered most of the syntactical constructions covered in Athenaze 2 and be able to demonstrate this understanding in translation both from Greek into English and from English into Greek.

Module text: JACT Reading Greek (2 vols. Text and Vocabulary; Grammar and Exercises) (2nd edition; CUP, 2007)
This module is optional for students in the first year of the BA Modern Language Plus and English programme and aims to provide, or reinforce, a grounding in the methodology and history of the subject.

The first-term lectures aim to introduce and exemplify some of the indispensable elements of a critical vocabulary. The first-term seminars offer the chance to put some of these elements into practice through commentary and analysis exercises, involving the detailed discussion of unseen passages of literature in various genres and from various periods. The second-term lectures offer a brief historical survey of different ideas of literary criticism and theory from the Renaissance to the present day. Second-term seminars explore a selection of these ideas in further detail.

Lectures and seminars across both terms aim to stimulate attentive and accurate close reading. Lectures focus on methodology in the first term, and history in the second. Seminars in both terms aim to develop and consolidate the close reading skills crucial to the study of literature.
The Design Report is the place students will have the opportunity of developing the theory which underpins their work, whether this is derived from science, cultural theory, technology, architectural history, philosophy or the psychology of perception and relating this to their design investigations. You will write an illustrated critical evaluation of an aspect or aspects of your final design project as the design proceeds. In it you refer to appropriate theoretical and technical sources and demonstrate how the information from these sources is synthesized in the design. You will describe experiments, both physical and digital in the document as appropriate. You will use verbal presentation experience gained in design modules to present an abbreviated version of the document in a formal seminar context.
This module provides an introduction to the problems of terrorism and radicalisation. You will familiarise yourself with the problem of defining terrorism (what, exactly, is terrorism?), the size of the problem (how much terrorism is there in the world?), as well as the main explanations that have been proposed to explain why people radicalise and sometimes go on to engage in terrorist acts (for example - are they influenced by groups? do terrorists have a special kind of personality?). You will also discuss a brief overview of the ancient and modern history of terrorism. Importantly, you will get to know the ideology, history and tactics associated with Islamic-inspired terrorism, right-wing terrorism, and Irish Republican terrorist groups. In the second part of the module, you will then familiarise yourselves with different strategies which can be used to prevent and disrupt terrorism: 1) Efforts to anticipate and prevent terrorism acts through situational measures; 2) Approaches to counter-terrorism, which rely on specific legislation; 3)Strategies to prevent radicalisation. 
Why do people rebel against their governments? What explains why civil wars begin? What are the consequences of civil wars on health and human welfare? These are the core questions we ask during the course. We approach these topics by examining the competing arguments of relative deprivation, resource mobilisation, economic and rational choice theories as well as ethnic and psychocultural explanations of rebellion. We think about the applicability of these arguments around the globe including the civil war in Syria and previous episodes of conflict in Liberia and elsewhere.
This module is designed to deal with a variety of topics in epistemology – the philosophical study of knowledge. The curriculum will vary from year to year. Topics include: theories of knowledge; theories of justification or warrant; scepticism; contextualism; sources of knowledge: perception, memory, introspection, testimony.

Provisional Syllabus & Core Readings

Week 1. Knowledge by Testimony
- Hume (1748) Enquiry Concerning Human Understanding, Section X
- Fricker (1995) ‘Telling and Trusting: Reductionism and Anti-Reductionism of Testimony’, Mind, 104: 393-411

Week 2. A Priori Knowledge
- Giaquinto (1996) ‘Non-Analytic Conceptual Knowledge’, Mind, 105: 249-68.

Week 3. What is a Justified Belief? I
- Greco (2013) ‘Justification is Not Internal’ in Steup et al (eds.) Contemporary Debates in Epistemology

Week 4. What is a Justified Belief? II
- Feldman (2013) ‘Justification is Internal’ in Steup et al (eds.) Contemporary Debates in Epistemology

Week 5. Knowledge as Justified True Belief
- Ayer (1956) The Problem of Knowledge, Chapter 1, pp.7-35.
- Gettier (1963) ‘Is Justified True Belief Knowledge?’, Analysis, 23: 121-3.

Week 6. Knowledge as JTB+truth-tracking
- Nozick (1983) Philosophical Explanations, Chapter 3, Section 1 ‘Knowledge’ pp.172-96

Week 7. Can Knowledge Even Be Analyzed?
- Zagzebski (1994) ‘The Inescapability of Gettier Problems’, The Philosophical Quarterly, 44: 65-73
- Williamson (1995) ‘Is Knowing a State of Mind?’, Mind, 104:533-65, Sections 1-3 & 5

Week 8. Virtue Epistemology
- Sosa (2017) Epistemology, Chapter 8 ‘Mind-World Relations’

Week 9. Scepticism
- Pryor (2000) ‘The Skeptic and the Dogmatist’, Noûs, 34: 517-49

Week 10. Contextualism
- Lewis (1996) ‘Elusive Knowledge’, Australasian Journal of Philosophy, 74(4): 549-67

Philosophy Area A
Marketing creates value for customers by identifying and fulfilling customers’ needs. The goal of this module is to delineate the means of fulfilling these wants and needs.

Creating this value requires that managers must effectively:

Assess marketing opportunities by analysing customers, competitors, and their own company (the 3 C’s); and

Design effective marketing programs to capitalise upon these opportunities by selecting appropriate strategies for pricing, promotion, place, and product (the 4 P’s).

Accordingly, the first part of the module is organised around these three C’s and four P’s, and prepares students to create marketing strategies that concurrently address all of these points with data-driven approaches.

The marketing research element is broadly structured to follow the steps in the marketing research process. Different types of research designs, techniques of data collection, and data analysis are covered. Emphasis is on the interpretation and use of results rather than on mathematical derivations. Marketing research methods will be taught within the context of case studies and interspersed with theory in consumer behaviour research. Topics covered in the marketing research element include problem definition, research design, data collection methods, questionnaire design and measurement, sampling schemes, data analysis, and modelling. Emphasis will be given to both the qualitative and quantitative aspects of marketing research; some physiological methods for consumer research will also be introduced, such as Eye-Tracking, Face Reading, EEG, fMRI, IAT, etc.
Cosmology studies the history and the structure of the universe. Observations show the homogeneity and isotropy of the universe on large scales. For the homogenous and isotropic spacetimes, the equations of general relativity reduce to two ordinary differential equations. These cosmological equations govern the evolution of the universe. We study these equations in detail, and show how observations are affected by the expansion and curvature of the universe. The course covers the astronomical methods used to determine the expansion rate (i.e., the Hubble constant) and the mass density of the universe. Physical processes in the early universe such as nucleosynthesis, the formation of the microwave background, and galaxy formation will also be studied. The course begins with a concise introduction to the differential-geometricmethods and ends with advanced topics including inflation and cosmological perturbations. A good working knowledge of General Relativity is essential for many parts of this course.
This module provides an introduction to the fascinating and important discipline of infection. Common pathogens, including bacteria, viruses and parasites are discussed in relation to their biology and the diseases they cause. The focus of the module is pathogenicity: the capacity to cause disease.

We will consider: how the immune system provides protection against infection; how pathogens manage to flourish in the face of the formidable array of host protective mechanisms; how vaccines and drugs can be used in the fight against infection. Considerable emphasis will be placed on critical discussion of these core concepts.

SARS-CoV-2 has, of course, focused attention on infectious diseases and we will consider some key aspects of the virus and disease. However, we will still consider a range of other highly important human pathogens, remembering that our understanding of them has informed our understanding of (and response to) the current pandemic.

Learning outcomes

By the end of the module you will have a working knowledge of:

Common infectious diseases and the agents that cause them.
	The factors that influence pathogenicity.
	How the immune system provides protection against infection.
	How vaccines and drugs can be used in the fight against infection.
	How to critically review the development of concepts in this subject.
The policy portfolio MPA project is based on placement within a public organisation (or NGO, social enterprise).

Students are placed as a group within an organisation in order to solve a problem defined by the organisation together with IIPP staff.
Teaching Delivery: This module is taught in 10 weekly lectures

Content: This module consists of reading extended portions of Aeschylus’ works in the original Greek, translation of sections into English, as well as discussion of their language, style, and argument. This year, we will focus on the Prometheus Bound. Over the course of the module, students will become familiar with an important writer of Greek tragedy, with other treatments of the myth of Prometheus, and with issues relating to the staging of Greek drama and its role in Athenian society.

Skills: 

By the end of the module, students should be able to demonstrate intellectual, transferable and practicable skills appropriate to a level 6 module and in particular will be able to demonstrate:

a good overall sense of the background, emergence and development of Greek drama,
	an understanding of the methodological difficulties and theoretical issues relevant to the study of classical Greek tragedy,
	an ability to translate and comment upon Greek literature of the period,
	an ability to comment upon the relationship between the different treatments of similar mythical subject matter in Greek literature,
	the capacity to engage critically with both primary and secondary literature to produce innovative interpretations and insights,
	the ability to deploy appropriate evidence orally and in writing.
Required texts: Griffith, M., The Prometheus Bound, with an introduction and commentary, (Cambridge University Press, 1983) (available to be ordered via booksellers).

Other recommended preperatory reading: I. Ruffell, Aeschylus: Prometheus Bound (Bristol Classical Press, 2012); S. Goldhill, Reading Greek Tragedy (Cambridge, 1986); P. Easterling, ed. Cambridge Companion to Greek Tragedy (Cambridge, 1997)
This module explores the philosophical ideas of Friedrich Nietzsche, by way of a sustained and critical examination of specific key texts. Nietzsche's influence is sufficiently broad that the course is suitable for students pursuing a wide range of disciplinary specialisations. No prior knowledge assumed. The class meets weekly in lectures and discussion classes based on specified readings. Available to: Second Years, Final Years, and Affiliates.
This module aims to enable students to function in simple everyday situations and get by in straightforward social settings in the target language. This includes knowledge of basic vocabulary (e.g. lexis used to introduce yourself, to travel and find your way around, to shop, to use a library, and key concepts of the culture particular to the language), grammar, morphology (e.g. verbs in the present tense, noun cases), syntax (word order in simple sentences), and phonetics (pronunciation, assimilation patterns, etc.). The module prepares students for continuing their studies to the next level of the language.
Module Content and Indicative Topics 

The module aims to: build on and improve students’ strategies and methods for language learning; build on and improve students’ language skills in speaking, understanding, writing and reading including elements of pronunciation, vocabulary and grammar; enable the students to express opinions and discuss various topics with some fluency in both speech and writing, and to understand and read authentic Danish texts at increasing levels of difficulty. 

 

Teaching Delivery 

2x2-hour seminar per week, consisting of tutor-led discussions, communicative exercises, various tasks including text-reading and discussion, and student presentations. The various activities will continually be evaluated and adapted to best suit students’ needs. 

By the end of the module, you should be able to:  


	Understand and communicate in Danish at B1–B2 level (reading, writing, speaking and listening)  
	

	Understand processes involved in language acquisition 
	

	Use strategies for consolidating vocabulary and linguistic structures 
	

	Understand and employ grammatical and syntactical rules in Danish at an appropriate level 
	

	Use digital tools (e.g. text corpora) in the language learning process 
	
 

Recommended Reading 

In preparation for the module, we advise that student acquire the following core texts.  


	Grammar: It is recommended that students have their own copy of R Allan, P Holmes & T Lundskær-Nielsen, Danish. An Essential Grammar (Routledge 2011). 
	
	
	Dictionaries: Dansk-engelsk ordbog & Engelsk-dansk ordbog (Gyldendal) or similar. Make sure that the dictionary gives you the gender of nouns. 
	
 
Overview:

This module builds upon a basic theory of materials as would be given in the first years of an undergraduate programme, and examines specific areas of materials science which are not normally taught as part of a basic materials curriculum. The module also aims to cover the fundamentals of process-structure-property relationships in materials, a wide range of manufacturing technologies, including steelmaking, rolling, welding and additive manufacturing. It also covers fracture mechanics, and the theory of fatigue failure in engineering materials, and non-destructive testing. This module also introduces advanced materials, e.g. biomaterials, for regenerative medicine, tissue engineering, drug delivery, and beyond.

The module is common to 4th year Mechanical Engineering undergraduate students and MSc students from several postgraduate programmes. Given the wide range of backgrounds of the students who attend this module, the first few lectures given cover the basics of materials science and may well be revision for some students but totally new for others.

Topics covered:

Although many students will have studied materials science and engineering at undergraduate level, the module is designed to provide a common level of knowledge and then to introduce new subject matter such as advanced fracture mechanics and fatigue failure in engineering materials, and to provide a detailed look at some areas of materials application which are not normally covered at undergraduate level.

The module begins by providing a levelling to the material science knowledge of the course participants (who come from a wide range of academic backgrounds). This is then used as a springboard for dealing with more esoteric and advanced materials-based issues which are introduced as discrete case studies in materials science, particularly drawn from relevant and modern contexts (e.g. materials for additive manufacturing).
This module uses interactive-lectures, group exercises and case studies to explore the key concepts of leadership for a modern, global organisation. The module introduces different leadership styles and explains how psychological factors and behavioural insights can explain motivation. The role of the leader in building teams, and driving and maintaining team performance is discussed, including issues such as diversity, loyalty, succession planning and coaching. The importance of working with stakeholders is introduced, including building relationships with internal and external partners. The module explores the power of inspiring communication, including using storytelling to deliver a business vision.
The course provides students with an understanding of the nature, extent and patterns of cybercrime, the challenges of accurately measuring cybercrime, the structure of cybercriminal operations and the threats linked to cybercrime. The lectures will cover the different types of cybercriminal operations, the techniques used by offenders to exploit crime opportunities available on the Internet, the different actors in the online underground economy, and the technical and legal issues faced by law enforcement to prevent and disrupt cybercriminal operations. Through the analysis of case studies, the students will better understand how to identify pinch points for intervention and develop effective mitigation techniques to disrupt cybercriminal operations. The module will be delivered over 10 weeks with 3 hour contact time (lectures/tutorials) per week.
The lectures will cover the different types of cybercriminal operations, the techniques used by miscreants to exploit and take advantage of Internet users, the different actors that are active in the online underground economy, and the technical and legal issues faced by law enforcement to take down cybercriminal operations. At the end of the course, students will have gained an all-round view of cybercriminal operations and how to mitigate them, including engineering, legal, and economic aspects.
The module aims to provide students with a basic understanding of core theoretical issues and experimental findings in the study of a) the representation of events in the outside world through neural activity, b) the processing of information in the auditory and visual sensory systems and c) the effects of attention on visual and auditory perception. By the end of the module students should: 1) understand how the activity of neural systems encodes information about the external world 2) be able to describe and compare theoretical perspectives on how we might best understand the processes involved in perception and attention 3) understand the role of attention in perception of visual and auditory events.
The goal of morphology is to understand the constraints on well-formedness in words: what makes a possible word and how do affixes and roots combine, given constraints from the syntax, semantics, phonology, and the morphology proper. In this course we will first discuss the essential background information and then critically discuss case studies from a range of typologically diverse languages illustrating both inflection and derivation.
This module aims to provide you with an introduction to aesthetics and the philosophy of art. While aesthetics is occasionally thought as synonymous with the philosophy of art, it examines questions raised by experiences that are appreciated for their own sake in a much wider variety of contexts, including natural environments, and watching sport.

The course focuses on two main themes. First, the nature and justifiability of aesthetic judgements. Questions addressed may include: How should we reconcile the commonly held thought that taste is subjective with the equally commonly held idea that some artworks are nonetheless better than others? Is there a right or wrong way to experience the aesthetic qualities of a sunset or a starfish?

The second theme is the contemporary debates in the philosophy of art. Questions addressed may include the nature and value of art (can just anything count as art if you put it in a gallery?), the aesthetic value of forgeries, what we can learn about life from art, and why we value painful works such as tragedies.

Teaching delivery

The module is taught by a weekly one-hour lecture, and a smaller one hour seminar. Core readings will be set for each week, and it is expected that you read these before the lecture.

By the end of the module you should be able to:

Recognise and assess a range of philosophical arguments in aesthetics and philosophy of art.
	Use examples of artworks and particular experiences to reflect on the aptness of some philosophical theories about art and aesthetic experience.
	Reflect independently on, and write reasoned responses to, some central questions in the field.
Philosophy Area B
This module will look at the potential harmful effects of compounds, and how these can be minimized through toxicology risk assessment. It will cover how xenobiotics are toxified and detoxified through Phase I and Phase II metabolic processes; the molecular mechanisms through which toxins and toxicants produce their deadly effects; immunotoxicology; environmental toxicology; neurotoxicology; and how the toxic effects of compounds are predicted and measured. 

After taking this module, you should have a broad understanding of a variety of toxicological disciplines; from basic concepts to molecular mechanisms underlying specific examples of target-organ toxicities. You will learn about the toxicity of specific compounds to humans and the environment and gain insight into the process of nonclinical toxicity testing in drug development. 

The module is an option for iBSc/BSc/MSci Pharmacology and Physiology students. It can be taken as an elective by affiliate students, Biomedical and Natural Scientists, and Medicinal Chemists. Other students may be able to take the module but should contact the organiser for more information. Some background in Pharmacology is required. 

Indicative lecture list (based on 2021/22) 


	Introductory toxicology 
	
	
	Drug metabolism (two lectures) 
	
	
	Cheminformatics and predictive toxicology 
	
	
	Regulatory toxicology 
	
	
	Biomarkers of toxicity 
	

	Immunotoxicology 
	
	
	Toxins affecting neurotransmission 
	
	
	Neuropsychological aspects of toxin poisoning 
	
	
	Anticholinesterase toxicology 
	
	
	Toxicology of nicotine/smoking 
	

	Environmental toxicology 
	
	
	Case studies on neurotoxicity, pulmonary toxicity, hepatotoxicity and reproductive toxicity 
	
Plus one computer-based practical class on predictive toxicology. 
The operations and technology management element of this module focuses on operations and management of technology in a wide variety of industries. Operations management is the design and management of the processes that transform inputs into finished goods or services. Operations is one of the primary functions of a firm, similar to Finance or Marketing. The operations and technology management element provides a foundation for understanding the operations of a firm by exploring a simple question: How do companies actually do things?

Operations management is also a key competence for consulting companies that are called to analyse and streamline the processes of their clients. Technology is often intertwined with the operations of a firm, so students will also see the interplay between technology and operations, and together how they can provide a critical competitive advantage. The operations and technology element focuses on operations in a wide variety of industries including manufacturing, technology, healthcare, hospitality, retailing, transportation, among others.

Operations Analytics focuses on quantitative frameworks that make use of data, statistics, and mathematics to guide managers to better decisions and ways to improve their organisation's operations and supply chains.
This module is designed to support those involved in bioprocess development with current validation knowledge and methodology. Students will be able to determine the type of information required to validate a process and benchmark this across the industry. Upon completion of the course, a student should be able to: • Communicate with validation experts • Understand what is required by the regulatory authorities for compliance including future direction of the regulations • Understand the implications of validation for process development and pre/post-approval process changes • Familiarise with current validation practice across the bioprocess industry • Understand the role of validation and quality control in ensuring public protection Assessment is via the preparation of a Validation Master Plan (~2500 words) for a specified process change in the production of a mAb therapeutic . Contents to include Executive Summary, Process Specification and Flow Sheets, Impact (CQAs and CPPs), Validation Tasks, Scheduling and Conclusions. A detailed mark scheme is provided. Students receive lectures from external experts in validation and participate in workshops where they have the opportunity to present on validation strategies and receive feedback from experts.
The internship provides supervised work experience in the 'real world' of a museum or similar institution. During the first year of the MSc programme each student discusses his/her career aspirations with the module tutors, and starts to plan his/her professional development. An internship is chosen and structured to enable the student to gain a range of relevant experience. 

There are well established internship agreements with major museums such as the British Museum, the Museum of London, the Horniman Museum, and the Pitt Rivers Museum as well as with institutions such as English Heritage and the National Trust.
The module follows up and consolidates knowledge of the language gained on the Level B off-track module. This module aims to enable students to function in most everyday situations in the target language and to appreciate the complexity of the culture and society of the region. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation).
Module outline

The module aims to build on and improve the students’ existing knowledge of Swedish so as to enable them to understand a wide range of authentic spoken and written Swedish texts and express themselves fluently in both speech and writing.

Through the use of a variety of techniques (such as study of various types of text and media, grammar exercises, translation, conversation on everyday topics, etc.), the students will gradually improve their spoken and written language and master more complex grammatical structures and a wide range of vocabulary in Swedish. This will also enable students to speak with confidence and accuracy appropriate to this level about many aspects of the society and culture in Sweden, and wider Nordic region.

Two two-hour seminars per week in term 1 and term 2, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening and reading comprehension skills.

Moodle is the platform that will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Recommended reading:

Paula Levy Scherrer and Karl Lindemalm (2015), Rivstart B1 +B2, Textbok. Natur och Kultur.

Ian Hincliffe and Philip Holmes (2020), Swedish: An Essential Grammar. Routledge.
Module outline

The module aims to build on and improve the students’ existing knowledge of Swedish so as to enable them to understand a wide range of authentic spoken and written Swedish texts, and express themselves fluently in both speech and writing.

Through the use of a variety of techniques (such as study of various types of text and media, grammar exercises, translation, conversation on everyday topics, etc.), the students will gradually improve their spoken and written language and master more complex grammatical structures and a wide range of vocabulary in Swedish. This will also enable students to speak with confidence and accuracy appropriate to this level about many aspects of the society and culture in Sweden, and wider Nordic region.

Two two-hour seminars per week in term 1 and term 2, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening and reading comprehension skills.

UCL Moodle platform will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Recommended reading:

Paula Levy Scherrer and Karl Lindemalm (2015), Rivstart B1 +B2, Textbok. Natur och Kultur.

Ian Hincliffe and Philip Holmes (2020), Swedish: An Essential Grammar. Routledge.
The aim of the course is to bring students from a background of diverse A-level syllabuses to a uniform level of condence and competence in vectors, complex numbers, calculus and differential equations. The course covers vectors, complex numbers, standard functions of a real variable, methods of integration, ordinary differential equations and probability. Each topic is given a formal treatment and illustrated by examples of varying degrees of difficulty. There are two tests which are part of this course: a vectors test and a calculus test. The vectors test takes place around weeks 5 or 6 of term 1 and counts as part of the course work. This test is offered once. On the other hand, the calculus test is offered several times during the term,consisting of 10 basic calculational questions; you must get at least 9 correct answers to pass.It is necessary to pass this test, which you may attempt several times, in order to pass the module.
Hasidism began in the 18th century with a spiritual, inclusivist ethos, which could be characterized as controversially 'post-modern', breaking hierarchical borders in Jewish society. In the increasingly secular and religiously politicized modern world of the 19th and 20th centuries, would the spiritual teachings survive? Would the inclusivism survive? This text-based module investigates the variety of Hasidic views on topics such as:

• Rationalism

• Individualism

• Defectors from Judaism

• The relationship between Jew and Gentile

• The role of women in Hasidic life

 
Term 1 only.

For those who have completed Elementary Yiddish or equivalent, this is an opportunity to further develop your skills in Yiddish. Each class is conducted in Yiddish and includes grammar, conversation and textual study with a focus on expanding abilities to speak, comprehend, read and write.

Students will engage with topical issues enhanced by Yiddish newspaper and journal articles. Readings will also introduce the rich field of Yiddish literature by engaging with modern poetry and short stories, and Yiddish folk culture.

This module offers an opportunity to expand skills enabling a deeper exploration of the cultural history of this fascinating language.
Advanced Modern Hebrew will enable students to develop further their reading, writing and oral fluency and skills. The following areas will be covered in the module:

Reading comprehension including newspapers, academic and non-academic texts.
 Writing skills.
 Class discussions of a variety of topics and extra-curricular sessions.
 Listening comprehension – students will listen to audio recordings and will watch Israeli television
• programmes, films and documentaries.

This module is equivalent to Ulpan level 4. The textbooks used will be ‘Ivrit me-Alef ad Tav’ level4/5, and ‘Tachbir le-Mitkadmim’. Students will be expected to use a Hebrew/English English/Hebrew dictionary as well as verb tables. They will be encouraged to use the facilities of the UCL Language Centre.
This module foregrounds the relationship between language and literary and non-literary texts, and considers language use from particular perspectives. Students will be encouraged to think about the difference between written and spoken language in a detailed and systematic way, and to analyse different text types from a linguistic perspective, paying attention to grammatical, lexical and phonological features.

The module will introduce students to approaches from within stylistics and discourse analysis, and will examine the ways in which specific linguistic choices create variations in style and meaning. The questions of what makes a text, and what makes a text ‘cohesive’, will be explored, and the language associated with different discourse types such as politics, advertising and humour, will be examined.

 
Students will become familiar with key concepts, facts, and trends regarding higher education, including: university revenue sources and the drivers of expenditures, efforts to improve socio-economic gaps in participation and attainment, the many roles of financial aid, higher education and the labour market, and the debate about higher education accountability.
This module consists of a weekly seminar discussion in Term 2. The aim of this module is to introduce some of the core concepts for STEaPP-based research, as well as provide opportunity to practice individual and group-based critical review of literature. Ten specified books that relate to STEaPP research interests will be discussed. By the end of this module, each DTP candidates should facilitate at least one seminar for critical book discussion, as well as produce a written summary of critical discussion points. At the doctoral progression, candidates are expected to be able to relate their research to the books studied.
This module consists of a weekly seminar discussion in Term 1. The aim of this module is to introduce some of the core concepts for STEaPP-based research, as well as provide opportunity to practice individual and group-based critical review of literature. Ten specified books that relate to STEaPP research interests will be discussed. By the end of this module, each DTP candidates should facilitate at least one seminar for critical book discussion, as well as produce a written summary of critical discussion points. At the doctoral progression, candidates are expected to be able to relate their research to the books studied.
Aims - This module aims to introduce methods of finding and extrapolating patterns in time-ordered sequences. It is primarily intended for third and fourth year undergraduate students and taught postgraduate students registered on the degree programmes offered by the Department of Statistical Science, or jointly with other departments. It also serves as an optional module for students taking the mathematics and statistics stream of the Natural Sciences degree (with prerequisite: STAT0007).

Objectives - On successful completion of the module, a student should be familiar with the most commonly-used models for time series; be able to derive properties of time series models; be able to select, fit, check and use appropriate models for time-ordered data sequences; understand and be able to interpret the output from the time series module of a variety of standard software packages.

Applications - Time series data take the form of observations of one or more processes over time, where the structure of the temporal dependence between observations is the object of interest. Such data arise in many application areas including economics, engineering and the natural and social sciences. The use of historical information to estimate characteristics of observed processes, and to construct forecasts together with assessments of the associated uncertainty, is widespread in these application areas.

Content - Forecasting as the discovery and extrapolation of patterns in time ordered data. Revision of descriptive measures for multivariate distributions. Descriptive techniques for time series. Models for stationary processes: derivation of properties. Box-Jenkins approach to forecasting: model identification, estimation, verification. Forecasting using ARIMA and structural models. Forecast assessment. State space models and Kalman Filter. Comparison of procedures. Practical aspects of forecasting. Case studies in forecasting.

Key texts - Available from ReadingLists@UCL.
Building on topics introduced in Term 1, the module covers ethnography and theory, key ethnographic studies, methodology and methods, reflexivity, practical and ethical issues in fieldwork, analysis and interpretation, new challenges and cutting-edge ethnographies.
Module aims
The module aims to enable a deeper understanding of ethnographic research introduced in Term 1. Students will review issues relating to theory, design, data collection/generation, fieldnotes and analysis with the aim of enabling an appreciation of the opportunities and challenges of doing ethnographic research.  Each lecture is complemented by activities in which students use a range of techniques to analyse, assess and try out ethnographic approaches. You will be encouraged to develop good practice in gathering and interpreting data and incorporating them into an independent piece of research, clearly written and structured in a ‘mini ethnography’. The assignment is not only about reporting ‘findings’, but critically reflecting on processes of data collection and contextualising empirical data within wider evidence and literature.
Learning outcomes
By the end of the course, students should be able to critically analyse ethnographic research, feel comfortable with carrying out this type of research on their own and be aware of the role they play in the research process.
Many current philosophical discussions, both in practical and theoretical philosophy, centre around the explanation of normativity. In this module we will focus primarily on practical normativity, starting
with the crucial concept of a normative reason and then look into a number of different topics, e.g.
(i) Values and reasons
(ii) Reasons for attitudes and the wrong kind of reasons
(iii) Normative powers and voluntary obligations

Philosophy Area B
This module will examine core themes and debates in contemporary metaphysics, equipping you not only with an understanding of these core topics, but also with conceptual tools that will help you become a participant in the debate.

Sample topics (may vary slightly year to year):

Identity & Change
	Possibility & Necessity
	Causation
	Space & Time
Teaching Delivery

There will be one 1 hour lecture per week plus one 1 hour seminar per week. You will be required to read a set of ‘Key Readings’ each week (normally 1-2 articles or equivalent) prior to the lecture. Seminars will be an opportunity to engage in interactive discussion of the week’s topic.

By the end of the module, you should:

Have a sound understanding of a range of core themes and debates in contemporary metaphysics.
	Be equipped with the understanding and conceptual resources needed to contribute to these debates yourself.
	Have further honed your ability to analyse arguments, and construct rigorous arguments yourself.
	Have improved your essay-writing skills.
Recommended Reading

In preparation for the module, we advise reading the following core text. This can be found in the UCL Library, but it might be a good idea to buy your own copy:

Lowe, E. J. (2002): A Survey of Metaphysics (Oxford: OUP) ISBN: 978-0-19-875253-0

Philosophy Area A
This course follows on from earlier courses in real analysis and measure theory, and describes what is perhaps the most important application of measure theory in mathematics; the rigorous theory of probability. The course material is focused on the two most fundamental principles of the theory: the strong law of large numbers and the central limit theorem.
This module enhances your competence in a range of counselling skills for use with people who have hearing difficulties and their communication partners, families of hearing impaired children and patients with tinnitus and hyperacusis.

This is a compulsory module in the MSc / PG diploma Advanced Audiology.
The first five years are a fundamental time in children’s development because they are in the process of acquiring a range of social, emotional, behavioural and cognitive abilities that are foundational in terms of their long-term wellbeing. Children’s development during this period is also ‘relational’ in that it is strongly influenced by the caregiving that they receive. For example, very young children are highly dependent on their parents/caregivers during the first two years of life to regulate themselves, and their attachment relationship with these primary care-givers is key to the development of such abilities. The type of attachment that a child develops also influences many other aspects of their development including their behaviour, peer relationships and learning. The aim of the CYP IAPT Under 5s module is to train students to assess 0-5s in the context of these dyadic/triadic relationships and to collaboratively formulate treatment plans with families in ways that are consistent with evidence based practice. Students will additionally be trained in two evidence based models of intervention which they will be able to offer to families.
This module introduces students to the scientific study of the structure of sentences. We ask what sort of knowledge must be attributed to someone who "knows a language" and begin to answer that question by developing some of the essential building blocks of natural language grammars.

The aims of the course are: to introduce students to the scientific study of the structure of sentences; to analyse data sets and formulate appropriate generalisations that characterise them; to discover how such generalisations can be captured by abstract linguistic principles.

By the end of the module students should be familiar with the following descriptive terminology and analytic tools of syntactic theory: word classes and grammatical categories, subcategorization, constituent structure, tree diagrams, thematic roles, grammatical function, control, raising, movement, binding, syntactic rule. At the end of the course, students will have a basic understanding of the grammatical mechanisms involved in simple declarative sentences and in questions in English and other languages. This should enable them to tackle intermediate work in syntax in term 2. Students will be able to defend their analyses by bringing diagnostic tools to bear directly and indirectly on the analysis. Students will have gained an understanding of the process of developing and defending abstract syntactic theories and will have begun developing a curious and critical stance towards novel data and theoretical claims.
The law of torts is the law governing civil wrongs (i.e. wrongs which give rise to liability to pay damages to the victim, as opposed to criminal misconduct). This module is designed to enable you to become familiar with the core concepts, scope of application, and concerns of tort law and to explore one specialist aspect of tort in greater depth. By the end of the module, you should be aware of the core elements of some major torts; understand the rationale and development of these torts; and be capable of identifying and analysing the factual situations in which these torts typically arise. You will also have acquired a sophisticated and deep knowledge of one specialist area.

In the first part of the module (which consists of term 1 and the first half of term 2) we examine a number of different torts (such as negligence, nuisance, defamation) as well as a number of cross cutting issues (such as causation and vicarious liability). You will apply the law to different factual situations, as well as exploring some of the theoretical and conceptual issues around the subject. In the second half of the second term, you are given the opportunity to specialise: you choose one topic (from options which might include topics such as medical malpractice, lawyers’ negligence, tort theory, environmental torts) and pursue an in-depth study of that area.

Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.
Aims/objectives:

Understand the evolution of Supply Chain Management (SCM) and its definition and the relationship between the management of projects and programmes and the management of the supply chain
	Understand the forces affecting and the motivations behind the transfer of risk between the forms forming the supply chain
	Become familiar with some best practice case studies
	Understand the applications of supply chain management to construction and engineering sub-contracting
	Form a view about the increasing importance of SCM to organisation of construction and engineering in the future
Learning outcomes:

This module will provide students with:

A detailed understanding of the terminology and principles associated with supply chain management
	An understanding of the potential benefits to clients and the industry of the effective management of supply chains
	An understanding of the increasing importance of supply chains as a means of providing lower costs, higher value and improved integration
	A detailed knowledge of best practice principles for SCM
Seminar content may include:

Introduction; history and concepts; assignment
	Lean supply chain management
	Client driven SCM;
	Risk management and risk transfer in supply chains
	Applications and future for SCM – building for the 21st Century
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 30 tri-weekly seminar groups. 

Content:  An introduction to the classical Latin language, including the study of grammar, principles of sentence construction and the reading of selected texts. The module aims to provide students with a knowledge of classical Latin language and principles of sentence construction sufficient to translate simple passages of Latin prose into English and simple English phrases and sentences into Latin. Two classes per week will be split into three small groups, each group taught by a Postgraduate Teaching Assistant.

Skills: Students should be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary and studying Latin grammar and syntax. By the end of the module, students are expected to have reached a level approximately equivalent to the end of chapter 39 of the module text, Learn to Read Latin Book.

Module text: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin (Sections 1 to 39). Yale UP..
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 30 tri-weekly seminar groups.

Content:  An introduction to the classical Latin language, including the study of grammar, principles of sentence construction and the reading of selected texts. The course aims to provide students with a knowledge of classical Latin language and principles of sentence construction sufficient to translate simple passages of Latin prose into English and simple English phrases and sentences into Latin. Two classes per week will be split into three small groups, each group taught by a Postgraduate Teaching Assistant.

Skills: Students should be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary and studying Latin grammar and syntax. By the end of the course, students are expected to have reached a level approximately equivalent to the end of chapter 39 of the module text, Learn to Read Latin Book.

Module text: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin (Sections 1 to 39). Yale UP.
This double module gives students an opportunity to pursue a piece of research under supervision on a topic of interest to them. Each student is assigned a dissertation supervisor and in consultation with the supervisor, the student will choose a research question that is appropriate in scope and complexity.
The final year dissertation is an opportunity to undertake an in-depth, empirical investigation of a sociological topic of students’ own choice. It allows students to develop and apply research skills acquired during the BSc Sociology. Support workshops are designed to ‘scaffold’ the research process throughout the year on issues such as research design, ethics, literature review, data collection, data analysis. Individual supervisory support will help students to develop their confidence in articulating their ideas and structuring their arguments. All students present a poster or oral presentation as part of an end of year celebration of their dissertation achievements.
Your dissertation is a piece of original and supervised research on a topic relating to some aspect of your field of study. The dissertation should include both critical engagement with the literature and, where relevant, extant (policy) debates in the chosen area, and a significant element of original research and independent analysis.

In preparing your dissertation, you will:

identify a specific research topic and question;
	define and specify the methods by which you will research this question;
	identify and analyse current literature on this question, and critically assess arguments and evidence from this literature;
	make use of arguments, concepts, evidence and methods of analysis taught in your programme’s component modules;
	clearly and rigorously write-up your argument and conclusions.
The objective is for you to learn and develop your skills in:

planning and organising your research and working to a deadline;
	writing at a specified length and for a specific purpose and audience;
	assessing and evaluating critically the contributions made by existing research or policy analysis in the chosen field;
	utilising the concepts and methods taught in your programme, in the analysis of a concrete issue or problem;
	approaching and conducting original research;
	communicating clearly and effectively.
Your dissertation is a piece of original and supervised research on a topic relating to some aspect of your field of study. The dissertation should include both critical engagement with the literature and, where relevant, extant (policy) debates in the chosen area, and a significant element of original research and independent analysis.

In preparing your dissertation, you will:

identify a specific research topic and question;
	define and specify the methods by which you will research this question;
	identify and analyse current literature on this question, and critically assess arguments and evidence from this literature;
	make use of arguments, concepts, evidence and methods of analysis taught in your programme’s component modules;
	clearly and rigorously write-up your argument and conclusions.
The objective is for you to learn and develop your skills in:

planning and organising your research and working to a deadline;
	writing at a specified length and for a specific purpose and audience;
	assessing and evaluating critically the contributions made by existing research or policy analysis in the chosen field;
	utilising the concepts and methods taught in your programme, in the analysis of a concrete issue or problem;
	approaching and conducting original research;
	communicating clearly and effectively.
Your dissertation is a piece of original and supervised research on a topic of personal interest to you, and relating to some aspect of your field of study. 

The dissertation should include both critical engagement with the literature, and a significant element of original research and independent analysis. In carrying out this piece of work, you will identify a topic and a question; make use of arguments, concepts, evidence and methods of analysis taught in your programme’s component modules; and clearly and rigorously write up your argument and conclusions.

The dissertation module - POLS0086 - exists to support you on this process. It covers topics such as: 

· how to plan and organise your research, working to a deadline;

· how to write at a specified length and for a specific purpose and audience;

· how to assess and evaluate critically the contributions made by existing research or policy analysis (where relevant) in the chosen field;

· how to make use of the concepts and methods taught in your programme, in the analysis of a concrete issue or problem;

· how to approach and conduct original research;

· how to communicate clearly.
This module aims to introduce students to the process of public policy making in modern states, and explains how decision makers formulate and implement public decisions that have consequences for the everyday lives of citizens. The module sets out theories of decision making and reviews the role of different actors in the policy process as they seek to influence public policy. Topics include the role of public opinion, politicians, lobbyists and bureaucrats.
The dissertation module is an optional module that can only be taken in your final year of study. Enrolment requires approval by the Departmental Tutor. The dissertation is a 8,000-word essay on a philosophical topic of your choosing, subject to the availability of a member of staff with appropriate expertise to supervise it, and approval by the Departmental Tutor. Tuition involves four one-hour sessions of one-on-one supervision by a member of staff. The module is taken over the course of Term 1 & Term 2. The research will be self-directed, though with the guidance of your supervisor. The dissertation submission deadline is 1st day of 3rd term by 4.00 pm.

Philosophy Area n/a
For students on BSc Philosophy, Politics and Economics degree only, enrolment requires approval by Political Science Department. A 7,500-word essay on a philosophical topic approved by your personal tutor. Tuition involves three one-hour sessions of one-on-one supervision by a member of staff. Available both terms.

Philosophy Area n/a

 
This module is intended to provide you with the opportunity to shape and engage in a library based research project that allows for an in depth and independent subspecialty ophthalmic topic to be explored, analysed in the context of current developments in the area and communicated in a substantial written format. This may, according to area of study, allow for an enhanced synthesis of theory and practice to be identified, affording students with the means of focusing their development going forward in the direction of clinical practice and/or research, and allowing them to identify personal areas of specialization to inform their subsequent professional choices in respect of further study and employment. Independent study will be supported by research in practice sessions to support the acquisition of research and analysis skills.
This module is intended to provide you with the opportunity to shape and engage in a library based research project that allows for a topic connected to their own clinical area to be explored in depth, analysed in the context of current developments in the area and the evidence base which shapes current knowledge and communicated in a substantial written format.

This may, according to area of study, allow for an enhanced synthesis of theory and practice to be identified, affording you with the means of focusing their development going forward in the direction of clinical practice in employment and/or research, and allowing you to identify personal areas of specialization to inform your subsequent professional choices in respect of further study and professional development.
Dissertation in Applied Educational Leadership

This module enables students to engage in an extended year-long independent research project, tailored to their professional context, with a focus on educational leadership.

Students will be required to write 3 interim reports, an ethics approval form, and a full dissertation draft, on which they will get supervisor feedback, before submitting the final 15,000 word dissertation.
The dissertation is an independent research essay of up to 12,000 words. The model for the dissertation is the law journal article or law review essay. This is different from doctoral research. The student is not expected to develop an original thesis, but when finished should demonstrate a solid understanding of a particular aspect of law and the ability to explain and criticise it convincingly. The LLM dissertation does not merely describe the law, but presents an argument.
This module is a fundamental core element of the programme giving students an opportunity to pursue a piece of research of 20,000 words under supervision on a topic of interest to them.

The main aim of this module is to develop student’s ability to plan and carry out a substantial piece of research; to apply skills acquired during the programme; to develop independent critical thought; and to enable students to produce a piece of work which will provide the basis for a PhD thesis or work as a researcher or analyst in non-academic environment.

The literature review, which forms part of the dissertation, draws on skills gained in Understanding Research. The completion of a piece of empirical work helps students to consolidate their learning and facilitates assessment of their understanding of the issues addressed in the Undertaking and Disseminating Research modules and also draws on skills gained Analysing data as well as Advanced Research Theory and Practice module.

Each student is assigned a dissertation supervisor and in consultation with the supervisor, the student will develop a research question that is appropriate in scope and complexity. There will be also two two-hour workshop (online or face-to-face).
This module represents the final research element of the Information Studies taught Masters' programmes. It requires students to undertake an individual independent research study and to present that work in the form of a dissertation. Consequently, by the end of the module, students will have investigated in depth a topic of their choice, learned how to plan and execute a research strategy, and understood how to present research results.

There is no formal teaching for the dissertation, but support is offered to support students to develop their academic writing and research skills, via an online course and a series of workshops.
The Epidemiology module is an introductory module which aims to provide a grounding in key concepts in the field. This includes covering topics such as case definition, measuring disease frequency, measures of effect, study design types (including cross-sectional, cohort, case-control, ecological and intervention), bias and confounding, effect modification, infectious disease epidemiology, screening and health surveillance.

More specifically, the module aims to provide you with:

Basic knowledge of epidemiological concepts and methods principles of study design
	Appreciation of the errors that may arise in epidemiological studies
	Experience in interpreting and evaluating epidemiological data
	Examples of the contribution of epidemiology to knowledge of the main determinants of health and disease
	A foundation on which to build detailed knowledge appropriate to particular research interests
This is an introductory course and core module. This is a core module for students on the MSc Social Epidemiology, MSc Dental Public Health and MSc Population Health. Spaces are limited to 100.

The module has sessions every week in Term 1. The majority of sessions will involve a lecture, a practical or small group session and independent reading. There will be approximately equally divided contact hours between theory and practical sessions in order to consolidate the concepts learnt by applying them in a variety of contexts relevant to population health.
This is a full-year module for students undertaking a BSc degree in the Department of Science and Technology Studies (STS). Students undertake a research project of their own design in the discipline of their degree. Students are responsible for research conception, design, implementation, and analysis. Work is done under the tutelage of a dissertation supervisor. Students attend regular supervisions. A work-in-progress presentation is required during the session. At the end of the project, students submit a 10,000-word dissertation summarising their findings. 
This is the compulsory dissertation module for students on the MA History, MA European History and MA Transnational Studies degree programmes.
This is the compulsory dissertation module for students on the MA Chinese Health and Humanity degree programme.
The module provides an introduction to the principles of chemistry as they apply to the natural world. Fundamental concepts of geochemistry will be learned in class lectures and in practical sessions focused on chemical bonding, mineral types and stability, stable and radioactive isotopes, aqueous geochemistry, low-temperature chemical reactions, basic thermodynamics and kinetics. Practical sessions will cement this knowledge and provide students with the opportunity to analyse geochemical data of practical importance.

By the end of this module students will have a sound basis for  their subsequent studies in geosciences, having gained basic understanding of how chemical processes  govern the composition, stability and flux of natural substances within the Earth system.
Only available for single hons Geog students. An independent piece of research carried out by undergraduates on a topic chosen by students and approved by the department.

The aim of this course is to allow students to undertake some original research in any aspect of geography, selecting the most appropriate approaches to achieve the goals of their project. Most courses teach you how to analyse a problem, with the emphasis on critical thought. The dissertation offers you an opportunity to learn how to construct a piece of research from scratch, synthesising reading and observations into a coherent exploration of a specific issue. In researching your chosen topic, you must learn to choose between the less-than-ideal alternatives that researchers always meet in practice. The course aims to foster an ability to work independently and see a complex project through from start to finish. Emphasis is put on the independence of your dissertation work, which means that you are expected to develop the project idea independently and that you are chiefly responsible for the gathering of appropriate data and its analysis.

The model for the dissertation is an academic research paper. Your dissertation should include a review of the literature and justification of the topic and approach in intellectual and practical terms. Dissertations should report findings from original fieldwork, laboratory or documentary research or analysis of primary source material.

Students will gain a wide range of transferable skills, namely:

Critical thinking: ability to assess data and ideas
	Communication: academic writing and conveying written ideas to non-experts, and verbal.
	Practical and logistical skills
	Time management: organisation and planning of work
	Problem-solving
	Adaptability: ability to work under pressure
	Interaction with others
	Qualitative and/or quantitative research skills
	Field work and laboratory skills (in many cases)
The final dissertation is a very important component of the programme as it provides you with the opportunity to undertake independent research and writing to complete a stand-alone project based on your scholarly interests. It consists of 10,000 words and you work on it over the summer for submission at the end of August. Several weeks of the Spring Term Research Methodology sessions are devoted to workshops helping you to develop your dissertation plans.
Students who wish to take this module must submit a proposal by 24 May. Read the handbook and guidance in the Dissertation/Independent Research Project page of the student handbook for further instructions.

This module provides students with the opportunity to pursue self-initiated, independent and in-depth research on their chosen topic. The dissertation allows students to demonstrate their ability to produce a substantial piece of written work, and enhances the skills required to do this: analysis and synthesis, clarity of thought, concision, organisation and project management. The topic of the research project must fall within the discipline range of SELCS. It may relate to the subject area of a module already taken but it must not significantly replicate arguments already produced elsewhere.

The dissertation takes the shape of independent research under the guidance of a supervisor. The student and supervisor will have approximately three hours of contact over the course of the academic year to discuss the progress of the work. A dedicated Moodle site is available for consultation, containing guidance and relevant general materials (e.g. research methods, referencing and presentation guidance).
Module description

This module introduces students to the specific context and practices of localisation, with a focus on website and videogame localisation. The module provides students with an awareness of how the localisation industry works, and which processes are involved in a typical project. Students explore different localisation features through a number of practical sessions. The objective is to provide students with the practical skills necessary to develop further experience in a professional localisation environment. This module is not language-specific: it is taught in English and all the activities are carried out in English.

Preparatory Reading

Jiménez-Crespo, Miguel Ángel. 2013. Translation and Web Localization. London: Routledge.

O’Hagan, Minako and Mangiron, Carmen. 2013. Game Localization. Amsterdam/Philadelphia: John Benjamins.
The MA Health Humanities Dissertation is a 12,000-word independent research project on a topic of your choosing, subject to the availability of a member of staff with appropriate expertise to supervise it. Tuition involves three one-hour sessions of one-on-one supervision by a member of staff. The research will be self-directed, though with the guidance of your supervisor.
The MSc Global Prosperity Dissertation module provides you with the opportunity to develop and investigate a topic that captivates you and is also an opportunity to make an original contribution to knowledge. Guided by your supervisor, you will develop skills in searching literature databases, reading and critically evaluating published work as well as carrying out original research to, finally, present a written report of your work in the form of a dissertation. Your personal tutor will guide you in the process of selecting your dissertation topic and, based on it, a supervisor will be assigned to you. You may be able to reach out to potential supervisors outside the Department, in conversation with your personal tutor.

Apart from the dissertation, you will write a blog post of 1,500 words, which will become a public-facing summary of your dissertation. The blog post is an opportunity for you to disseminate your work to wider audiences and get noticed, as well as to refine your writing. We firmly believe that, as you develop as transition leaders, you will need to publicise your work and share it with potential employers and professional peers.

The weighting of the two parts is as follows:

Dissertation (12,500 words, 90% of the final mark)
	Blog post (1,500 words, 10% of the final mark)
This module aims to provide an overview of the principles of fermentation technology and fermenter operation and a framework for the quantitative evaluation of fermentation process productivity and yield. In addition, this module focuses on the engineering characterisation of fermentation processes (from a mixing, power input and oxygen transfer perspective) and on the use of miniaturised and high throughput fermentation technologies to enable rapid fermentation process development and scale-up. The underlying principles of fermentation, bioreactor characterisation and scaling are introduced through a series of lectures, which are supported by quantitative, problem-based case studies and the use of fermentation simulation software.

Upon completion of the course, a student should be able to:

Gain in-depth knowledge required to select different expression systems and to formulate suitable growth media
	Specify fermenter operating conditions under different scenarios
	Quantify and evaluate fermentation process performance
	Clearly distinguish different bioreactor systems and their applications and appreciate the latest technology developments (perfusion modes, single-use reactors, etc)
	Gain in-depth knowledge required to design a fermenter in terms of mixing, power input and oxygen capabilities
	Understand how the engineering environment affects microbial growth kinetics
	Perform design calculations with regards to scale-up and scale-down of a fermentation process
	Appreciate how miniature and high throughput fermentation technologies can be used for the rapid acquisition of design data
The final project for obtaining the MASc qualification is the London/Global Studio Dissertation. Students may design and realise an original research project on London or another partner city (or an agreed alternative) using an innovative methodology of ‘engaged urbanism’. They will choose the particular focus of their research and will agree on a research question with their supervisor. Topics can include issues related to planning, urban design, heritage, culture, ecology, infrastructure, and social, economic and political matters around London. Students will be expected to reflect on the impact of their research project and on the connections to practice and different communities and/or interest groups in London. Following the modules ‘Engaged Urbanism’ and ‘Cities Methodologies’, where students have been exposed to diverse methodological approaches, students will be asked to explore methodologies that are transdisciplinary, experimental and collaborative. Students will have the possibility to link their Dissertation to their professional practice or another live context.
This compulsory component of the MA  in Museum Studies enables students to undertake a research project to produce a substantial piece of research writing
The Masters dissertation is a scholarly document of a maximum of 15,000 words based on independent research and thought. Typically, it includes data collection and analysis that integrates evolutionary anthropology perspectives and research approaches as relevant to the specific field of study in an original way. In most cases, the dissertation will report on original data collected by the student in order to address a particular empirical question within the scope of the degree. Such a dissertation will include a literature review on other similar work demonstrating the practical or theoretical justification for this particular dissertation, a description of the methodology, and appropriate analysis and discussion of the results.

The purpose of the dissertation is to provide both an exercise in and a test of the student's mastery of research approaches in evolutionary anthropology to an issue of their choice. The topic chosen usually arises either from a professional interest of the student, or as part of developments toward PhD research.

The intended outcome, therefore, is a dissertation that demonstrates the ability of the student to address an original research question by collecting and analysing relevant data, and discussing them in the context of the existing body of knowledge, considering potential limitations. Students should be able to apply and develop the methods learnt to other contexts as appropriate. In doing so, dissertations are expected to be an original contribution to knowledge.
The dissertation is a sustained piece of individual research that is 10,000 words in length. Students’ dissertation topics will fall in the field of History and Politics of the Americas as defined by the broad parameters of the degree programme, will be linked to their Level 6 “special subject” module and supervised by the convener of that module.

Student contact hours will comprise: a briefing session with the dissertation course convenor at the start of term 1, covering the module requirements and reminding students about research skills covered earlier in the programme, plus dissertation workshops as part of the special subject module and individual meetings with the supervisor.
This module hosts the submission point for your 15,000-word dissertation. You will also find resources that will be useful in preparing your submission, including past dissertations and FAQs.
This module is only for affiliate students studying at UCL for Term 2 only. Knowledge of Russian is required.

The reputation of A.P. Chekhov (1860-1904) as a master of the short story and brilliant dramatist is well-deserved. One of the attractions of studying him at undergraduate level lies in the fact that most of his works are fairly short and therefore well-suited to close structural and textual analysis. Linguistically his works are easily accessible. In terms of sophistication of form and subtlety of mood and ideas, they offer a rewarding challenge. The module offers an introduction to the broad spectrum of Chekhov's evolution as a writer of short stories and plays through the study of a representative selection of some of his principal works. These will be studied in roughly chronological order and considered in the light of the development of Chekhov's style, narrative and dramatic technique and central concerns as a writer. Groups of works are studied in relation to a number of key topics such as the nature of humour in Chekhov's works, the portrayal of women, the role of ideals, the functions of time and space and the use of narrative point of view. The texts will be read in Russian and/or in English translation, depending on the Russian language level of the students.
This module aims to enable students to function in most everyday situations in Slovene and to appreciate the complexity of Slovene culture and society. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present, past and future tense, verbal aspect, cases, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation). The module follows up and consolidates knowledge of Slovene gained on the Level B off-track module.
For students who have completed Slovene A or can demonstrate equivalent competence.

This module aims to enable students to function in a range of everyday situations and get by in various social settings in the target language. This includes sound knowledge of vocabulary (approximately 1200-1500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, etc.), syntax (consolidating and expanding knowledge of word order), and phonetics (continuing to improve pronunciation and intonation). The module prepares students to continue their studies of the language on the Level C off-track language module and for living in the region where the target language is used.
A second course in algebra, suitable for first year undergraduates. This course continues from MATH0005. After a short section on number theory, it has two main components. The first is an introduction to the theory of groups; the idea of a group is central to much of algebra, and pervades many areas of mathematics. The second is a continuation of the study of linear algebra started in MATH0005; linear algebra underlies much advanced pure mathematics, as well as being an important tool in applications of mathematics. In particular, determinants are introduced, and the diagonalisation of matrices is considered.
MATH0005 is intended as an introduction to the methods of modern Algebra and Discrete Mathematics, primarily through the detailed study of a problem of particular importance and wide applicability, namely linear equations. In addition, a number of other important aspects of modern mathematics are introduced, in particular, Logic, Set Theory, Functions and Mappings, Permutations, Fields. The main aim of the course is to lay a solid foundation for the rest of the three years.
This course will provide students with an introduction to the Earth, and in particular discuss current research across the field of Earth Sciences and within the department at UCL. We will follow the story of how the Earth was formed, and what it might have been like, 4.6 billion years ago, through the origin of life on Earth, the discovery of plate tectonics, long term climate change and the present day “climate emergency”. This module is suitable for natural science and geoscience students with no previous knowledge of geology and provides an introduction for many other earth science courses. The course aims to develop students' critical thinking and presentation skills in multiple settings, through class discussions, collaborative presentation and individual assignments.

By the end of this module students will have:

gained an overview of key topics in the Earth Sciences, including introductions to fundamental principles, concepts and vocabulary;
	been introduced to current and recent research across multiple fields within Earth Sciences at UCL;
	learned about the formation and composition of the early and modern Earth, plate tectonics, volcanic hazards, long-term climate change, the evolution of life and “the climate emergency”;
	developed their written, oral and visual scientific presentation skills;
	contributed to group discussions and presentations;
and begun developing their ability to provide critical feedback for themselves
This module is available to Earth Sciences and Natural Sciences students only.
The Third Year Project is intended to showcase a student's competencies in several areas of Electronics and Electrical Engineering; namely, Basic Electrical Theory, Coding, Circuit Design, Construction practices, Measurement and Laboratory Procedures. The project is intended to show that the student can work independently to a purpose and make decisions on their own that meet goals and objectives and that perhaps enhance a current design. The project is not intended to explore new products, but can.

Students will learn additional skills around independent work, presentation, circuit design and fabrication, coding, control, and most of other standard skills expected of an EEE students upon matriculation.
This course applies the tools of economic analysis to issues of relevance to economic development. There will be an emphasis throughout on applied research in micro development economics, using a variety of empirical methods and examples taken from around the developing world. The aims of the course are to give students an understanding of the causes and consequences of uneven patterns of growth and development; structural features that are typical of the economies in developing countries; policies that can be applied in less developed countries, and how to measure the impacts of policies. By the end of the course students should – (i) have an overview of major papers in the literature relevant to problems of less developed countries; (ii) be able to apply their knowledge of econometrics to articles that conduct quantitative analysis in less developed countries; (iii) be able to apply the basic frameworks for a master level courses in micro-economics and macro-economics to the key economic problems in less developed countries; (iv) appreciate some of the key debates in thinking about contemporary policy issues in developing countries.

 
This module (which can be taken alongside its associated module BPLN0041 Pillars of Planning B in Term 2, although this is not a prerequisite) aims to introduce the key actors and processes that explain the spatial dynamics of cities, and to stimulate ‘critical thinking about space and place as the basis for action or intervention’ (RTPI Policy Statement on Initial Planning Education). One cannot plan, develop or change cities without first understanding how they work, and the social, political, economic and environmental context in which planning and other forms of interventions operates. This is achieved through an introduction to relevant concepts, analytical frameworks and theories from two fields of social sciences:

urban sociology/geography
	urban politics
The module will encourage students to identify the policy issues and challenges generated by the interplay of processes under scrutiny, and to critically reflect on the nature and impacts of relevant policy interventions.

The module is taught in 2 blocks of 5 weeks. 

Term 1:

1. Sociology: this part focuses on the demographic and social changes affecting European cities, the theories that have been developed to understand the linkages between social and spatial change, and the policies which have been designed to address various urban socio-economic problems. An important theme is the effect of economic and social restructuring on patterns of social and spatial inequalities and segregation in cities.

2. Politics: this part introduces key analytical concepts and theories of urban politics and governance. It focuses on actors, their power relations, and the interacting and sometimes conflicting roles of state, market and civil society actors in the development, management, planning, control and regulation of urban space.
This module (which can be taken alongside its associated module BPLN0097 Pillars of Planning A in Term 1, although this is not a prerequisite) aims to introduce the key actors and processes that explain the spatial dynamics of cities, and to stimulate ‘critical thinking about space and place as the basis for action or intervention’ (RTPI Policy Statement on Initial Planning Education). One cannot plan, develop or change cities without first understanding how they work, and the social, political, economic and environmental context in which planning and other forms of interventions operates. This is achieved through an introduction to relevant concepts, analytical frameworks and theories from two fields of social sciences:

urban & regional economics/economic geography
	urban environmental science and ecology
The module will encourage students to identify the policy issues and challenges generated by the interplay of processes under scrutiny, and to critically reflect on the nature and impacts of relevant policy interventions.

The module is taught in 2 blocks of 5 weeks. 

Term 2:

1. Economics: this part is concerned with understanding the economic processes that transform cities and regions, the different theoretical approaches developed to explain these, and their policy implications.

2. Environment: this part focuses on the relationship between the natural environment and city-making processes. It briefly sketches key moments where environmental thinking has co-evolved with urbanism, and discusses associated urban ecologies and development processes that seek environmental balance.
This module explore the use of nanotechnology for the delivery of therapeutic molecules and for diagnostics. It will cover nanocarriers such as liposomes, micelles, dendrimers and inorganic and organic nanoparticles. The overall emphasis will be on the need for novel nanoscale delivery vectors (both natural and synthetic), a better understanding of targets, and the routes that delivery systems have to traverse to reach their targets. Another topic of interest will be focused nanotheranostics, which involves the integration of a therapeutic and diagnostic function into a single nanocarrier system.

 List of lectures:

  Introduction to nanomedicine and nanocrystals
 
  Targeting ligands
 
  Antibody drug conjugates
 
  Liposomes and micelles
 
  Dendrimers and nanotheranostics
 
  Nanosensors
 
  Polymerosomes and somanutics
All pain begins acutely with activation of nociceptive pathways. In this module you will explore the basic sciences underpinning the pain experience – anatomy of the nervous system, physiology and pharmacology of pain and pain therapeutics. You will examine common acute pain scenarios, for example post-operative, and different approaches to optimal pain management including prevention of chronicity of the pain state.
This module takes London, a global, multicultural city as our lab for exploring social science theories and methods. It engages with current social issues in the city, situating them historically and within wider national and global contexts. The module considers what a focus on a particular city, in this case London, can contribute to the social sciences, and conversely considers how social science concepts and theories can contribute to a richer understanding of cities and city life. The module is not a ‘London studies’ module – although students will certainly learn more about the city they live and study in – but an introduction to theories, approaches and methods used by social scientists, using London as exemplar site. Indicative topics include: London as a global city; exclusion and inequality; conviviality; neighbourhoods and diversity; gentrification; youth cultures; London as a migrant city; political protest and riots; households and family life.
MATH0004 continues the study of a function of a real variable initiated in MATH0003. The main aim of the course is to develop a rigorous theory of integration and develop further the theory of sequences and series.
Starting only with the basic properties of real numbers, rigorous proofs are given of the main results in elementary differential calculus. Topics covered include sequences, series, continuity and differentiability of functions and the properties of the exponential function. This course has two main aims: (a) To begin the study of analysis, continued in MATH0004 and MATH0013. Mathematical analysis is one of the most important and well-developed strands of pure mathematics with many elegant and beautiful theorems, and also with applications to many areas of mathematics and mathematical physics. (b) To introduce students to the ideas of formal definitions and rigorous proofs (one of the fundamental features of modern mathematics, and something that is not familiar from A-level), and to develop their powers of logical thinking.
In this module you will study the legal constitution and regulation of personal relationships, and how that regulation affects individuals’ relationships with each other and with the state. We look at the problems people encounter in those relationships and the legal responses to those problems. We are as concerned with what actually happens in practice and the policy behind it as with the law as stated in the books.

We will explore law’s role in constituting, regulating and dissolving family relationships, including those between adults, between adults and children and between families and state institutions. You will be asked to think about financial issues, family violence and the care of children. 

We will look at families and family law in their social and cultural contexts. We consider not just what the law is but why it is what it is and what significance, if any, attaches to this. The following texts are recommended: J Miles, R George and S Harris-Short, Family Law: Text, Cases and Materials (OUP, 2019) and J Herring, Family Law (Longman, 2019). To get to grips with the social and policy implications of the subject, though, you’ll be directed also to a range of reading beyond cases and textbooks.

This module should engage you with current controversy and give you an insight into state policy, the position of women and children and the state of the contemporary family.
This compulsory first year module is an introduction to Public Law. In the first part of the module you will study institutions such as Parliament, the Cabinet and the executive powers of the central Government, and the devolved legislatures and governments. It will also cover general principles of UK Constitutional Law, including the separation of powers, the rule of law, parliamentary accountability and the legislative supremacy of Parliament. 

In the second part you will study the judicial review of administrative action (administrative law), the constitutional dimensions of the UK's relationship with the European Union, and the judicial protection of human rights under the UK Human Rights Act 1998. Other themes discussed in the module include the impact of Brexit on the constitution, the rise of the common laws as a source of the constitution, and recent parliamentary reforms. 

Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.
The Fourth Year Project is intended to showcase a student's competencies in several areas of Electronic and Electrical Engineering; such as the Theory of Electronics, Design of Circuits,  Devices and Systems, Construction Practices, Measurement and Laboratory Procedures, and Programming. The project is intended to demonstrate that the student can work independently and within a team to a purpose and make decisions on their own and collectively that meet team goals and objectives. The project is intended to investigate existing knowledge from a different perspective or to explore new ideas, e.g. enhancing a current design or exploring a new product. The student should learn additional professional skills expected of EEE students, including independent and team working, decision making, communication, science and engineering practices.
Teaching Delivery: This module is taught in 10 weekly lectures. 

Content: This module looks at the development of Roman epic from the beginnings in the third century BC, when Rome’s first poet wrote a Latin version of Homer’s Odyssey, until the end of the classical period, when the last of the Flavian epic poets, Silius Italicus, wrote his epic about the Second Punic War in about AD 100. Excerpts from all major epics written in this period will be studied in English translation. This course thus introduces students to the entire development of a major literary genre in Rome, which will lead to a better understanding of Roman literary history in general and provide the basis for assessing the impact of this genre on the European literary tradition.

Skills: By the end of the module, students will have engaged with classical ideas as explored in Roman epic from the 3rdc. BC to the classical period and will have studied their reception in secondary literature. In this way they should gain an understanding of the concepts and theories produced by these sources. They will also have studied primary materials and should have developed skills in reading texts independently, managing their own learning, communicating ideas orally and in writing and gathering, presenting, analysing and synthesising data. Teamwork and independent thinking will also be strongly encouraged in order to enable student development and achievement.

Texts:
The module provides an introduction to key aspects of Russian society and culture through the study of how Russia is conceptualized, represented and mythologized in a range of modes and genres, including literature, folklore, history, thought, film, theatre, art and music. The texts will be read in English, but with the introduction of some Russian language materials as appropriate; students with A Level Russian or native speakers of Russian will be expected to undertake more reading in Russian. The module will take a broad historical perspective, from Kievan Russia to the present, and will be organised under four main headings:

First term: Russia in space; Russia between East and West
Second term: Russia in time: Utopia and byt; Russia and its people
Students conduct a research project over two terms, usually working in pairs, supervised by a member of academic staff. Projects are chosen from a list proposed by staff but students may also propose their own projects.

Learning Outcomes

Develop independence and self-reliance. - All assessments apply
	Research experience under expert supervisors. - All assessments apply
	Teamwork experience. - All assessments apply
	Report writing and working to strict deadlines. - Assessed by the interim and final reports
	Presentation skills. - Assessed by the final presentation
This course explores the literature as well as the cultural, historical, and socio-political contexts of the period ranging from 1830 (when Tennyson’s first volume of poems was published) to 1900 (the last months of Queen Victoria’s reign before her death in January 1901). Often described as ‘the Age of the Novel’, the course naturally devotes considerable space to nineteenth-century fiction, but also pays close attention to the directions taken by poetry and non-fiction.

Autumn term lectures include overviews of the period and cover all the set texts. Seminar groups study at least four of the set texts. (In 2022-23, the set texts are Tennyson’s selected poems, Brontë’s Villette, Dickens’s Great Expectations, Browning’s selected poems, Eliot’s Middlemarch, Christina Rossetti’s selected poems, Hardy’s Tess of the d’Urbervilles, Hopkins’s selected poems, and Wilde’s plays. Set texts are subject to change.)

In the Spring term, lectures focus on major generic and thematic approaches, such as condition of England writing, nonsense poetry, sensation fiction, decadent writing, the international novel, and the fin-de-siècle. Writers explored through these lectures include Thomas Carlyle, Edward Lear, Lewis Carroll, Henry James, Algernon Charles Swinburne, Wilkie Collins, and many others.

Spring term seminars are sign-up options; options in the past have included ‘Romance in Poetry', ‘Great Victorian Novels’, ‘The Victorians and Art’, ‘How to Do Things with Books’, ‘Colonial writing and fictions of Empire’, ‘People Behaving Badly’, and ‘Exoticism and the Supernatural’.

Examination is by means of a written exam paper, or by Course Essay, if preferred and if no other Course Essay is being submitted by the candidate in that year.
Small useful and very strange! During this module you will visit the quantum universe, we will see how nanoscale objects can be tuned for highly specific, highly sensitive disease targeting. Students will see how such small scale technology offers huge leaps in diagnostics and therapeutics, enabling us to break the boundary from macroscale anatomy to nanoscale biologics. Anatomical imaging is transformed to functional imaging; treatment becomes targeted. Students will receive a background in clinical imaging modalities (MRI, x-ray CT) and cancer therapies (radiotherapy), and the current and future role of nanotechnology in these fields.
The course will give an overview of the basic information required to build up a picture of the physicochemical properties of a potential drug candidate and how this information is used to (i) make a decision on the likely developability of a compound and (ii) inform and direct likely formulation strategy. Key concepts to be introduced include solubility, partitioning, acid-base chemistry, dissolution behavior and effect of physical form. The use of the data to inform formulation strategy will be achieved with reference to case studies of marketed products and/or generic drug delivery devices.

 List of lectures:

  Introduction to preformulation
 
  Solubility
 
  Dissolution & partitioning
 
  Crystalline materials
 
  Pseudopolymorphs    
 
  Amorphous materials
 
  Salts
 
  Solid amorphous dispersions
 
  Workshop: Problem-based learning on preformulation
This course introduces students to biomechanics, an increasingly important branch of applied mathematics. Its focus is in the scientific study of the normal function in living systems, or, how organisms, organ systems, organs, cells, and biomolecules carry out the chemical or physical functions that exist in a living system. It also serves to reinforce students skills in mathematical modelling, a subject of importance for all students aiming to apply mathematics to other areas.
The purpose of this course is to teach students to think about macroeconomic issues in an explicitly dynamic framework. 

In part I (methods) we provide a rigorous introduction to dynamic problems in economics that combines the tools of dynamic programming with numerical techniques. The aim is to offer an integrated framework for studying applied problems in macroeconomics. We first review the formal theory of dynamic optimization; we then present the numerical tools necessary to evaluate the theoretical models. We then cover growth, real business cycle models, consumption theory and asset pricing. In tutorial classes, students are introduced to Matlab which is used to solve and simulate the economic models. In part II (topics) we cover a set of major topics in macroeconomics, including the study of stochastic growth, optimal monetary policy, consumption theory with endogenous incomplete markets, and the role of institutional features on dynamic choices.

Objectives:

At the end of the course, students should:

Understand the formulation of dynamic recursive economic models in a way allowing application to empirical data
 Understand the numerical methods used to solve these models
 Be able to actually implement these models on concrete economic problems
 Master some of the most relevant dynamic models in macroeconomics, such as dynamic general equilibrium models of business cycle, models of consumption and of optimal taxation, and be familiar with the related literature
This course introduces students to advanced topics in microeconomic theory. The topics offered will depend on the faculty teaching the course.
On completing this course students should:

Understand existing models of choice and associated representation results.
	Understand existing equilibrium concepts in normal-form and dynamic games.
	Understand the major results on mechanism design.
	Understand the major results on information design.
	Understand the bounded rationality approaches to the equilibrium in static and dynamic games.
	Understand Analogy based reasoning, cursed equilibrium, limited foresight, and self-confirming equilibrium.
	Be able to apply these results.
 
Aims: This is a graduate module in macroeconomic theory. It introduces to the key building blocks of modern macroeconomic theory using recursive methods. The module looks at both real economies and monetary economies and at economic policy as well as positive aspects of macroeconomics. Students will be solving problem sets in the tutorial classes.

Suitable for: UCL MSc Economics students, UCL MSc Data Science and Public Policy (Economics route) students.

 
Aims:

To cover the main principles of classical thermodynamics required by the chemical engineer in order to study the engineering and chemistry required to design and operate processes associated with the chemical industry.

Learning Outcomes:

Upon completion of this module students should:

be able to demonstrate knowledge and understanding of the essential facts, concepts, theories and principles of thermodynamics;
	have the knowledge to apply appropriate science, engineering and mathematical tools to the analysis of problems arising in thermodynamics;
	have an understanding of the wider multidisciplinary context of the underlying theory of thermodynamics, including its applications to engineering design and application to real world problems
Synopsis:

Fundamentals and basic definitions
	First Law of Thermodynamics
	Internal energy, enthalpy and heat capacity
	Equations of state
	Second Law of Thermodynamics
	Criteria for spontaneous change and equilibrium
	Definition of reversible and irreversible work
	Thermodynamic properties of fluids
	Thermodynamics of compressors and refrigeration systems
	Gas liquefaction and power cycles
	Introduction to phase equilibrium
	Fugacity and activity
	Introduction to solution thermodynamics
 

Module description 

This module introduces students to the methods, techniques and interpretative approaches involved in studying animal bone remains from archaeological sites, with the aim of exploring the role of animals in past societies. Students will be introduced to major methodologies of the subject and to recurring themes in world Zooarchaeology drawing on case-studies from diverse geographical areas and time periods. Practical experience of the identification and analysis of vertebrate assemblages will be provided. The module aims to link with other archaeology modules that have a regional/ period focus.

Module Aims 

- To introduce students to the major research themes in Vertebrate Zooarchaeology

- To introduce students to the main methods & techniques of Zooarchaeology

- To explain how interpretations of social life are made from animal bone evidence

- To introduce students to practical approaches of bone identification and observation

- To focus on mammal bones and teeth, with limited coverage of birds and fishes

- To expose students to the diverse roles of animals in past human societies

 

Learning Outcomes 

On successful completion of this course, students should be able to:

- demonstrate good knowledge of the basic methods and approaches in zooarchaeology;

- show basic understanding of the analysis of zooarchaeological data;

- show understanding of the application of zooarchaeological evidence to wider themes in archaeological research;

- show understanding of the link between zooarchaeological evidence and interpretations;

- identify a limited range of mammal skeletal elements and types of dentition;

- identify selected skeletal elements of birds and bony fish;

- make observations on animal bone specimens as to condition, and causes of modification.

 
For students who have completed Ukrainian Level B or can demonstrate equivalent competence. This module aims to enable students to function in most everyday situations in the target language and to appreciate the complexity of the culture and society of the region. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation). The module follows up and consolidates knowledge of the language gained on the Level B off-track module.
This module aims to enable students to function in most everyday situations in Bulgarian and to appreciate the complexity of Bulgarian culture and society. This includes sound knowledge of vocabulary (approximately 2200-2500 words), grammar, morphology (e.g. verbs in the present and past tense and various moods, verbal aspect, where relevant, noun cases, singular and plural forms, possessive constructions, derivation, etc.), syntax (word order in complex sentences), and phonetics (improving pronunciation and intonation). The module follows up and consolidates knowledge of Bulgarian gained on the Bulgarian B off-track module, and completes the Bulgarian off-track (A, B, and C) course.
A 6 month supervised clinical training placement within the NHS and/or private organisation
A 6 month supervised clinical training placement within the NHS and/or private organisation
A 6 month supervised clinical training placement within the NHS and/or private organisation
A 6 month supervised clinical training placement within the NHS and/or private organisation
A 6 month supervised clinical training placement within the NHS and/or private organisation
This module records credit awarded by UCL for completion of a year abroad.
This is a course on the flow of incompressible viscous (ie. real) fluids. Unlike an ideal fluid, a viscous fluid exerts tangential stresses which are analogous to friction forces in mechanics. Once the governing partial differential equations are derived, we move on to obtaining and interpreting special solutions, eg. for flow between rotating cylinders, over an oscillating plate, between converging walls, or through pipes of various cross-sections. Domestic and industrial applications are mentioned. Motion of a very viscous fluid and slow flows as in lubrication are then considered in more detail.
The module will examine the fundamental principles which underlie UK company law.

This is a basic foundational course in company law. It is suitable for students approaching UK company law for the first time, and assumes no prior knowledge on the part of students. Students who have done UK company law at the undergraduate level must not select this, and students with company law knowledge in another jurisdiction should carefully consider suitability.
The module will examine the fundamental principles which underlie UK company law.

This is a basic foundational course in company law. It is suitable for students approaching UK company law for the first time, and assumes no prior knowledge on the part of students. Students who have done UK company law at the undergraduate level must not select this, and students with company law knowledge in another jurisdiction should carefully consider suitability.
Property Law II provides a good knowledge and understanding of the core concepts and concern of the law of trusts.

The law of trusts is very important in practice, as a great deal of property is held on trust, ranging from family homes in the domestic context, to shares and bonds in the commercial context and to money invested for the benefit of the members of pension schemes. Property Law II focusses on the key rules and principles that apply across the whole of the law of trusts, and also looks at some special types of trust, such as charitable trusts. You will learn about the requirements that must be met if a person is successfully to set up a trust, the rights of a beneficiary of a trust, both against the trustees (who hold the trust property) and against third parties, and the remedies that a court may provide to protect such rights. At the end of the course you will be familiar with the legal rules on these topics, and also with academic analyses of those rules.

The concepts examined in Property Law II build on and complement those discussed in Property Law I. A knowledge of the law of trusts is also crucial in understanding important areas of commercial law, financial law, and tax law. In the module, you will engage closely with case-law and statutory provisions, and also with academic analyses and criticisms of the law.

Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.
Through close and intensive study of two key films, one from 1985 and one from 2012, these seminars introduce students to the methodology of film study, including sequence analysis, in the context of French art cinema between 1959 and 2012. In conjunction with the two principal films, eight related films will also be studied, enabling students to develop a comparative approach to film study.

This is a compulsory module for students taking French Single Honours and French with Film.
Aims: To provide students with an intellectual framework to analyse situations in which the behaviour of agents is driven by strategic considerations and, with a set of analytical tools, to interpret a wide range of phenomena in the social sciences.

Suitable for: Final year students with a good mathematical background.

Prerequisites: although there are no formal prerequisites and the mathematical tools are limited, nevertheless the module requires students to possess a strong ability in logical reasoning.

Assumed knowledge: Students coming into the module should have a good command of calculus and probability theory. They should be able to take derivatives and integrals and calculate maxima of functions. Also, they should understand the concept of probabilities, random events and variables and be able to use Bayesian updating. Basic knowledge of microeconomics is not necessary, but could be beneficial.

The methods of assessment for Term 1-only affiliate students differs from the standard assessment pattern. Please contact economics.affiliates@ucl.ac.uk for more information.
This module introduces common causes of hearing loss and the patient experience of these conditions. You will learn about routine hearing tests used to diagnose hearing loss, and use the research literature to identify their strengths and limitations. You will explore the research evidence underpinning management of hearing loss and consider how to measure benefit from different approaches.
This a 3 to 4 year research project which culminates in the submission of a thesis examined by viva voce and forms part of the Engineering Doctorate in Urban Sustainability and Resilience. Requirements for the thesis follow the standard requirements for a UCL doctoral thesis. The research presented in the thesis should be applied research related to urban sustainability or urban resilience with clear value to industry.

Learning Outcomes

Demonstrate a deep and synoptic understanding of a field of study related to urban sustainability and/or resilience
 Undertake original research that forms a distinct contribution to the knowledge of a subject through the discovery of new facts and/or by the exercise of independent critical power;
 Give a critical assessment of the relevant literature;
 Place a piece of research in a wider context;
 Demonstrate objectivity and the capacity for judgment in complex situations;
 Undertake autonomous work in a field of study relating to urban sustainability and/or resilience;
 Demonstrate research skills relevant to a field of study relating to urban sustainability and/or resilience;
 Undertake research that is of a standard to merit publication
Reading List:

Phillips, E.M. and D.S. Pugh (2000) How to get a PhD: A handbook for students and their supervisors. Open University Press, Buckingham

Marshall, S. and N. Green (2004) Your PhD Companion. Howtobooks, Oxford.

Potter, S. (Ed) Doing Postgraduate Research. Sage Publications, London.

A. Writing and Presenting Research. Sage Publications, London.
Neuromodulation is a rapidly-evolving field within pain management that offers a new approach to complex pain conditions. This module has been developed by expert clinicans with a passion for the specialty and has the support of international pain societies including the International Neuromodulation Society.

You will learn about the clinical application of neuromodulation from the basic science of electricity to an evidence-based approach to assessing its use in practice. The module discusses the business and governance logistics in establishing an effective service.
Summary 

Pharmacometrics, a vital part of drug development and clinical pharmacology, is the mathematical study of the relationship between a treatment’s administered dose, its concentration in the body, and its measured effect, and how these evolve with time. This module will cover the theoretical underpinnings of pharmacometrics and provide computer laboratory hands-on data analysis experience. The module aims to equip you with an understanding of the biological basis of pharmacokinetic-pharmacodynamic processes, and also understand and apply the mathematical and statistical models necessary to describe these. You should be well equipped for further postgraduate study in pharmacometrics, or employment in the pharmaceutical industry.

Learning Objectives and Outcomes 

After taking this module, you should be able to:

Understand the biological basis of pharmacokinetic and pharmacodynamic models, and be familiar with a number of model types
	Understand the rationale behind using nonlinear mixed effects models
	Know how to design a pharmacokinetic experiment (number of subjects, number of samples per subject) to be analysed with nonlinear mixed effects modelling
	Know how to write the mathematical and statistical model for a nonlinear mixed effects model and how to code this in R.
	Correctly use the terms: variable, parameter and covariate
	Be able to write simple pharmacokinetic-pharmacodynamic models in closed form and as differential equations
	Appropriately organise data for and read output from nonlinear mixed effects models using R
	Analyse analyse data arising from a pharmacokinetic-pharmacodynamic experiment using R
Who is this module for? 


Students studying personalised medicine, pharmacy or pharmacology and therapeutics and wish to learn quantitative methods. Medical statistics students wishing to learn an important application of statistical modelling relevant to the pharmaceutical industry.
In this module you will begin by looking at the evolution of acute pain into chronic pain and the effects of this process on the person. From here you will examine pharmacotherapeutic approaches to chronic pain alongside common chronic pain conditions and interventions that may provide some relief from pain.
The dissertation requires you to carry out independent research under supervision. It is an opportunity to identify a research question, generate hypotheses and identify appropriate methods, collect and analyse data, report the work in an article format with 10,000-12,000 words. You can choose a supervisor and a topic from a list circulated to students. The dissertation is a substantial part of the MSc Psychologcal Sciences programme and will contribute 30% of the final overall weighted average mark. The research is typically conducted at the end of term 2 and during term 3, after you have been familiarised with domains, concepts and methods in psychological sciences.  Part-time students should also decide on a project by the end of their first year.
This module covers core topics to develop a comprehensive understanding of visual perception and optics. It will also introduce and develop the students’ knowledge of the principles underlying theoretical and clinical Orthoptics. The module will cover:

Anatomy and physiology of the eye, visual pathway, brain and brainstem.
	Principles of visual function and basic qualitative and quantitative testing methods.
	Fundamentals, and applications, of visual optics.
	Aetiology, effect and correction of refractive error
	Principles of binocular single vision and normal visual development
	Basic knowledge, assessment and documentation of case history and full range of tests for the assessment of binocular single vision
	Classifications, assessment, investigation and management of heterophoria
	Introduction to accommodation, convergence and associated anomalies.
	Personal and professional skills.
Urban health is an evolving discipline and its boundaries and key interests are hotly debated. Central to it is an understanding of the health of people in cities and towns given the global trends in urbanisation. UCL has a particular strength in research on urban themes and there are teams in many different disciplines working on the issues. In this module you will have the opportunity to engage and contribute to discussions on the development of this multidisciplinary field. You will work toward key learning outcomes and participate in the dialogue on what we should think of as urban health and how it can harness the contributions of specific disciplines (including population health sciences, biosciences, engineering, urban planning, and architecture). In this module there are two cross-cutting themes: (1) the historical and political legacy that informs current discussions; and (2) since urbanisation is a global phenomenon, simultaneous consideration of high-, middle-, and low-income countries.

Aims: 

The aim of this module is for students to engage—with a global perspective—in broad interdisciplinary discourse about factors that affect the health of people living in cities and towns.

 
BSc Population Health students can find details of their Study Abroad options on the UCL Study Abroad website. Current options include National University of Singapore, McGill University, University of Maastricht, Wageningen University, Metropolitan University College and the University of Western Australia.
This module covers basic principle of modern seismology. After an introduction of the history of seismology and instrument, the module will go through fundamental components of seismic wave theory, source theory and the use of seismic observations in constraining Earth’s interior and earthquake source property. These principles will also be connected to exploration seismology whenever possible.

By the end of this module, students should:

understand basic wave equation, ray theory and source theory;
	understand nomenclature of seismic waves and identification in seismic recordings;
	basic skill in collecting/processing/interpretation seismic data;
	basic skill in reflection seismology.
PHAS0002 Maths Methods I, PHAS0009 Maths Methods II and GEOL0058 Matlab are prerequisites for this module.
Description

This module explores urban policy issues through a focus on the intersections between population, housing and neighbourhood dynamics across the Global North. The course considers a number of intriguing policy relevant questions about residential geographies. These

include but are not limited to:

Why do people live where they do?
	How does the housing system shape how people move through, experience and use urban space?
	What makes urban populations change over time, how can we measure and perhaps influence these dynamics, and how useful are terms such as segregation or gentrification for describing processes of neighbourhood change?
	How is housing provided and regulated in different contexts and what does this mean for cities and for people's lives?
The course aims to give students a robust knowledge of the urban policy context as it pertains to housing and neighbourhood dynamics. The course also aims to develop students’ skills at creatively studying these topics using numerical datasets and quantitative methods.

The assessments develop students' ability (i) to critically assess policy initiatives and (ii) to conduct and succinctly write up policy relevant data analysis in a way that is designed for maximal impact. These skills will be of great value to students seeking careers related to public policy.

Method of delivery

Content will be delivered through a mix of lecture sessions (some with a more seminar style format), readings and guided computer practicals using R.  Course delivery will be supported by a dedicated Moodle site and an online reading list.

Skills development

Students completing the course will develop the following transferable skills:

Critical thinking, particularly regarding urban-related policy
	Written communications skills and experience of communicating research to non-specialists
	GIS, statistical analysis and modelling
	Coding
	Adaptability and ability to work under time pressure
A final year module for Single Honours students in French essay writing.
This module enables students to analyse key components of opto-electronic systems, to analyse complete opto-electronic systems and to prepare students for design work in opto-electronics and optical communications. It will introduce students to the physical operating principles and applications of photonic devices, and the design of photonic systems and sub-systems, such as high resolution displays and optical fibre communication systems.

On completion of this course, students should have a detailed understanding of:

Electromagnetic theory
	Circuit Theory
	Basic Coherent and non-coherent optics
	Properties of materials
	Noise in communications systems
	Optoelectronic Devices and Circuits
While on your year abroad, you will take modules at the host institution relevant to your degree programme. Delivery methods and assessment will be determined by the host institution. You should discuss your module choices with the Study Abroad tutor who must approve your choices. The weighted average grade (or GPA) you are awarded by your host institution will converted to an equivalent UCL grade and entered as the grade for this module.
The aim of study abroad for one year is for students to experience a different culture and teaching methods. Consequently students will be required to develop knowledge aligned with their degree topic, but in accordance with that expected from students at the overseas university.

Learning Outcomes

Acquire further knowledge in some core subjects of civil engineering
 Be introduced to other topics relevant for civil engineers
 Understand a different culture and teaching methods
This is a blended module, which will equip you with the skills to facilitate co-design processes, better enable civic engagement and involve communities in decision-making. You will learn the skills through (online) lectures and apply these skills to practice through the collaboration with community groups in London.
Civic engagement is now considered to be a key process in urban design and planning practice. For avoiding ‘box-ticking’ engagement processes that do not genuinely involve communities in decision making, it is essential to learn and experience how to work in collaboration with communities.
Delivered in collaboration with community groups across London and with civic engagement professionals from the CivicWise network, the Civic Design module will:
- Equip you with methods and tools to faciltate co-design processes, enable civic engagement and involve communities in decision-making.
- Expose you to the direct experience of working in collaboration with community groups.
- Undertake a group project together with a London community group. The brief for the module will be previously agreed with the community groups and it will address some of the current needs of the community. The project is guided by tutors and offers you the opportunity to learn through direct experience of including communities in the decision-making process.
This course can be taken as an elective by academically capable BSc Urban Studies students in years 2 or 3. It aims at enabling the student, subject to agreement in advance with a supervisor, to independently pursue a topic (or work in a format) which is not otherwise on offer among core or elective courses of the programme. It provides great flexibility and can take the form, for example, of:
An essay (theoretical, historical, practice-oriented, or polemic), on a well defined question
A small research report, on a well defined research question
A documentary film on a well-defined issue, with accompanying commentary
A photographic project on a well-defined issue, with accompanying commentary
A design project (drawings and models), with accompanying commentary
A website, with accompanying commentary
A travel diary/reportage/report.
A media reportage and/or substantial journalistic piece investigating a topic of current interest.
The topic chosen should be materially different to that explored in the other modules taken as part of the BSc. It cannot be an extended version of a piece of work you have done for another module!

Students interested in pursuing this module should email a short description of their proposed topic and format to the module coordinator before making their module selection.
Module description

This module aims to give students insight into the Icelandic language, its structure and history. The module equips students with a basic knowledge of Icelandic, both written and spoken, so that they will be able to read elementary texts, engage in simple daily conversation, and pursue further studies in the modern language.
Students will gain knowledge of the fundamentals of Icelandic grammar, vocabulary, sentence structure and pronunciation. Modern texts will be studied as well, and students will practice both spoken and written Icelandic to develop their skills in expressing themselves in Icelandic. In addition, the module will cover in broad outline the history of the language and contemporary ‘language politics’ (loan-words, neologisms etc.).

Preparatory Reading

Dictionaries

ISLEX Orðabókin (http://islex.hi.is/)
	Sverrir Hólmarsson, C Sanders & J Tucker, Íslensk-ensk orðabók (1989).
	Jón Skaptason et al., Ensk-íslensk skólaorðabók (1998).
	Íslensk-ensk ensk-íslensk vasaorðabók (Forlagið 2012)
Readings, Grammar and Exercises

Sólborg Jónsdóttir og Þorbjörg Halldórsdóttir, Íslenska fyrir alla (2011)
	Þorbjörg Halldórsdóttir, Litli málfræðingurinn (Mímir)
	Icelandic Online I
Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
Module description

This module aims to give students insight into the Icelandic language, its structure and history. The module equips students with a basic knowledge of Icelandic, both written and spoken, so that they will be able to read elementary texts, engage in simple daily conversation, and pursue further studies in the modern language.
Students will gain knowledge of the fundamentals of Icelandic grammar, vocabulary, sentence structure and pronunciation. Modern texts will be studied as well, and students will practice both spoken and written Icelandic to develop their skills in expressing themselves in Icelandic. In addition, the module will cover in broad outline the history of the language and contemporary ‘language politics’ (loan-words, neologisms etc.).

Preparatory Reading

Dictionaries

ISLEX Orðabókin (http://islex.hi.is/)
 Sverrir Hólmarsson, C Sanders & J Tucker, Íslensk-ensk orðabók (1989).
 Jón Skaptason et al., Ensk-íslensk skólaorðabók (1998).
 Íslensk-ensk ensk-íslensk vasaorðabók (Forlagið 2012)
Readings, Grammar and Exercises

Sólborg Jónsdóttir og Þorbjörg Halldórsdóttir, Íslenska fyrir alla (2011)
 Þorbjörg Halldórsdóttir, Litli málfræðingurinn (Mímir)
 Icelandic Online I
Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
One term only.

Hasidism began in the 18th century with a spiritual, inclusivist ethos, which could be characterized as controversially 'post-modern', breaking hierarchical borders in Jewish society. In the increasingly secular and religiously politicized modern world of the 19th and 20th centuries, would the spiritual teachings survive? Would the inclusivism survive? This text-based module investigates the variety of Hasidic views on topics such as:

• Rationalism

• Individualism

• Defectors from Judaism

• The relationship between Jew and Gentile

• The role of women in Hasidic life

 
Term 1 only.

Advanced Modern Hebrew will enable students to develop further their reading, writing and oral fluency and skills. The following areas will be covered in the module:

• Reading comprehension including newspapers, academic and non-academic texts.

• Writing skills.

• Class discussions of a variety of topics and extra-curricular sessions.

• Listening comprehension – students will listen to audio recordings and will watch Israeli television

• programmes, films and documentaries.

This module is equivalent to Ulpan level 4. The textbooks used will be ‘Ivrit me-Alef ad Tav’ level4/5, and ‘Tachbir le-Mitkadmim’. Students will be expected to use a Hebrew/English English/Hebrew dictionary as well as verb tables. They will be encouraged to use the facilities of the UCL Language Centre.
The earliest English literature was written in Anglo-Saxon England from the late 600s to the reign of King Alfred the Great (871-99). Between faction-fighting at home and Viking invasions from abroad, an evolution took place in these centuries in which many warring aristocracies from Northumbria to Kent were slowly reduced to a smaller number of kingdoms with Wessex at their head. This module gives an opportunity to study the rich variety of the Old English poetry and prose of the earlier period in which tribal warfare, fierce Christianity and tangled politics are reflected in traditional and contemporary tales of mortal combat, spiritual ecstasy and the love of dangerous men and women. Poems including Beowulf, The Wanderer and The Seafarer, are read in full or in extract alongside Bede's account of Cædmon, the earliest named poet in the English language, stories involving ambush and assassination from The Anglo-Saxon Chronicle and some of the earliest English prose from the reign of King Alfred. The aim of this module is to provide students with sufficient knowledge of Old English language and the background to the period to enable them to analyse these texts in terms of both their literary value and their social and cultural context.

Teaching consists of twice-weekly one-hour seminars. The module is examined by a written exam paper containing translation and commentary of texts already studied in class, and essay questions.
Use of Russian (Year 4) (2 contact hours per week) is designed to advance the Russian language skills of final-year students of Russian. Students will be presented with various opportunities to consolidate and improve their existing knowledge of the system of the Russian language (language analysis and manipulation) and to hone their Russian speaking and writing skills (production of Russian). Students taking the module will get to discuss, and express themselves on, a variety of topics relating to modern-day Russia, its history, culture, and current affairs. Materials for the module will be drawn from a wide range of contemporary authentic sources adequate for the study of Russian at advanced level.
All students on degrees with Russian take both modules on the Year 2 Russian Language programme:

SERS0020: Comprehension of Russian (Year 2A) (Russian-English Translation, Aural Comprehension)
SERS0022: Use of Russian (Year 2A) (Grammar, Writing Skills, Oral)

The two compulsory 15-credit modules build on the thorough base in Russian achieved in the Year 1 Russian language programme through further study at upper intermediate level and leading towards a more advanced level of Russian.

SERS0022 Use of Russian Year 2 acquaints students with a wide range of authentic language materials, develops skills of production and use of different registers of Russian, and enhances students’ knowledge and understanding of Russian life and culture through the materials studied.

The general theme of the Year 2 Russian Language Programme is “Россия в 21-ом веке перспективы и реальность.” Authentic materials used for the module are designed to introduce students to the diversity of life, thought, society and culture in Russia. Classes use materials drawn from a wide variety of Russian publications and video clips from Russian TV channels.

This module aims to develop students’ command of written and spoken Russian at an upper intermediate level leading towards an advanced level, to consolidate and further develop their knowledge of grammar and syntax, lexis, register and style, and to boost their language awareness and language learning skills in preparation for the study abroad period.

By the end of the module, students are expected to acquire production skills in written and spoken Russian within their cultural and linguistic experience.
The Year 1 Russian language programme (Comprehension of Russian and Use of Russian) is aimed at students with A level Russian or equivalent. The module will build your skills in Russian in all four skill areas (writing, speaking, reading and listening), and consolidate and further develop your knowledge of Russian grammar, lexis, register and style. You will develop your skills by working with a wide range of authentic language materials.
What does your accent say about you? Does your age or gender have an effect on how you speak? What about geography or social class? This course aims to develop students' awareness of the complex relationship between spoken language and society through discussion of existing literature and through experience of handling data collected from studies of language variation. The focus will be on phonetic and phonological variation and change and so it is assumed that students will be familiar with basic concepts in phonetics and phonology. Understanding patterns of spoken language variation requires a multidisciplinary approach, and so during the course students will be introduced to aspects of historical linguistics, language acquisition, speech perception and production. Teaching is in the form of lectures and lab sessions, including experimental work and discussion of journal articles
This module introduces students to the theory and practice of entrepreneurship by looking at how opportunity arises within the rapidly-changing patterns of global value creation.  It takes as its premise the idea that entrepreneurs are made, not born; most people have choices about the behaviour they display, and therefore can learn how to launch a new high-growth venture.
This module is available for affiiate students only.

In 1900, various European countries – Britain, France, Germany, Austria – were competing with each other for imperial supremacy. Over the next five decades (as W. B. Yeats wrote in ‘Easter 1916’), ‘All changed, changed utterly’. In 1950 these European Empires had collapsed, or were in the process of collapsing, and Europe was divided by the ‘iron curtain’. Between 1914 and 1945 there were two world wars, the Bolshevik Revolution in Russia, the Wall Street Crash and the Great Depression, the rise and fall of Fascism, aerial bombardment and destruction of cities, atom bombs dropped on Hiroshima and Nagasaki, and the Holocaust. World War Two was followed by the ‘Cold War’, and the world was still troubled by what Sigmund Freud, in a famous letter to Einstein, called the ‘well-founded dread of the form that future wars will take’.

The literature of this period is remarkable for its exciting explorations of race, gender, sexuality, nationalism, and conflict. The first three decades of the century saw the emergence of ‘modernism’, a difficult, self-consciously experimental literature. This module puts modernism at its centre, but also explores the ‘margins’ of modernism, and asks what happened after modernism. In the Autumn term lectures discuss our eight set texts: we study four literary figures who are absolutely central to modernism - W. B. Yeats, T. S. Eliot, James Joyce and Virginia Woolf - but we also enlarge our modernist map, reading works by other authors, which may include Jean Toomer, Jean Rhys and Elizabeth Bowen, and Orson Welles.

Autumn term seminar groups will study four of these eight set texts (chosen by the seminar leader). Spring term seminars are sign-up options: topics for this year will be finalised and announced in October. Lectures in the Spring term continue to explore aspects of modernism, and of ‘counter-modernism’, and introduce some of the drama and film of the period.

 
This module is a core component of the MPA programme, with a strong emphasis on the theory and application of the policy making process. In doing so it acknowledges the varying levels of student experience in this field. The module aims:

i)  to equip students with a knowledge of the theoretical foundations of the business of policymaking, with a strong focus on the elements of the policy design process (establishing a problem frame, drawing up options, developing decision criteria, selecting a course of action, etc).

ii)  to equip students with the skills necessary to apply this theory and perform as policy advisors at every step of this process: independent and critical thought, research skills, and effective writing for a policy audience.

At the end of the module students will have the necessary baseline understanding to gain the maximum from the MPA programme, and practical experience of grappling with the complex challenges faced by policymakers.
Overall this module examines why the space sector is important, socially, economically and politically, and why it is relevant to study in the context of systems engineering. This is achieved first through examining the institutional and industrial landscape of organisations involved in space projects. The module then looks at the implementation of systems engineering lifecycles and methodologies and the overall approach to designing space missions. Space systems primarily include launchers, spacecraft and the ground segment which monitors, controls and make use of the services provided by the system. The module provides an understanding of the unique challenges of the environment in which spacecraft operate and the impacts this has on the system engineering activities to ensure a dependable design. It also looks at the applications which make use of space assets to deliver services of value to the users, and the future direction of the sector.

 
This module is an introduction to survey methods. The module aims to familiarise students with:

key principles of survey design and sampling
	questionnaire design and evaluation
	data collection modes
	non-response and dealing with missing data
	ethnical issues in survey research
	using data for secondary analysis.

Each session will be mirrored by a practical workshop seminar where students will put the learning introduced in the lectures to use through real-world practical examples. By the end of the module, students should be able to critically evaluate the quality of survey data which they which to conduct secondary analysis of and to understand the key design issues in implementing a survey of their own.
What keeps societies together? How do ideas influence human action and social change? How are social inequalities produced and reproduced? What is power? How is it maintained and contested? How do we live in highly diverse societies? This module will address these questions and more by introducing you to both the classical foundations and contemporary developments of social theory. The module draws on a broad survey of some of the main sociological schools of thought from the 19th, 20th and 21st centuries and will account for how social theory is historically, socially and culturally situated.
This module will equip students with the theoretical and practical knowledge of crime mapping. It will cover principles that are specific to the analysis of geographical information and provide students with foundational Geographic Information System (GIS) skills. Particular attention will be paid to the strengths and weaknesses of different types of mapping techniques and cartographic skills. At the end of the module students should be able to competently generate a range of crime maps and understand the benefits and limitations of doing so.

Teaching time for this module is primarily devoted to hands-on practical computer workshops. There is an expectation that students will prepare for these workshops in advance by engaging with the teaching materials. Weekly Moodle quizzes contribute to half of the marks for this module, with coursework making up the remaining marks.
Module description

Basic Swedish is a comprehensive language course which is open to students from all disciplines. This is a course for students who have little or no prior knowledge of Swedish and who wish to attain a level of competence which will allow them to communicate effectively in a number of straightforward situations. Students will also be introduced to the reading of simple texts, including newspaper texts, and works of literature, in Swedish. The course provides a knowledge of basic Swedish grammar and vocabulary as well as an introduction to the culture of Sweden, and other Nordic countries.

By the end of the module, you should be able to:

• to understand authentic basic spoken and written Swedish at B1 level

• to express orally and in writing simple facts, opinions and emotions and describe uncomplex sequences of events in Swedish; participate in conversations relating to everyday life and on straightforward topics; using straightforward language, speak about selected aspects of Sweden, its life and culture.

• to demonstrate an understanding of basic grammatical concepts and an active knowledge of basic Swedish structures and vocabulary.

Module delivery:

Two two-hour seminars per week in term 1 and term 2, consisting of tutor- and student-led discussions, pair and group work, and individual student presentations. Written tasks will be assigned as homework from week to week to consolidate the vocabulary, enhance translation and listening comprehension skills.

Moodle is the platform that will be used as a main repository for all course materials, as well as for assignments and forum discussions.

Preparatory Reading

Paula Levy Scherrer and Karl Lindemalm (2014), Rivstart A1 +A2, Textbok. Natur och Kultur.

Ian Hincliffe and Philip Holmes (2020), Swedish: An Essential Grammar. Routledge.
This module introduces students to the study and practice of policy advice. Graduates of MPA and public policy degrees frequently become producers or users of policy advice in their careers. This module seeks to help students prepare for this role. It familiarises students with foundational scholarship on policy analysis, for instance: how do you define a policy problem? How do you construct policy options to address a policy problem? How do you define the criteria used to assess which policy options should be pursued? And how do you assess which policy options might, in the future, most successfully address a policy problem?

Foundational insights into the scholarship and practice of policy analyses are complemented by insights into the theory and practice of policy communication and the politics surrounding policy advice.

Next to scholarship and case analyses, the module exposes students to real-world policy advisors and helps students develop the requisite analysis and written and oral communication skills for professional policy advice roles.

The module is particularly suited for students interested in domestic (national, regional or local) policy advice rather than global public policy issues, and for students with prior public policy work experience.
*This module is open to MPA, EMPA, MSc and MA students from the Department of Political Science, and, with instructor permission, to students from other Departments.
This course examines the main theories and some of the key topics in contemporary international ethics. The first part of the course is devoted to an analysis and discussion of the main theories of global justice, such as cosmopolitanism and statism. The second part focuses on a selection of pressing ethical challenges in the contemporary international arena, such as the duties of the wealthy towards the global poor, the justifiability of immigration restrictions, and the distribution of climate change burdens. The final part of the course explores questions of global governance, such as the normative desirability and practical feasibility of global democracy.

Teaching Delivery:

The lecture will provide an overview of the week’s topic and the literature that surrounds it. In the seminar, you will discuss the topic in depth with your peers. You will be expected to read around three articles or chapters for each seminar.

By the end of the module, you should: 
(i)    have a clear grasp of the contemporary literature on global justice; 
(ii)    be able to construct sustained normative arguments about global justice, and be able to defend them against opposing arguments and perspectives;
(iii)    be able to make links between theoretical ideas and empirical information, with particular reference to existing global issues and institutions.
Your dissertation is a piece of original and supervised research on a topic of personal interest to you, and relating to some aspect of your field of study. 

The dissertation should include both critical engagement with the literature, and a significant element of original research and independent analysis. In carrying out this piece of work, you will identify a topic and a question; make use of arguments, concepts, evidence and methods of analysis taught in your programme’s component modules; and clearly and rigorously write up your argument and conclusions.

The dissertation module - POLS0102 - exists to support you on this process. It covers topics such as: 

· how to plan and organise your research, working to a deadline;

· how to write at a specified length and for a specific purpose and audience;

· how to assess and evaluate critically the contributions made by existing research or policy analysis (where relevant) in the chosen field;

· how to make use of the concepts and methods taught in your programme, in the analysis of a concrete issue or problem;

· how to approach and conduct original research;

· how to communicate clearly.
This module aims to build skills in applied statistics using a variety of methods, including regression, spatial analysis and quantitative text analysis. It starts with an introduction to multiple regression, advanced survey methods and missing data before going to look at a host of spatial analysis methods. In term 2, students will begin with an introduction to the quantitative analysis of text, including methods of document classification and web scraping. They will then be introduced to a wider range of regression techniques, including models for binary dependent variables, panel data, multilevel models, and poststratification. The module caters for students from diverse disciplinary backgrounds. Students will become proficient users of statistical software (R) and be able to identify, analyse and interpret regression output. Throughout there is an emphasis on the use, interpretation and understanding of results.
This module aims to introduce students to the process of public decision-making in modern democracies, and explains how decision-makers formulate and implement public decisions that have consequences for the everyday lives of citizens. The module sets out theories of decision-making and reviews the role of different actors in the policy process as they seek to influence public policy. Topics include the role of public opinion, politicians, and bureaucrats. The empirical focus is policy-making in `developed democracies', although student focus on other types of polity is welcome.

 

On successful completion of this module students should have an understanding of:

- the basic features of the public policy process in ‘developed democracies’;

- the interplay between the different actors in the policy process;

- how policy-makers make policy decisions;

- how political factors relate to the policy process;

- how to critically read and evaluate social scientific arguments and evidence.
Using the assessment skills from Orthoptics I, this module will develop the students’ knowledge to use these skills to be able to fully investigate, diagnosis and manage all types of concomitant strabismus.

This module will introduce diagnosis and develop the management of concomitant and neurogenic cases. It will also cover:

Diagnosis and management of all types of amblyopia
	Develop skills in enhanced Orthoptic testing and the variety of recording methods – ocular motility, synoptophore, colour vision, stereovision
	A and V patterns
	Surgical and nonsurgical management of concomitant cases
	Opportunity to practice assessments in-house.
The course is an introduction to the modern theory of asset pricing. We will have 10 lectures of three hours each. The first two hours will have a standard lecture approach. The last hour will sometimes be devoted to applications and problem solving. The course is theoretical. The empirics of asset pricing is covered in other courses.
This module aims to offer an overview of the basic notions that appear in the classical theory of modular forms. These are analytic objects encoding a lot of arithmetic information which makes them a central point of study in number theory and arithmetic geometry. Modular forms also arise naturally in a variety of other research fields like transcendence proofs, differential equations and mirror symmetry.

The main objects of interest are functions on the complex upper half plane that transform in a special way under the action of SL_2(Z). Two concrete constructions of such functions will be covered: Eisenstein series and theta series. We will also show that the space of modular forms for a specific weight is finite dimensional, which makes all these functions algorithmically computable. Furthermore, we will introduce Hecke operators and show that the L-functions associated to eigenfunctions are of arithmetic nature. Throughout the module, several applications to congruences and positive definite quadratic forms will be highlighted.
This course is an introduction to elementary number theory. The main focus is on solving equations and congruences in integers, although various other rings will appear in the proofs of theorems.
Galois theory is a very elegant piece of mathematics, bringing together ideas from group theory, ring theory and linear algebra. It can be used to solve classical geometric problems such as whether there is a construction for trisecting angles, using ruler and compasses. It can also be used to analyse the question of "solubility by radicals", i.e. the question of whether there are formulae (like the quadratic formula) for the solution of equations of higher degree than 2. The course is based around a set book, Galois Theory by Ian Stewart. Considerable participation is expected from students: there will be collaborative work and exercises in class and 10 percent is assigned to a small group project towards the end of course, assessed by means of a short presentation. There is also a 10 percent coursework component. The normal pre-requisites are a good grasp of basic linear algebra and some knowledge of group theory and a little ring theory. You also need to be reasonably happy dealing with fairly abstract algebraic ideas and reasonably complicated algebraic calculations. All the background needed is covered in Algebra 4.
This module will cover sexual health and wellbeing, gender, sex and sex variation, sexuality, relationships, sexual difficulty, reproductive choice. The module addresses sexual health in society, helping students to understand how power and social forces impact on sexual health (e.g. colonial history and racism, social expectations regarding sex, gender and relationships).

The module addresses patient perspectives throughout, e.g. what it's like seeking health services as someone who is intersex, trans or non-binary.

For the assignment, students will develop a piece of science communication on a sexual health topic (a health education poster) for patients, the public, clinicians, or policy-makers.
The goal of this module is to present a quantitative description of how seismic waves propagate in the Earth's interior, how to process and analyse large seismic datasets and how to build and interpret models of earthquake sources and 3-D images of the Earth's interior. Applications to current research hot topics will be discussed, including invited seminars by guest scientists.

By the end of this module, students should:

Be able to describe mathematically seismic phenomena, such as seismic wave propagation in homogeneous and isotropic media and earthquake point sources.
	Understand the principles of seismic data processing and be able to modify and build simple programs to analyse real seismic data.
	Have a good, hands-on understanding of the principles of imaging earthquake sources and Earth's structure.
	Have a good, critical knowledge of the current state-of-art in research in the main topics of seismology and its implications.
GEOL0029 Seismology I is a prerequisite for this module, plus Maths & Stats Content and Requirement of PHAS0002 Maths Methods I, PHAS0009 Maths Methods II.
This course is intended to introduce Earth Science students to a basic understanding of large scale processes in the Earth. Using simple mathematics, physics and chemistry, students will learn about the structure of the Earth from the crust to the core, including mantle convection, plate tectonics, earthquakes and its evolution from an accreting planet to now. It will also place the Earth in the context of other solar planets. Practical sessions will illustrate and build on the material in the lectures. In addition students will develop computer skills through the use of Matlab.

By the end of the course students will have an understanding of how why the Earth works and behaves in the way it does. They will know the internal structure and composition of the Earth. They will know the basic dynamical processes of convection and understand how it leads to surface structures and associated hazard. They will also understand the basics of seismology for studying the Earth's interior.

GEOL0007 The Earth is a pre-requisite for this module.
The module will provide:
- An introduction to the theoretical framework of climate variability
- Fundamentals of reconstructing past environments
- Fundamentals of dating techniques and developing chronological frameworks
- An overview of climatic evolution through geological time
- An assessment of mechanisms of orbital- and millennial-scale climate variability

The module aims:

- to provide an introduction to Past Climate Change
- to provide an understanding of the causes and mechanisms of natural climate variability as a basis for assessing future climate changes
This course focuses on ethical and philosophical approaches to democracy. It will introduce students to major theories of democracy, as well as major critiques of democracy. There will be five units: Definition – What is democracy, the history of the idea Democracy and Voting Democracy and Public Deliberative Culture Democracy and Community (Multiculturalism, Persistent Minorities) Problems of Democracy (Inequality, Individual Rights)
This module is aimed at graduate-level engineers with a background in electronic engineering or physics. The emphasis is on physical principles, and on modern radar systems and signal processing techniques, for both civilian and defence applications.

It considers a wide range of techniques used in radar systems including, the radar equation, noise, clutter and detection, displays, pulse doppler processing and STAP, pulse compression and waveform design. The module also looks in detail at many real radar systems including synthetic aperture radar, tracking radar, avionics and radionavigation, phased array radar, electronic warfare, stealth and counter-stealth, bistatic radar and sonar. It concludes with system design examples.
This module aims to provide basic and intermediate computer programming skills using the C programming language as an example. Computer programming and software development and crucial skills for any engineer. An electrical engineering in particular requires some level of computer programming in almost every task. From programming microcontrollers, to robotics, to applying Artificial intelligence to any electronics bases system, basic and intermediate software design skills are absolutely critical. This course introduces basic concepts of computer programming like variables, loops and functions. It then teaches intermediate level concepts like pointers and dynamic memory. It finally explains the basis of microcontroller programming.

At the end of this module Students should be able to:

Compile and run a basic C program
	To define variables of the right type according to the task at hand
	To use arrays of multiple dimensions
	To use more complex data structures (structs)
	To use different types of loop (while, do, for) according to the task at hand
	To use the conditional operations with if, else  and switch
	To defined and use functions with input and output parameters
	To use pointers and know the difference between passing arguments by value or reference
	To be able to design programs that allocate and de-allocate memory on demand (with malloc and free)
	To insert and remove dynamic memory using linked lists and binary trees
	To be able to compile and run code in a microcontroller
This module is compulsory and needs to be taken by all students completing the MClinDent in Oral Surgery.
This module explores how media have evolved since the ‘digital turn’ in the 1990s, and the cultural, social and political impacts of this shift. It examines a range of formats and aesthetic practices and introduces relevant theories and methodologies for the study of digital culture. Topics will vary from year to year, but may include: Big Data; surveillance; digital archives; technological nostalgia; streaming; AI; VR.
This module examines the development of modern social theory by looking in detail at the ideas of European thinkers such as Rousseau, Marx, Freud, Lévi-Strauss, and Laclau and Mouffe.

It investigates how these thinkers conceived of society and social change, exploring themes such as inequality,historical materialism and capitalism, civilisation and taboo, cultural diversity, the subject and the social, and democracy. It also explores the methodological and philosophical premises of social theory.
Teaching Delivery: This module is taught in 8 weekly lectures and 2 weeks of seminars where the class will split into two groups. 

Content: The module will study a representative selection of ancient Greek tragedies by Aeschylus, Sophocles and Euripides in translation. We will also read Aristotle’s Poetics and consider its value for navigating Greek tragedy. The module meets once a week, for two hours. The first hour will usually include a lecture and/or student presentations; the second will be a seminar in format, involving open discussion and close reading of relevant passages. For each session students are expected to have read at least TWO of the items of scholarship in addition to the relevant play(s), and to discuss the questions arising in class. This module aims to introduce students to the hugely influential genre of Athenian tragedy, both through close reading of the plays, and by locating them within their broader literary, performative, intellectual, political and religious contexts.

Skills: By the end of the module, the students should have learnt how to engage in close reading of the texts and make effective use of secondary bibliography in order to analyse and understand the content and context of Greek tragedy. They should be able to read the texts independently and present their conclusions in a coherent and thoughtful manner both orally and in writing.

Introductory reading:

E. Hall Greek Tragedy: Suffering Under the Sun (Oxford, 2010); R. Scodel An Introduction to Greek Tragedy (Cambridge, 2010); S. Goldhill, Reading Greek Tragedy (Cambridge, 1986); The Poetics of Greek Tragedy, M. Heath (London, 1987).

*NB: Greek Tragedy is run biennially and rotates with Greek Comedy in alternate years. 
Learning Outcomes:
To develop a knowledge, understanding and awareness of environmental issues.
To develop an awareness of environmental theory.
To be able to identify both the environmental causes of concern and proactive methods and mechanisms to address them.
To understand methods for monitoring environmental impact
To demonstrate an ability to apply all of this knowledge to a practical application.
This module introduces students to the key issues facing city planners at a time of mass urbanisation, globalisation, technological and climate change. It does so in two ways: studying city planning’s theoretical discourse and its practice. It draws on UK and international experience. Topics include demographics, conservation, resilience (including to climate change), economic sustainability, planning and urban politics, Big Data, and key elements in plan content.
The core aims of the module are to develop student skills to building understanding of an unfamiliar urban context, through a critical engagement with existing urban theory, and an openness to developing insights based on scholarship drawn from specific urban contexts and regions. Students will have the opportunity to acquire detailed knowledge of and insight into urbanisation and urban experiences of a selection of urban contexts in different regions and will explore the potential for the decolonisation of urban knowledge. The course will involve active engagement with the history and urban challenges of one or more partner cities (for example, Johannesburg), as well as selected other cases. Elements of the course will be delivered collaboratively with partner city staff and students. Themes will be drawn from dominant themes identified in the existing scholarship on the partner cities (such as exclusion, inequality, land, city-regions, extended urbanisation, migration, large-scale urban developments, policy learning, cultural politics and urban design and planning histories), as well as from contemporary policy challenges, urban political issues, artistic practice and design and planning innovations. A wide variety of sources will be assembled and interrogated to build insights on the selected cities through workshops and studio activities, including academic and policy sources, empirical studies, data analysis, maps, visual sources. The course will support and feed directly into the immersive experience or field-trip based module, “City Co-lab".
Since the performance of a building will depend largely on its context, this module will introduce the fundamental principles and analytical techniques used in building engineering related to the local urban environment. Field experiments, wind tunnel experiments and computational fluid dynamics [CFD] will be used as tools / methods informing the structural and environmental aspects of building design. A key feature of this module is a scenario week: students will be taught the principles and practice of surveying through lectures and practicals, and undertake a series of environmental monitoring tasks and site analysis using mapping, air quality, light and noise monitoring. A modelling task will be undertaken by applying CFD analysis to the proposed building development and in support of this coursework the students will be introduced to the fundamentals of wind engineering, wind driven rain, the effect of wind on comfort, and air, noise and light pollution. Alongside the development of practical skills, the students will submit an Environmental Impact Assessment [EIA] Report [CW]. Students will be also introduced to examples of urban phenomena that have a signifciant impact on building performance including heat islands and ecosystems; microclimate, ecosystems and energy; and climate change.
This module is based around the production of an original research project either in the form of a standard M-Level entirely written dissertation or else though a major design project submitted in portfolio format. Students can also choose to produce various other kinds of hybrid submission, subject to agreement with the module leader, and this might include film-making, documentaries, artworks, gallery installations, digital scripting, etc. All submissions however must contain a substantial piece of written text that explains the theoretical investigation and analysis of the particular subject in question, although the word length will be reduced accordingly for the design-based or practice-based submissions on the basis there is a sizeable amount of other work that is deemed to meet part of the requirement for dissertation word length.

Students will be asked to plan out their research work and define the format of their final submission, whether that is as a written dissertation or project portfolio, and this will be done repeatedly from the early stages of the module through to the final submission. The aim of the module is for students to be able to produce a unique, individual piece of research work which has a clear emphasis on the examination of historic architectural and urban contexts, as well as on the role of design, theorisation, implementation and management on how the existing building fabric can be creatively reinterpreted and reused, whether through refurbished or new-build elements, etc.
Teaching Delivery: This module is taught in 20 weekly lectures.

Content: This module offers a general overview of the Hittite text corpus and its different cultural layers. Students read texts selected to illustrate the important genres of the Hittite corpus: historical texts, letters, tales and legends, myths, rituals and hymns and prayers. Key skills to be acquired include the reconstruction of cuneiform texts from multiple manuscripts, a deepened understanding of the diachronic development of the Hittite language and of Hittite palaeography. The actual selection of texts to be read in class takes into account current research in Hittite history and culture and introduces the student to the sources underlying the important current scholarly debates within the field.

Skills: At the end of the module students should:

1. have acquired competence in the reading of intermediate-level cuneiform texts in Hittite;

2. have made progress in the reading, translation and interpretation of cuneiform texts in the genres studied;

3. know how to differentiate manuscripts of Hittite cuneiform texts according to their age;

4. have a more sophisticated understanding of the written legacy of ancient Anatolia;

5. have gained appropriate knowledge of the philological and methodological issues with which Hittitologists engage;

6. be able to demonstrate their understanding of the complexities involved in interpreting Hittite texts both orally and in writing

Texts:
Teaching Delivery: This module is taught in 20 weekly lectures.

Content: This module offers a general overview of the Hittite text corpus and its different cultural layers. Students read texts selected to illustrate the important genres of the Hittite corpus: historical texts, letters, tales and legends, myths, rituals and hymns and prayers. Key skills to be acquired include the reconstruction of cuneiform texts from multiple manuscripts, a deepened understanding of the diachronic development of the Hittite language and of Hittite palaeography. The actual selection of texts to be read in class takes into account current research in Hittite history and culture and introduces the student to the sources underlying the important current scholarly debates within the field.

Skills: At the end of the module students should:

1. have acquired competence in the reading of intermediate-level cuneiform texts in Hittite;

2. have made progress in the reading, translation and interpretation of cuneiform texts in the genres studied;

3. know how to differentiate manuscripts of Hittite cuneiform texts according to their age;

4. have a more sophisticated understanding of the written legacy of ancient Anatolia;

5. have gained appropriate knowledge of the philological and methodological issues with which Hittitologists engage;

6. be able to demonstrate their understanding of the complexities involved in interpreting Hittite texts both orally and in writing

Texts:
Intermediate Biblical Hebrew is a continuation of Introduction to Biblical Hebrew. We cover more advanced points of biblical Hebrew syntax, including the various uses of the definite article and the construct chain, the functions of the verbal forms, and the structure of different types of clauses. Students put this knowledge to use by translating biblical texts from Hebrew to English and from English to Hebrew with a focus on linguistic analysis. This practice finely hones students’ knowledge of Hebrew grammar, expands their vocabulary, and provides comprehensive experience in the close reading and translation of a wide range of biblical texts. Some of the biblical texts likely to be studied include:

• Genesis 1 (the creation story)

• Exodus 20 (the Ten Commandments)

• Exodus 32 (the golden calf)

• Joshua 6 (the walls of Jericho)

• Judges 4 (Deborah and Jael)

• Ezekiel 37 (the vision of the dry bones)
The Arab-Israeli dispute has proven to be one of the most intractable conflicts of modern times. With the potential for the Arab-Israeli Wars to develop into international ones, it is vital to understand why the various wars started and why diplomacy has failed to resolve the conflict.

The module employs a three-dimensional approach to understanding the conflict from its origins in 1880 to the present day. It looks at the key developments in:

• The Zionist/Israeli arena

• The Arab world with special reference to the Palestinians

• The international powers of the day

The main concept of the module is that it is vital in order to fully understand the conflict to study all three areas and how they impact upon one another. Students are encouraged to adopt this three-dimensional approach and are introduced to the key Israeli, Arab and international scholarship on these areas. No prior knowledge of the Arab-Israeli Conflict is required. Students are encouraged to read one of the recommended general histories of the Middle East prior to starting the module.
This module is only available for Affiliate Dutch Language Assistant students from Utrecht University
This module is only available for Affiliate Dutch Language Assistant students from Utrecht University
In recent years many developments, such as the use of levo dopa in Parkinsonism, the manipulation of excitation in epilepsy and the discovery of endogenous opioids, have brought basic neuropharmacology and the successful treatment of disorders of the C.N.S. much closer together. It is likely that future prospects for drug therapy in neurology and psychiatry will depend very much on a better understanding of neurotransmitter function and manipulation. 

This neuropharmacology module tries to provide a basis for such an understanding. The evidence for different transmitters (from morphological, electrophysiological, pharmacological and biochemical studies) is evaluated so as to build up a picture of their pre- and post-synaptic actions and their interactions in specific pathways and brain areas. This knowledge is then applied to a consideration of various disease states and drug action. Special emphasis is given to neurotransmitter function and malfunction in epilepsy, Parkinsonism, memory, cell death and pain states and to the mode of action of drugs in these conditions. 

Students will attend a comprehensive series of lectures on these issues given by experts in the field. 

Indicative Lecture Topics (based on 2021/2022 syllabus) 


	Fundamentals of Neuropharmacology 
	
	
	Transmitter systems and their modulation 
	
	
	Transmitter release mechanisms 
	
	
	Neuropharmacological techniques 
	
	
	Glutamate receptors and fast transmission 
	

	Glutamate Receptors and disease 
	
	
	Metabolic glutamate receptors 
	
	
	Neuropharmacology of memory 
	
	
	Atypical transmitters 
	
	
	GABA-A Inhibition and epilepsy 
	

	GABA-B and disease 
	
	
	Cholinergic Transmission – Nicotinic aspects 
	
	
	Cholinergic transmission: Muscarinic aspects 
	
	
	Monoamines 
	
	
	Calcium channels and disease 
	

	Alzheimer's disease 
	
	
	Parkinson's disease 
	
	
	Pain and analgesics 
This module introduces students to key principles of oceanography, the proxies used for palaeoceanography and the history and evolution of Cretaceous to Recent oceans, through case studies.

By the end of this module students will have a knowledge of:

temperature and productivity of the oceans;
	controls on biogenic sedimentation;
	the development and history of oceanic circulation;
	understanding of analytical techniques used to obtain that knowledge.
Pharmacoeconomics is a branch of health economics which deals with identifying, measuring and comparing the costs and consequences of pharmaceutical products and medical technologies.  You will learn the concepts involved in pharmacoeconomic analysis including cost minimization (CMA), cost effectiveness (CEA), cost benefit (CBA) and cost utility (CUA) analysis.  You will also come to appreciate the tremendous help that pharmacoeconomics can play in decision making when evaluating drug treatments.  You will also learn how to interpret results from pharmacoeconomic studies as well as understand when to use various techniques and approaches for economic evaluations.
Aims: To provide students with the tools necessary to understand and implement empirical studies in economics. 3002 covers tools to deal with microeconomic issues. The tools discussed are various extensions of regression models and an introduction to nonlinear models. We review use of linear regression models, discuss various situations where linear regression models are not appropriate and study alternative models.

Suitable for: Final year Economics (L100 / L101 / L102) and Econ/Stats (LG13) students.

Prerequisites: Students must have taken ECON0019: Quantitative Economics and Econometrics in the previous year (or equivalent).

Assumed knowledge: Students coming into the course should have a very thorough understanding of regression analysis and instrumental variable strategies.

The methods of assessment for Term 1-only affiliate students differs from the standard assessment pattern. Please contact economics.affiliates@ucl.ac.uk for more information.
All students on degrees with Russian take both modules on the Year 2A Russian Language programme:

SERS0016: Comprehension of Russian (Year 2A) (Russian-English Translation, Aural Comprehension)
SERS0018: Use of Russian (Year 2A) (Grammar, Working with Texts, Writing Skills, Oral)

The two compulsory modules build on the thorough base in Russian achieved in the Year 1A Russian language programme through further study at intermediate level and leading towards an upper intermediate level of Russian.

Aims:

To develop students' command of Russian at an intermediate level and leading towards an upper intermediate level.
To develop skills in reading, translating and listening
To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills
To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
This module will aim to provide insight and understanding in the breadth of recent mobile and social innovations and their potential role in surgical care delivery. The module will cover the development and the current status of the mobile apps and social media ecosystems. Students will review both the opportunities that exist, learn from successful case studies and gain insight into the regulatory frameworks surrounding these mobile technologies.

Aim of the module:

To develop a detailed knowledge and understanding of the medical mobile app ecosystem.
	Specifically, the production and regulatory processes, the research evidence, published experience in the field and the potential pitfalls.
	 To promote an understanding of the various social media platforms available and healthcare social media innovations, utility and risks.
Learning outcomes:

Understand how to plan, develop, evaluate and produce medical app safely
	Gain an understanding of the opportunities and risks presented by mobile technology and social media
	Understand the development of regulatory environment surrounding the delivery of mobile app projects
	Join, initiate and engage online with medical social media discussions
	Develop a deep understanding of the social media or app ecosystem surrounding a specific aspect of healthcare
	How to set-up a social media account, engage with journal clubs online and create or contribute content and discussions (on Twitter and within LinkedIn professional groups)
	Synthesise, review and critique current mobile health applications
	Undertake an observational study and deliver a short research project based on personal hypothesis through a self-directed project
This module aims to provide an appreciation of the Design process within the systems engineering lifecycle. At the end of the module the student should have a knowledge and understanding of the processes involved in Systems Design covering requirements analysis, functional analysis, architectural design and trade studies to name a few.

The student will be exposed to a range of techniques for improving Design decisions looking at the creative aspects as well as systematic elements of the design process. A mixture of interactive lectures, group discussions, workshops and case studies allows the student to experience hands-on approach to the design of complex systems.
During this project, you will collaborate with a local expert on a cognitive neuroscience experiment and advance our knowledge of mind-brain relationships. The nature of projects varies widely, in line with the varied nature of cognitive neuroscience itself.
This module is designed to allow students to showcase the work that they have done over the whole of the programme, by compiling a written summary of each of the 8 clients seen to completion. The summary will include a brief description of the cognitive and behavioural assessment, formulation and intervention completed. It will include a summary of the supervision completed for each of the cases and a log of the number of clinical hours the client was seen for. The written component of the module is structured in a way to facilitate subsequent accreditation with bodies such as the BABCP for those students wishing to do so. The module will also include teaching time for students to reflect on the course overall – both in terms of their own learning and also how they will take forward what they have learned into their workplace and into future career development.
This module explores normative debates in foreign policy and international relations. Through a combination of theoretical and empirical readings, we ask the question of what justice might demand between states and across societies, and how such demands ought to shape foreign policy and global governance. Some possible topics that we will cover include: global historic injustice and empire; just and unjust wars; human rights and humanitarian intervention; ethics of international aid and debt; global poverty and redistribution; justice in trade and investment; ethics of immigration and borders; transnational activism, and so on.
This module assumes knowledge of political theory. Students should have taken two introductory political theory modules (such as POLS0061 and POLS0064, or POLS0006 and PHIL0007, or equivalent modules) prior to this module, as the module will build on foundational political theory knowledge.
By the end of the module you will be able to:
1. Articulate the main arguments and positions of central debates in normative political theory on international affairs.
2. Critically assess these debates to identify problems within prevailing arguments.
3. Develop and justify your own responses to philosophical and practical issues in global ethics.
This course will examine some selected topics in applied ethics.

The following topics will be covered: abortion, rape, euthanasia, non-human animals, future people, affirmative action, disability, privacy and the ethics of immigration.

Students will be expected to read at least two papers for most topics, and to participate actively in the back-up seminar. Assessment will be by an two-hour examination, in which students will be expected to answer two questions. This final paper will offer a wide range of questions to choose from, but a question on each topic is not guaranteed.

Philosophy Area B
This module will introduce diagnosis and management of incomitant mechanical and myogenic cases. It will also introduce you to both quantitative and qualitative statistics and research methods. The module will cover:

Clinical:

Enhanced Orthoptic assessment of incomitant aetiologies – Hess/Lees, Uniocular Fields Of Fixation, field of Binocular Single Vision which will allow any progression, recovery, pre and post-operative patient outcomes to be monitored appropriately.
	Knowledge, aetiology, documentation and management of nystagmus both congenital and acquired
	Surgical and nonsurgical management of incomitant cases
	Neuroorthoptics including stroke, supra/infranuclear eye movement disorders
	Complex strabismus and ocular motility defects
	Opportunity to practice assessments in-house.
This is the overall result for the end of year 6 summative examination which comprises a written and a clinical assessment.
This is the overall result for the end of year 5 summative examination which comprises a written and a clinical assessment.
This is the overall result for the end of year 4 summative examination which comprises a written and a clinical assessment.
This is the overall result for the end of year 2 summative examination which comprises a written and a practical assessment.
This is the overall result for the end of year 1 summative examination which comprises a written and a practical assessment.
Measure theory and theory of the integral developed by Lebesgue at the beginning of this century found numerous applications in other branches of pure and applied mathematics, for example in the theory of (partial) differential equations, functional analysis and fractal geometry; it is used to give mathematical foundation to probability theory and statistics, and on the real line it gives a natural extension of the Riemann integral which allows for better understanding of the fundamental relations between differentiation and integration. This course provides the essential foundations of this important aspect of mathematical analysis. Normal prerequisites are MATH0003 (previously MATH1101), MATH0004 (previously MATH1102) and MATH0051 (previously MATH7102).
The Research Essay (RE) is a compulsory module for the LLM programme and makes up 45 of the 180 credits required to obtain the LLM degree.

The RE is an extended piece of writing which forms part of the assessment of a taught master’s programme. It should show that students have identified and understood the key issues in the selected topic and the relevant law and literature, and that they have a capacity for critical analysis in presenting a point of view. The very best essays show some originality in ideas or interpretation. Students at Master’s level are expected to acquire advanced research and writing skills. The best way to acquire these skills is to engage in the task: read the relevant literature, think about the arguments raised, formulate and plan the RE.

Students normally write an RE in an area that they are studying as one of their taught modules. Students may elect to research an area that is outside their taught modules but within a lecturer’s field of expertise, however students should realise that learning a novel area in the time allowed for the RE will rarely allow them to achieve the depth of understanding commensurate with a Master’s degree.

Students who have chosen to follow a specialist degree, must write their RE in an area connected with that specialism.
This module provides you with the opportunity to research and write an extended essay on a topic that you choose in consultation with an academic member of staff. Assessment is based solely on the essay submitted.

Before October, you approach potential supervisors and fill in a form with a provisional title and desired supervisor.

After the introductory lecture at the start of term 1, you will be allocated a supervisor whom you will meet to settle on a title and chapter plan and to discuss where your investigations should start. You then begin your research. Over the course of the year your supervisor will read and comment on two drafts of up to 3,000 words. There is no rule about when the drafts must be submitted; most students tend to submit the first one in the first half of term 2 and the second one in the second half of term 2. The essay is due in at the start of term 3.

If you already have an idea for your essay, you are welcome to contact potential supervisors to discuss it. If your choice of this module depends on a particular supervisor or topic, then you should contact the supervisor now regarding her or his availability and whether the topic is appropriate.

Supervisors do not normally supervise more than ten undergraduate law (LLB) research essays per year, and your first choice for supervisor might not be available.

The topic you choose cannot simply duplicate an area of law you have studied in other modules, but can build on aspects of those subjects that interest you.

Meetings:

October-November: Initial meeting to discuss topics.

Pre-Christmas: Meeting to agree title and plan your essay and discuss your planned research.

Pre-Reading Week of Term 2: submit draft of 3,000 with feedback

March : Receive feedback on second draft of 3,000 words
This module will provide an overview of the opportunities and challenges of digital health (e.g. health services provided through the internet and related technologies), and will be led by researchers from the UCL eHealth Unit. Students will learn about interventions which address healthcare challenges at population, organisational and individual levels.
This module surveys social and political thinking about the role of science and technology in society as well as the relationship between science and the state. Topics normally include: the role of the state in the promotion, regulation and shaping of science and technology, risk and governance with uncertainty, the idea of scientific autonomy, the moral responsibility of the scientist, and the commercialization of science. The module also will critical analyse case studies of recent science policies.
The extended essay is compulsory for all final-year Dual Degree students and optional for BA SPS final year students. This module consists of research on a topic derived from the field of the student's specialisation, utilising sources in the student's major language.
This module introduces students to the design process for hardware-based digital solutions such as FPGAs and ASICs and software-based embedded micro-controller solutions.

On completion of this course, students should be able to:
- Understand the differences between microcontrollers, microprocessors and programmable gate arrays.
- Capture the application requirements and develop it into a system design from a functional point of view.
- Break the system down into the smallest possible implementable and verifiable subsystems.
- Develop algorithms or circuits to implement the subsystems.
- Choose the appropriate digital platform for physical implementation.
- Choose the appropriate approach to optimize for speed and area to meet the system requirements.
- Implement the entire design process from specification through to realization in digital hardware and testing.
- Identify and explain the features and functional blocks of a microcontroller.
- Describe the architecture of a microcontroller and the functionality of memory.
- Distinguish between system components and microcontroller peripherals.
- Apply logic operations to manipulate registers.
- Explain the structure of a C program for microcontrollers.
This course will analyse the notion and development of lifescripting in a variety of historical contexts. The term is used to indicate a field of study that overlaps with and comprehends a variety of fields including biography, hagiography, sacred biography, historical life-writing (including the biography of ‘great men’ and hero-worship), literary biography, autobiography, ghost-writing, fake biography and ordinary people’s lives. Necessarily selective, this course will focus on some of the most notable examples and samples of these various ‘genres’ over time. It will take a chronological approach, and assess and analyse the main characteristics of biography over an extended period of time, beginning with biography in the Ancient World and concluding with ordinary people’s lives in the contemporary era.
Global cinema is an exciting new perspective and cinematic development for film studies. This module aims to elucidate how the global in global cinema acts as a register to how all nations originate in and remain deeply embedded in global norms, but also how the local allows the practices of globalization to flourish. We will think about cinema in a global perspective, from its production contexts, distribution and circulation, and in the ways it can deal with global themes and issues that can cut across national boundaries, often from a local perspective. We will cover different film movements, genres, directors and issues such as film censorship, race, and film criticism in our explorations of thinking about cinema from a global perspective.  
In this module you will be given an applied overview of the field of patient safety. You will be introduced to a range of literature, and will examine the stages of identifying risks, understanding causes, identifying solutions, evaluating the impact and translating evidence into safer care. We will study methodologies used in patient safety, such as tasks analysis, failure modes and effects and root cause analysis. You will learn to critically appraise research that has applied the models and techniques studied in a healthcare setting, and will debate the merits and downsides of different approaches. We will discuss issues around the adoption of new technologies and the development of information systems for supporting risk management and ensuring patient safety.

At the end of this module you will be able to:

Understand the terminology used within patient safety.
	Examine critically the principles of risk management and patient safety.
	Examine critically key methodologies used to identify, analyse and manage risks.
	Apply patient safety methodologies within a healthcare environment.
	Review evidence on factors leading to mistakes or other threats to patient safety.
	Apply patient safety concepts to the field of health informatics.
The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session.

Vincent, C, Amalberti, R (2016) Safer Healthcare: Strategies for the Real World. Springerlink openaccess.

Flin, R, O'Connor P, Crichton, M (2008) Safety at the Sharp End: A Guide to Non-Technical Skills. Ashgate, Hampshire.

Reynard, J, Renolds, J, Stevenson, P (2009) In Practical Patient Safety. OUP, Oxford.
This module aims to provide knowledge and understanding of fundamental principles of soil mechanics and to teach how to use these principles in civil engineering practice.

Learning Outcomes

Describe and classify porous soils and calculate basic properties
	Understand the importance of water and apply the effective stress concept
	Analyse steady state water flow through soils
	Analyse one-dimensional long-term settlements in soils
	Understand the deformation behaviour of soils under various conditions
	Apply basic Mohr Circle and stress path concepts to describe the failure of soils
	Problem solving skills
	Laboratory skills
	Presenting information textually and graphically.
Reading List:

An Introduction to the Mechanics of Soils and Foundations / J.H. Atkinson. London: Spon Press.
	Soil mechanics: concepts and applications / William Powrie. London: Spon Press.
This module focuses on the mechanism of cancer generation and progression and on the most advanced treatments. Starting with a background integrating genetic, cellular and molecular aspects, it covers recent cancer research leading to a general conceptual framework for the development of this disease. The module also provides insights and illustrations from specific cancer types and concludes with a variety of established and emerging treatments. The overall aim of this module is to provide a strong background for careers related to basic cancer research, experimental medicine and drug discovery.

Indicative lecture list (based on 2021/22 syllabus)

Properties of transformed cells

Cell division and cell cycle

Cellular senescence and immortalisation

Oncogenic subversion and signal transduction

Tumour suppressor genes

Angiogenesis in cancer

Cancer metabolism

Cancer Stem Cells

The role of metastasis in cancer

Intra-tumour Heterogeneity, Tumour Evolution and Adaptation

Epithelial cancer: breast cancer

Leukaemia’s

Novel therapeutics

Targeted cancer therapy

Exploiting DNA damage response in cancer therapy

.
The Energy Systems module will encompass the linkages and interactions between the upstream to downstream elements of the full energy system: covering resource extraction, production and trade; upstream processes (power generation, refineries, bio and hydrogen production); energy infrastructures (electricity, natural gas and heat), and major energy demand sectors (industry, commercial, residential, transport). It will encompass the overlapping spatial scales of the energy system’s drivers and outcomes; from individuals through communities, to nations, and to global interactions. It will encompass the overlapping temporal scales of the energy system; from half-hourly operational requirements, through seasonal variability, to capital investments and through to long-term technological and societal change.
You will take forward the unit themes, together with personal ideas and concepts from BARC0137, and develop these to become a complete building project. One that is sited, fully drawn up and physically modelled.

The emphasis in this project is on an in-depth design development. You must demonstrate that you have a personal way of working which allows you to flesh out an initial idea so that it becomes a comprehensive and sophisticated proposal. The marks for this course unit are allocated both to the initial parts of the project and to the development of the main strategic aspects of the design.
Your project must be presented completed for examination. Appropriate communication techniques are necessary, which could include final and working/testing physical models, scaled drawings, 1:1 constructions, computer representatives as 3D models and time-based animations. You should attempt to make the project as complete as you can within time limits and the scale of the work that is being addressed.

It is anticipated that the design portfolio will incorporate drawings and models that have been prepared for the Year 3 Technology module and Computing classes/workshops/seminars. You are asked to determine a personal and appropriate way of producing work. You should also consider your portfolios as a whole, so that it is clear and concise.

Your portfolio should be assimilated quickly by others in review conditions and also enjoyed, and understood at length in other circumstances.
This is a project based module open to second year BSc Architecture students.

The aim of the module is to build upon the year one projects and develop student abilities in design.

The major design project, BARC0096 and 0135, develops alongside computing classes/workshops/seminars, and the technology module BARC0099 and both technical submissions are based on the Year 2 building design.
Students are also required to participate in computing skills classes and Unit-led computing workshops and seminars throughout Year 2, including Computing skills classes in Term 1 and unit-led Computing workshops and seminars in Term 2 and Term 3. Attendance is compulsory and each unit (design group) has an appointed Computing tutor(s). Year 2 students are required to demonstrate the skills gained, as well as how they are a valuable and critical tool in the development of the design work

The resolution of any project demands that a ‘final’ stage is presented completely, concisely and coherently so that it can be examined. Appropriate communication techniques must be used, which could include final and working/testing physical models, spatial and scaled drawings, 1:1 constructions, computer representatives as 3D models and time-based animations. At this point, students should attempt to make the project as complete as they can within the limits of time available and the scale of the work being addressed.
This module explores the issues that emerge when dealing with complex, computationally generated data for an intended creative output. We are interested in the emergence of complex patterns and behaviours from dynamic systems, such as is often observed at the transition between phases, edges of instability and at the frontier between order and chaos. We wish to exploit its potential for creating rich, organized structures with desirable performance and aesthetic properties. This raises important questions about the role that the human designer will play within these processes.

As this module is studio-based, there is no fixed syllabus. Students are active participants in the formation of the learning experience in this module. Delivery will be via lectures, seminars and practical exercises.
Economic History and Ideas is a compulsory intermediate (year 2) module for undergraduate Economics programme students and students on Economics track in the new History, Politics and Economics programme. It is a full module unit spanning the autumn and spring terms. The module combines a discussion of modern economic history with analysis of economic theory, so as to provide proper context for the ideas, as they appeared throughout the last two centuries. Each week covers one major topic. About two thirds of the time will be devoted to questions of actual historical economic developments, the remaining one third to history of economic ideas.

Topics include, for example, the interaction between institutions and economic development, the demographic transition, market integration, the causes and consequences of technological change, the emergence of modern schooling, the rise and fall of slavery and serfdom, the Great Depression and others on the economic history side; the birth of economics, the debate over free trade in 19th century Europe, the Malthusian trap, the marginalist revolution, the Keynesian critique and the rise of modern growth theory on the history of thought side.

The module is comparative in its geographic focus: in considering the trends in economic history, we look not only at the success stories of Britain, Holland and the US but also at the countries of Eastern and Central Europe. The overarching theme in modern economic history of Eastern and Central Europe is the effort to catch up economically (and, by extension, militarily) with the West. The comparative aspect consists in seeing how policies and activities, employed in the West, succeeded or failed in the East- and Central-European context and how specific developmental features of the region contributed to, or detracted from, the long-term economic development.
This is a module for students who have little or no prior knowledge of Bulgarian and who wish to attain a level of competence that will allow them to communicate effectively in a number of straightforward situations. Students will also be introduced to the reading of simple texts, including works of literature, in Bulgarian. The module provides knowledge of basic Bulgarian grammar and vocabulary as well as an introduction to the culture of Bulgaria and societies where Bulgarian is spoken.
This is a compulsory module for students taking the IBSc in Surgical Sciences.

The programme involves a two-week course, aimed to enhance the knowledge of, and familiarise the students with, basic surgical skills. It involves A series of introductory and some more advanced lectures covering the philosophy of surgical practice, procedural decisions, associated sequelae and currently proposed progression for future surgical advances. This will be supported by several practical sessions to teach students a range of skills such as sterile technique, basic suturing, microsurgery, and endoscopic and laparoscopic skills. Teaching will take place at The Griffin Institute, Northwick Park Hospital (formerly NPIMR).
Social networks constitute a form of social structure that is present in almost all social situations and interactions. Social networks influence the actions of their individual members and affect many aspects of people’s life. The module presents an introduction to social networks and treats the fundamental tools and concepts of the analysis of social networks. These include the methods to collect and handle social network data, types of networks, structures and components of networks, various measures and metrics that describe a network and its components (centrality, degree, clustering, etc.). Next to these tools, the module presents applications of social network analysis to the study of important social phenomena such as social capital, crime, politics, the spread of diseases and ideas, the labour market, homophily, social media, and networks between organisations and countries. Through weekly problem sets, students gain hands-on experience of analysing social network data with the R statistical software. No prior knowledge of R is assumed.
Compulsory Dissertation Module. 
The main aim of this module is to give students a robust introduction to the scientific study of organised crime. In brief, the module will argue against simplistic and stereotypical definitions of organised crime in favour of a more flexible framework that focuses on the different empirical manifestations of organised crime along three key dimensions: i) organised crime activities; ii) criminal structures (i.e. criminal groups); and iii) extra-legal governance.

Furthermore, the module will address cross-cutting issues such as the social embeddedness of organised crime, the impact of organised crime on the legal economy, and the complicated relationship between organised crime and government. The module will consider organised crime in the local and transnational dimensions, with examples from a wide variety of contexts. While the module will touch upon major organised crime problems (such as drug trafficking and extortion), the main goal of the module is to equip students with a robust conceptual toolkit that will enable them to independently and critically examine any manifestation of organised crime.
Module description

The module aims to: build on and improve students’ existing language skills, taking students up to a level of near-native proficiency in all four language skills: speaking, understanding, writing and reading; enable the students to express themselves in clear, concise, coherent, fluent, and linguistically and grammatically correct Danish.

A high level of student autonomy will be expected, and the module will to a large extent consist of students’ own work. Weekly assignments to be completed at home will be given and the feedback to these will constitute an essential part of the work of perfecting students’ language competence.

Reading List/ Suggested Reading:

Texts: No textbook is required for the module; instead, a variety of authentic materials will be used.
 Grammar: It is recommended that students own a copy of R Allan, P Holmes & T Lundskær-Nielsen, Danish. An Essential grammar (Routledge 2000).
 Dictionaries: It is recommended that students own a Danish dictionary such as Politiken's Nudansk Ordbog. Students will occasionally need to consult H Vinterberg & C A Bodelsen, Dansk-engelsk ordbog (Gyldendal) and B Kjærulf Nielsen, Engelsk-dansk ordbog (Gyldendal), which can be found in the library.
Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.


 
This module explores moral cognition within the domain of social cognition research. It takes a problem-based learning approach (PBLA); each week students will work on a different moral question in small groups, and present it in the lecture. The question will focus on the week’s relevant topic, and require the students to design an experiment to test an idea, or an intervention that applies the relevant research to a moral problem. This PBLA will reinforce key concepts and ideas, allowing the students to not only acquire knowledge about social cognition research on the topic, but apply their knowledge in various domains.

 
The module examines the role of sexual orientation and gender identity in politics drawing on multidisciplinary research on social movements, transnational rights advocacy, identity politics, public opinion and political behaviour, as well as regional studies. The rapid global expansion of LGBTIQ rights in recent decades—as well as changes in law, policy, and public opinion toward LGBTIQ and queer people—has been nothing short of remarkable. At the same time, recent years have shown heightening global resistance to these rights in the name of “traditional values.” This module is designed to gain leverage on the domestic and international processes that explain such changes. In this module, you will develop a solid understanding of the origins of LGBTIQ mobilization and the political forces that shaped the evolution of LGBTIQ movements and their strategies. Together, we will explore when and why LGBTIQ people organized for civil rights, what strategies they pursued, and how they navigated complex cultural, legal, and political terrains. The module will also explore the impact of LGBTIQ mobilization on various outcomes; for example, policymaking, electoral politics, representation, and litigation for queer rights. Drawing on a comparativist toolkit, we will ask: why and how have public opinion and state laws towards LGBTIQ people changed differently across various countries? What explains the variation in how LGBTIQ movements pursue change across different regions and what impact does the global rise of populism have on LGBTIQ rights around the world? To answer these questions, we will analyse the political history of a movement that has captured the world’s attention, and theories that help us understand the factors that have moved a marginalized group from the political periphery to the centre of public debate and contestation. 
This module will present a critical examination of a number of theoretical issues in phonetic research, with focus on exploring how human speech can effectively transmit multiple layers of communicative meanings through an articulation process. It will cover issues relating to coarticulation, distinctive features, timing and coordination, speech acquisition and social and emotional interactions, and demonstrate how they are mechanistically interrelated based on an articulatory-functional view of speech. An emphasis will be put on the latest findings about tone and intonation, and how they are related to the segmental aspect of speech. Also will be discussed is research methodology in terms of its importance for the theoretical development in phonetic science. There will be both lectures and laboratory sessions.
The main module objectives are:
• To provide students with knowledge about the state of the art in phonetics research.
• To help students develop an understanding of the relationship between sound and message in human speech in terms of the underlying mechanisms of production, perception, acquisition and social interactions.
• To introduce students with various models and theories of tone, intonation, the syllable and coarticulation.
This module is an intermediate module on the study of meaning in natural language. It introduces logical concepts and their application in semantics and pragmatics, especially focusing on compositionality and quantification.

Compositionality and quantification are core concepts in formal semantics. The module introduces these two ideas by contrasting Predicate Logic and English (and other natural languages).
This module will cover basic principles and foundations of various types of ophthalmic imaging as well as further exploration of anatomy and physiology with particular focus on intraocular anatomy. This module will provide a foundation in Ophthalmic diagnostics and as such will be particularly useful in preparing for future extended role practice and ophthalmic common clinical competency framework (OCCCF) qualification.

The module will anatomy and physiology of relevant external and intraocular structures including:

Development of the eye
	External/adnexal anatomy of the eye
	Anterior segment
	Posterior Segment
	Fundamentals of OCT
	Fundamentals of VF
	Electrodiagnostics
This module is intended to allow students to plan and carry out a substantial research based project, which could be inspired by their professional experience. Students will apply and refine the skills and knowledge developed through the Research & Statistics and other theoretical modules of the programme. Students will develop research design, data collection and analysis and critical interpretation skills, aiming at investigating a particular topic and being able to apply the knowledge gained and outcomes of their workplace. 

Students will be able to synthesise and present their learning across the course of study, progress to the final assessment under supervision and varied on-line support, (videos and research writing e-learning). 

Extra support for students who need English and/or Math assistance prior and during this module will be available. An optional e-learning module on research writing and using statistics will be available for students who need this extra support. 

No additional subject content is introduced within the module. The students’ independent research in a library based project will be the focus of this project, building on the year 2 Research and Statistics module.
This module is for students who undertake an extra mural year in the Biomedical Engineering third year of study.
Overview:

This advanced module in surface ship and subsea structural design covers loading, structural synthesis techniques at hull girder and grillage levels, stress analysis and failure modes.

The aim of the module is to give students an advanced theoretical grounding in one of the fundamental analytical discipline fields of Naval Architecture and Ocean Engineering.

Topics covered:

Ship Structural Design
	Finite Element Analysis
	Grillage Synthesis
	Subsea Structural Design
Spectral theory came to prominence when quantum mechanics was introduced in modern physics. In quantum mechanics classical quantities (position, momentum etc) are represented by operators (bounded, unbounded, self-adjoint etc). The eigenvalues of these operators are the only precise measurements of the quantity. Without requiring knowledge of physics, this course introduces the fundamentals of such operators and the space of their eigenvalues, which is called the spectrum.
This is a course in number theory. An elliptic curve is an equation of the form y2 = x3 + ax2 + bx + c, where a, b, c are given rational numbers. The aim of the course is to be able to find the solutions (x, y) to this equation with x and y rational numbers. The methods used are from geometry and algebra. The study of elliptic curves is an important part of current research in number theory and cryptography. It was central to the proof of Fermat's last theorem. There are still many unsolved problems in this area, in particular the Birch-Swinnerton-Dyer conjecture, for which there is a $1 million prize offered by the Clay Institute.
How does a plane fly? How fast do waves move on the surface of water? What is the Severn Bore? With applied mathematics it is possible to give quantitative answers to such questions: this course deals with the simplest cases of fluid motion and is the foundation for more advanced study.
No matter what your role within the publishing industry, it is vital to understand how books are produced. This module will take you through the creation process from edited manuscript to finished product, whether that be a journal, educational resource, e- or p- book, and give you real world practical knowledge to help you begin your publishing career.
The management of two or more chronic conditions (multi-morbidity) is an increasing challenge and dilemma facing many clinicians. Multi-morbidity has been associated with reduced quality of life, functional decline, and increased use of health and social care services. This module will explore core debates and challenges, introducing and critically evaluating how health and social care systems support patients with multiple chronic conditions. This module will be led by the Centre for Ageing Population Studies. Students will hear from leading researchers about: ageing and illness, social isolation and loneliness, polypharmacy, social prescribing, drugs and alcohol, and finally complimentary medicine.
This is an independent study report (also known as the free-standing dissertation), available only to History Department students, who must have the permission of the History Department Director of Teaching.
The dissertation is to be 12,000 words and must comply to Departmental Style Guidelines.
The module teaches the use of isotopes in a host of different geological aspects. The first half of the course (geochronology) uses radioactive and radiogenic isotopes to determine the age of different geological materials, from determining the age of the Earth, through to the exposure age of different sediments. the second half of the course examines the use of isotopes in non-dating techniques. This includes determining palaeo-climates, the evolution of atmospheric oxygen and carbon dioxide, through to examining the chemical structure of the mantle.

The module will:

introduce the physical and chemical processes that determine the isotopic composition of Earth materials, including nucleosynthesis, radioactivity and fractionation processes
	provide a basic understanding of mass spectrometry, and teach the student how to process raw mass spectrometer data using the R programming language
	derive the basic mathematical underpinnings of the radiometric age equation, isochrons and the U-Pb concordia diagram
	provide a rigorous background in error propagation
	provide a broad overview of the natural processes that can lead to mass-dependent fractionation of stable isotopes
	explain how stable isotopes measurements can be used to understand said natural processes, both in the solid Earth and its fluid envelopes.
Through laboratory work, the course introduces students to:

• the chemistry and physical properties of minerals;

• morphological elements of crystallography;

• the optical properties of minerals, introduced in conjunction with use of the petrographic microscope;

• the physical, chemical and optical properties of the major rock-forming mineral groups.

Students will become familiar with the following concepts:

• phase diagrams;

• atomic structure and bonding in crystalline solids;

• principles of structural architecture: including close packing, coordination, number, interstitial sites, coordination polyedral;

• elementary crystallography;

• principles of crystal optics;

• use of the polarizing microscope.

In additon, they will have a thorough knowledge of the physical, chemical and optical properties of the major rock-forming mineral groups.
The aim of this course is to supplement the exposure of MSc Urban Studies students to key theoretical discourses in urban studies with a critical examination of the same challenges from a practice-based perspective. Using London in particular as a laboratory, seminars with invited speakers will seek to identify a potential working interfaces between theory and practice.

The module will focus on re-interpreting the conventional synergies between critical theory and urban practice. Themes to be explored might include different approaches to policy making and specific challenges facing local government; the complexities of political coalition building around contested areas of public policy; the role of visual methodologies such as photography and film making in the exploration of urban issues; ethics, commitment and professional practice; and different approaches to urban writing (ranging from journalism to ethnographies and literature).

The sessions will feature outside speakers directly engaged in practice and we will build on our existing professional links at the UCL Urban Laboratory.
This module aims to equip students with the advanced analytical skills, concepts and theories essential for the study of the multifaceted role of creativity in contemporary cities; and to give students the opportunity to apply this advanced learning to policy and planning debates.

To consider key approaches that theorise the relationship between culture and economy in urban change.
	To emphasise the actors, institutions and social milieus involved in fostering, identifying and promoting urban creativity.
	To explore the role of cultural landscapes in mediating new forms of urban creativity.
	To introduce greater geographical diversity to the study of creative cities, with a focus on the everyday as well as the iconic, the suburban in addition to the inner-city, and potential sources of learning from cities in the global South.
This module explores how and why the idea of the Creative City has come to play a key role in theorizing and planning contemporary urban development. We will consider different ways that culture has been conceived in understandings of recent urban change, and we will explore how a premium is increasingly placed on practices and activities associated with creativity in urban regeneration policies. An emphasis throughout will be placed on analyzing creative cities as distinctive social and political formations. Historical and contemporary examples will be investigated ranging from London, Paris and New York to Buenos Aires and Mumbai. This broad comparative frame combined with a wide interdisciplinary scope will enable new and important critical perspectives to be developed on the current role of creativity and culture in urban policy-making.

The course is taught through a series of lectures, field-visits and group discussions and presentations.
The aim of this module is to introduce students to a range of physical, biological and geochemical techniques for reconstruction of past climate and to provide an introduction to age modelling and data- model comparison. The module will cover theoretical and practical training in the use of proxies for past climate, with particular emphasis on the analysis of Quaternary sediments and other archives. Techniques to be covered will be selected from the following: basic sediment description and characterization; particle-size analysis; mineral magnetics; sediment geochemistry using XRF; carbonate geochemistry using ICP-OES; stable-isotope analysis of carbonates and organic material.

 
Since the end of the Cold War, the world has become increasingly interconnected, giving rise to a series of new problems that are truly global in scope: climate change, terrorism, trafficking, migration, pandemics, social media, international trade, cross-border genocide, etc. Similary, there is a dizzying array of international forces that seek to control, harness or exploit global challenges, ranging from transnational corporations to international non-government organisations to trade organizations and regional alliances. This module will provide students with an overview of the core challenges facing the international community and the attempts being made to solve them in an unprecedented era of globalisation and interconnectedness.
The module aims to make sure that all students, whatever options they may later choose, have studied certain major works, and have so gained a preliminary idea of English literary history and its main movements from the early modern period to the present. In addition, the module introduces the study of narrative in the poetry and fiction of this period, and gives students experience of studying complete and complex works in a relatively short time. Works are studied in chronological order.
The MA dissertation, the copestone of the MA in Language, Culture and Society, should be 12,000 words long, written in English or one of the foreign languages taught in the School of European Languages, Culture and Society, and submitted at the end of the programme (beginning of September).

In their dissertations the student are expected to investigate a research question in considerable depth, demonstrate good research skills and show an independence of thought. Dissertation are supervised by a School teaching staff and should focus on a literary or historical or cultural topic agreed with the supervisor and, if appropriate, the SELCS Graduate Tutor.

Dissertations normally focus on an analysis of the literature, history or culture associated with the twelve languages taught in the School: Catalan, Danish, Dutch, French, Galician, German, Icelandic, Italian, Norwegian, Portuguese, Spanish and Swedish.
Aims:

The aim of this module is to teach about the modern digital financial landscape. The module starts off with a foundation in finance and the most common financial products. Applications of emerging technologies such as AI and blockchain in finance are also covered. This is a practical module where the theoretical material taught is applied in programming workshops.

Learning outcomes

On successful completion of the module, a student will be able to:

Understand the foundations of finance, including the time value of money, payments, corporate finance and portfolio theory.
	Understand the core financial products including stocks, bonds, derivatives, credit, options and insurance.
	Understand ways to apply emerging technologies such as AI and blockchain combined with new business models to financial services.
	Use python for financial modelling.
Content:

This module seeks to provide a foundational knowledge of finance, financial products and technology applied to financial services. This is a hands-on module where students apply Python programming practically in all aspects of the taught material in this course. Starting off with basic finance knowledge, we move on to understand the main products in the financial services domain including equity, bonds, derivatives and options. We will also discuss credit, insurance and portfolio theory. In addition, the module covers how new emerging technologies and new business models are advancing financial products and services.

Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; (2) have basic understanding of programming; and (3) be confident with fundamental financial mathematics, including but not limited to probability theory and statistics.
Aims:

This module will explore how an intelligent system is to use its knowledge representation and to translate this into actions to achieve goals. We will consider situations in which behaviours are pre-programmed, and dynamic situations in which systems learn and adapt online using reinforcement learning. Students will be asked to implement their own intelligent systems which will bring together elements of learning and adaptation to support goal-seeking behaviours.

Learning outcomes:

On successful completion of the module, a student will be able to:

Understand and explain the underlying theory and challenges associated with motion planning and action taking with robotics systems.
	Understand the theory and be able to implement common search based planning algorithms (Dijkstra, A*).
	Understand and explain the underlying principles of the exploitation vs. exploration tradeoffs in unknown environments.
	Develop a basic understanding of online and reinforcement learning.
	Develop experience applying these algorithms to understand both their strengths and limitations.
Content:

Formulation of motion planning problems;
	Derivation of discrete-grid based search problems for path planning including Djikstra and A*;
	Methods of exploring unknown environments and to avoid obstacles;
	Online learning methods;
Students will develop a good understanding of how the science and engineering of intelligent systems can be applied to the design and control of robotic systems. The course will have a strong practical element where students will develop and apply software-based solutions for a range of problems.

Requisites:

To be eligible to select this module as optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; (2) have passed Cognitive Systems and Intelligent Technologies (COMP0014); and (3) have also selected Machine Learning and Neural Computation (COMP0036).
The dissertation is an extended piece of work that reflects students' own research interests. It enables students to formulate their own questions on a particular topic and to pursue independent research.

It offers students greater space and time to examine primary sources and texts (including archive material) and to analyse a particular field in much greater depth than is possible in course essays.

The dissertation is designed to develop and test research skills, including the ability to respond to the existing academic literature on the topic and the identification of a relevant problematic.

Furthermore, students are expected to explain their methodologies, demonstrate their ability to select and evaluate evidence, and present a systematic, coherent and original argument.
The world is more complex -- and more interconnected -- than ever before. Whether it's climate change, terrorism, migration, pandemics, the rise of authoritarian populism, or the challenges of global economic inequality, the challenges of the 21st century can no longer be solved by nation-states alone.

In this module, we'll look at global threats and opportunities that are often in the headlines, but explore them from a scholarly and analytical perspective to understand what is driving these shifts in global power and what is behind the emerging risks in international affairs. Whatever your background, this course will help you better understand the changing nature of global politics and ensure that you have a much stronger grasp on the key political players that are shaping international events in the 21st century.
The module will focus on the role of climate finance and investment in meeting climate goals. It will introduce you to key concepts and trends in private and public climate finance, including the current landscape, key initiatives and approaches to undertaking research in the field. It will explore investment challenges in developing countries and specific sectors (e.g. clean energy, hard-to-abate sectors and biodiversity) to illustrate the importance of context in shaping financial flows. Lectures will cover:

*Key concepts, frameworks and sources for climate finance and investment 

•Role of governments and the private sector in providing and delivering climate finance and investment 

• Policy and private initiatives to mobilise financial flows for climate mitigation and adaptation goals 

• Research design and data analysis approaches in climate finance and investment 

• Climate finance and investment challenges in specific sectors in developing countries
We face unprecedented challenges of ecological and climate breakdown. Around the world, the impacts are already being felt—overheating, air and water pollution, flooding and lack of natural resources—all with social, environmental and economic impacts, especially on health and wellbeing.
50% of people, 70% of Europeans, live in cities, and this is predicted to rise. With the poorest in society most vulnerable and worst affected, climate change is also a social justice issue.
Greening cities by working with nature is recognised globally as a vital response—nature-based solutions to cool, clean and care for the city and create climate-adapted, healthy, resilient urban environments.
This new Level 5 15 Credit module Greening Cities explores the challenges we face and collaborative processes for nature-based solutions in urban planning, design, implementation, adaptation and care.
Through a range of creative processes, with reference to exemplar projects and contributions from industry experts and academics, students will learn the principles and application of an urban green infrastructure approach for resilience, health and wellbeing, and social and environmental justice.
Working individually, students develop designs for a sample building in response to a brief which speaks to the programme’s overall annual theme. Students are taught the skills and methods to think to think creatively and innovatively in an architectural context, using different media and scales for their proposals.
This module will consist of a focused immersive (online) or field trip-based engagement with a selected partner city. It will involve real time collaboration with different actors and organisations in the selected city, including interaction with students from partner institutions in that city, and option for in-situ fieldwork. It will build core skills in the ethics of global urban practice through close collaboration with scholars and practitioners in the partner city. Choices of activities (immersive/ online or fieldtrip) will be offered for selected partner cities, within the overall module rubric. It will dovetail with the Engaged Urbanism and Cities Methodologies courses, reinforcing learning of different ways to know and understand urban life, and enabling practical engagement with multidisciplinary approaches and practices through which the futures of cities are being shaped. The course will focus on building a pedagogy and urban practice which supports the engaged and collaborative production of urban knowledge, policy and interventions through distinctive Co-Laboratory methods working with different actors e.g. government, communities, private sector, international agencies. It will consolidate the city-focused learning on global urban history and theory in the Cities Studio modules, through collaborative online and/or in situ engagements with different aspects of urban practice. Close investigation of specific elements of urban processes in the selected city will be facilitated t medical issues preventing travel.
This module is intended to provide an introduction to the principles of biomechanics and the structures of biological tissues. It covers the basic anatomy and physiology of the human body, the hierarchical levels of the structures of biological tissues, the mechanical behaviour of the human body. It also discusses the structure and functional relationship in tissues, and the applications of stress and strain analysis applied to biological tissues.

Lecture topics include:

Structural Organisation of the Human Body
	Fundamental Mechanics
	Biomechanics of Bone
	Articular Cartilage
	Skeletal Muscle
	Spine, Friction/Lubrication/Wear at the Joints
	Biomechanics of Joint Replacement
	Basic Cell Biology
	Histology
This module is only for affiliate students studying at UCL in Term 1.

The module provides an introduction to key aspects of Russian society and culture through the study of how Russia is conceptualized, represented, mythologized etc. in a range of modes and genres, including literature, folklore, history, thought, film, theatre, art and music. The texts will be read in English, but with the introduction of some Russian language materials as appropriate; students with A Level Russian or native speakers of Russian will be expected to undertake more reading in Russian. The module will take a broad historical perspective, from Kievan Russia to the present, and will be organised under four main headings: First term: Russia in space; Russia between East and West Second term: Russia in time: Utopia and byt; Russia and its people
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0195, for the full module description.

Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).

If you require any further information, please contact the History Taught Programmes Team.
Modern Hebrew is the language spoken in Israel today. This module is designed for students with no prior knowledge of the language.

Students will learn the Hebrew alphabet; they will learn to speak, listen, read and write. Basic vocabulary on a range of topics (e.g. home, family, daily activities, shops, classroom) will be rapidly acquired. 

Students will learn basic syntax and Hebrew grammar, including all three tenses of different verbs.

Teaching will be carried out mainly in Hebrew. The textbook used will be ‘Hebrew from Scratch’ (part 1). Students will be encouraged to use the facilities of the UCL Language Centre. At the end of the module, students will be able to communicate in Hebrew about everyday matters.
Students conduct a research project over two terms, usually working in pairs, supervised by a member of academic staff. Projects are chosen from a list proposed by staff but students may also propose their own projects.

Learning Outcomes

Develop independence and self-reliance. - All assessments apply
	Research experience under expert supervisors. - All assessments apply
	Teamwork experience. - All assessments apply
	Report writing and working to strict deadlines. - Assessed by the interim and final reports
	Presentation skills. - Assessed by the final presentation
The module runs throughout the academic year- terms 1, 2 and 3. Students can choose from a list of projects, or alternatively they can find an appropriate project of their own (in consultation with a suitable PI, must also be approved by module leader). Practical research projects, where feasible, will be carried out in UCL research laboratories/workshops under the overall guidance of a PI. The project can be undertaken in one of the following areas;

‘wet/bench’ or ‘dry’ laboratory science
	engineering design, manufacture and testing
	in silico modelling
	remote project- systematic review and/or meta-analysis, thematic literature review, data analysis
All projects will answer an identified research question or test a hypothesis generated by the student, in consultation with the PI. The student will be assessed in a number of ways, as outlined on the page.
The module covers preparation and planning for the research as well as the analysis, discussion and presentation of the outcomes of the research.

It is envisaged that this module would encompass four categories of research project, listed below:

Analysis and discussion of primary data collected as a result of research planned and executed by the student
 Analysis and discussion of existing (i.e. secondary) data
 Systematic review and analysis of published material
 Research in a workplace environment leading to and/or evaluating a practice or service innovation
This is the research project module for the 3rd year students from the UCL Medical Sciences and Engineering programme. The module runs throughout the academic year- terms 1, 2 and 3. The students will select a project from a list provided by the Medical Sciences and Engineering programme, or alternatively they can find an appropriate project of their own (in consultation with a suitable PI, must also be approved by the module leader). The project will answer a research question or test a hypothesis generated by the student, can be undertaken in one of the following areas;

‘wet/bench’ or ‘dry’ laboratory science
engineering design, manufacture and testing
in silico modelling
In this module you will gain practical understanding and experience of the entire research process as applied to sport and exercise medicine, including ideas development; writing a research proposal; conducting a literature search, critical appraisal and thinking; data collection, interpretation, statistical analysis; academic writing, publication and presentation skills.
In a society rapidly ageing, the ability to recognise the often-complex issues affecting an elderly population of surgical patients has never been more important. Physiological ageing, frailty and cognitive impairment are fundamental to this module and will be augmented by reviews of multi-morbidity assessment, perioperative interventions and the MDT approach.

 Specifically, the module will teach you to:

  Understand the theories describing the ageing process
 
  Appreciate the findings of recent national reports and audits with respect to the older patient
 
  Contextualise the political climate with particular reference to the elderly during the perioperative period
 
  Apply key gerontological principles and terminology to perioperative clinical practice
Research Methods is a Doctoral Training Programme module that engages STEaPP doctoral candidates in conceptual and practical learning around research design and methodological judgement. DTP candidates participate in weekly classes exploring over thirty different methods used in analysis for policy. These data collection and analysis methods cover a range of policy research and analysis activities: defining the policy problem requirements; understanding system behaviour; exploring options; analysing risk; informing action; and communicating insight.

In addition to introduction of specific methods, research design and methodological development of doctoral candidates will be deepened with four ‘Reflexive Practitioner’ seminars. Under four headings, these seminars cover a range of critical topics: Ethics; Modelling; Interdisciplinarity; and Research in Practice.
This module aims to develop students’ understanding of research design and statistical methods used in speech and language research and in the evaluation of therapy for communication disorders. It provides direct experience and knowledge of methods used to investigate and evaluate clinically relevant topics. Students will learn how to select and apply a range of statistical analysis methods in experimental research by exploring literature and understanding the importance of the various approaches for different circumstances. The course has a strong practical and literature-based foundation.

AIMS

To develop knowledge of research design and statistical analysis relevant to speech and language research and evaluation
 To enable the application of statistical methods to issues in clinical research and evaluation.
 To develop practical skills in using a statistical package to analyse data sets
 To understand the key concepts and terminology that underpin statistics
LEARNING OUTCOMES

Knowledge and understanding

At the end of this module, students will be able to demonstrate knowledge and understanding of:

Basic methods for checking the accuracy of data
 Exploratory data analysis and data visulisation
 Basic statistical inference involving t-tests, confidence intervals and effect size statistics
 Linear regression, including correlation
 Experimental designs appropriate for analyses of variance
 Chi-squared analysis of categorical data
Skills

At the end of this module, students will be able to:

Select statistical tests appropriate to supplied data sets
 Implement appropriate computer-based analyses
 critically appraise different approaches and consider if alternative analysis approaches might be superior
After briefly examining the reasons for the introduction of glasnost and perestroika and the relationship between these and the collapse of the USSR, the module proceeds to examine the political system of the Russian Federation as it developed from 1991 onwards under Presidents Boris El’tsin, Vladimir Putin, Dmitrii Medvedev and Putin again from 2012. The module examines the causes of the adoption of the Constitution in 1993, the subsequent working of the constitution in practice, the re-election of El’tsin in 1996, and the reasons for Putin’s rise to power. The process of the rise of authoritarianism under Putin is examined. The module considers why Medvedev was chosen to succeed Putin, how much difference he made and why Putin clamped down on social protest after his return to power. Particular issues covered include the roles of political parties, the ‘oligarchs’, and the security services; human rights and civil society; Russian identity, nationalism, federalism, regionalism and the Chechen wars.

This module seeks to:

1. assist the student to develop an academic understanding of the Russian political system, political life and decision-making, in the period from perestroika to the situation today.

2. prepare the student for careers in government, research, the media, business, non-governmental organizations and others where knowledge of Russia will be useful.

3. develop the skills of the student as an analyst, researcher, presenter, debater and writer, for both vocational and intellectual purposes.
This module will focus on ethical challenges for police officers as they play out for all ranks, but particularly on ethical challenges for future leaders in the service.

It will examine a range of ethical issues in policing, ranging from the ethics of everyday police work to questions of corruption and malpractice, and it will consider the need for future police leaders to foster an ethical climate in the force and to think about the ethical implications of everything they do as police officers.

The focus on ethics will be comprise three strands:

- Ethics in the application of police powers and procedures

- Ethics in personal conduct (bullying, sexism, racism)

- Ethics in professional conduct (abuse of process, financial impropriety, misjudgement)

Ethical decision-making in the professional sphere infused with the principles of procedural justice will be used to explored specific issues that pose ethical challenges such as use of force, stop and search, race relations, public order policing, balancing policing priorities vs. community needs, overseeing misconduct proceedings, and managing relationships with oversight bodies such as the IPCC and PCCs. Implications of the importance of maintaining high ethical standards for police legitimacy will be discussed.
The capstone project is an opportunity to bring together academic analysis with applied policy work. There is no fixed format for a capstone. Projects range from working in a consultant capacity for a client organization to independent work orientated to a practical purpose, for example writing a business plan establishing a non-profit organization.

The aims of the capstone are:

To provide an opportunity to show how academically grounded analysis can improve policy or management.
	To develop skills of communication for non-academic purposes.
This course provides an introduction to statistical methods used for causal inference in the social sciences. We will be concerned with understanding how and when it is possible to make causal claims in empirical research. In particular, we will focus on understanding which assumptions are necessary for giving research a causal interpretation, and on learning a range of approaches that can be used to establish causality empirically. The course will be practical – in that you can expect to learn how to apply a suite of methods in your own research – and theoretical – in that you can expect to think hard about what it means to make claims of causality in the social sciences.
We will address a variety of topics that are popular in the current political science literature. Topics may include experiments (laboratory, field, and natural); matching; regression; weighting; fixed-effects; difference-in-differences; regression discontinuity designs; instrumental variables; and synthetic control. Examples are typically drawn from many areas of political science, including political behaviour, institutions, international relations, and public administration.
The goal of the module is to teach students to understand and confidently apply various statistical methods and research designs that are essential for modern day data analysis. Students will also learn data analytic skills using the statistical software package R.
This is an advanced module intended for students who have already had some training in quantitative methods for data analysis. One previous course in quantitative methods, statistics, or econometrics is required for all students participating on this course. Students should therefore have a working knowledge of the methods covered in typical introductory quantitative methods courses (i.e. at least to the level of PUBL0055 or equivalent). At a minimum, this should include experience with hypothesis testing and multiple linear regression.
This module covers a substantial empirical project that entails the investigation of a psychologically related research question within either a pure research (Research Route) or applied research (Applied Route) perspective. On the Applied Route this could be an assay of assessment procedures or a service evaluation.

Data collected by the student may be combined with or compared to other new or existing data for analysis.

Projects must observe the Code of Ethics and Conduct of the British Psychological Society and the student must provide evidence that any data analysed was collected with appropriate UCL ethical approval.
This is an empirical, usually experimental, piece of research on a psychological topic. Projects are completed under the supervision of a member of staff. There are two pieces of work which students need to complete for the Project. The first piece, the Research Proposal (word limit 1000 words), is a concise structured abstract of the proposed work worth 10% of the module mark. The second piece of work is the Project itself (word limit 7000 words), which should approximate to a paper that one would see in a journal. The Project Report is worth 90% of the total mark for the module.
The goal of this module is to familiarise students with theoretical perspectives that explain the emergence and change of modern welfare states. To this end, the module typically outlines the development of European welfare states, and discusses the emergence of different types of welfare states. The module usually covers core theoretical approaches to understand welfare state politics, which may include economic models of inequality and redistribution, party politics and public opinion, the influence of political institutions, and the role of immigration, race, and gender. The class may also include case studies of specific policy fields or social policy reforms, such as the Universal Credit reforms in the United Kingdom.
By the end of the module, students will have learned a set of theoretical tools that help them understand past, present, and future debates about social policy and the welfare state, and evaluate social policies in a comparative perspective.
This course will discuss a basic problem in epistemology: how should we change our beliefs in light of new evidence? We will look at this question from both a philosophical and logical perspective: examining a variety of theories to account for belief change. Our main focus will be Harmans belief Change in Belief, the logical account of belief change known as AGM, as well as probabilistic theories of belief revision..
The aim of the project is to conceive, design, analyse and present a scientific investigation into an aspect of human language or communication. You can choose to study any topic relevant to language and speech processing. Projects should make a novel contribution to the subject area and usually include data collected by you. However, students often get involved in some aspect of a larger study that their supervisor is currently working on. While, in this case, the project is not the original idea of the student, it provides an excellent learning experience, by working on a topical research project, and there is much scope for individual contribution and originality in the writing up stage.
This module will cover paediatrics, paediatric ophthalmology and neuro-ophthalmology. These areas have close professional links to Orthoptists.

Topics will include:

Human development
	Normative developmental milestones
	Development of the eye
	Common paediatric ophthalmic conditions
	Neuro-ophthalmology
Students will engage in a 6-month research project on cutting-edge research topics centered on advanced materials and related technologies. It is an excellent chance for the students to demonstrate originality, critical thinking, project management and self-motivation. Progress will be monitored by on-going assessments in the form of informal discussions throughout the project. This module will be assessed by a written dissertation, an interim project progress presentation and viva, and a final oral presentation and viva voce examination.
MSIN0222 Managing Finance is a postgraduate module covering selected topics relating to the management of financial resources in the context of achieving strategic objectives. It links financial planning with financing decisions, investment appraisal, and financial control. In so doing, it considers a range of relevant areas including capital funds strategy, internal versus external growth approaches, dividend policy issues, and financial risk management. Key aspects considered and explored are the theory and application of capital investment decisions, financing decisions, cost of capital issues, the nature of shareholder value and company valuation. It identifies the key financial challenges facing directors, VPs, and managers concerning the selection of projects they invest in, the financing of such investments, and the management of the relationship with finance providers.
The module will build on software engineering skills into the area of managing large data sets for processing and analysis.

Areas that may be addressed include:

Scaling principles including horizontal and vertical scaling

Distributed Computing including scalability, reliability and achieving consensus

Map Reduce processing

Streaming architectures

Data Pipelines

DataOps

Large scale data storage strategies

Distributed Architectures Centralised and decentralised distributed architectures

Data Flows including: Message Queues Web Services
Networks are a universal way to model and analyse complex social, technological, and business systems and their interactions both in space and time.  This course aims to introduce students to the fundamentals of network analysis, complex networks and their structure and function, with ways to understand the patterns and interdependencies that are agnostic to the study domain. Topics include notions of centrality, influence and authority, graph communities, knowledge graphs, and dynamic networks.
Important business decisions cannot be left to intuition alone. We need to communicate the structure of our reasoning, defend it to adversarial challenges and make presentations that show we have done a thorough analysis. We also need to make sense out of various sources of data, organise the inputs of experts and colleagues, and use state-of-the-art tools to provide analytical support for our reasoning.

The objective of this course is to equip you to be more effective in these tasks. You will develop skills in data analysis, structuring decisions, building decision models, risk assessment, decision making under uncertainty, recognising areas where business analysis can add value, selecting appropriate types of analyses and learn to apply them in a small scale, quick-turnaround fashion.

The aims of this module are:

To provide students with an understanding of how to structure business decisions, build decision models and assess risk.

To introduce students to the challenges of decision-making under uncertainty and to help them understand where structured approaches to decision and risk analysis can add value.

To provide students with practical experience of working with state-of-the-art decision support software.
This module explores current topics in human sport and exercise nutrition. It is a core module for both BSc Nutrition and Medical Science (3rd year) and BSc Sport and Exercise Medicine students (3rd year). Topics will include an exploration of nutrition and metabolism in relation to Sport and Exercise:

A) Exercise physiology – including muscle physiology 
      2)   Energy metabolism, intake and expenditure (and requirements)

      3)   Macronutrient, carbohydrate, protein and fat metabolism and intake (and requirements)

      4)   Micronutrients, vitamins and minerals (and requirements)

      5)   Nutritional supplementation

      6)   Fluid balance, dehydration and over-hydration

      7)   Weight gain and weight loss

      8)   Clinical sports nutrition

      9)   Drugs and doping
The MSci research project is the core module in year 4. Students select a project from a list provided by AMS programme or alternatively they can find an appropriate project of their own. Research projects can be carried out in UCL research laboratories or an approved external site under the overall guidance of a PI. The project can be either wet/bench science, in silico research or library research .The project will be expected to answer a research question or test a hypothesis and the student will be expected to write this up as project dissertation with an 8,000 word limit. The module is 80% assessed by means of a written dissertation and 20% via a 15 min student presentation followed by a short 5 min question and answer session. Students will meet with the module lead on several occasions (close to start of project, during the project work stage, prior to the write up and again close to the end) to discuss progress and project write up prior to completion and submission of the dissertation.

The aims of the module are:

1. Develop in-depth research methods in an extended project

2. Learn the skills required to be an independent researcher such as effectively organizing experiments, data and resource management, time planning etc.

2. Develop effective writing and data analysis skills required for a significant dissertation write-up and appropriate for a level 7 qualification.

4. Preparation for further research based qualifications such as a PhD or for employment within a research-active organization.
This module is a laboratory-based or literature-based research project for the 3rd year students of the BSc in Applied Medical Sciences programme. Students will be provided with a list of titles for projects, run by academics/clinicians within the Faculty of Medical Sciences, to choose from depending on their personal scientific interests. The projects will be carried out under the guidance of a supervisor. Students will have the opportunity to perform original experimental work and have hands-on laboratory experience, or to perform a systematic review or meta-analysis on a particular subject.

Depending on the needs of the project, students will be expected to spend between 2 and 16 hours per week carrying out research. Students will need to apply their organisational in order to manage their research time around the taught modules taught in their Year 3, in coordination with the project supervisor.

At the end of the module, students will be expected to compose a dissertation, which will include details on the Background, Methods, Results and Discussion of their research. Finally, students will have the opportunity to present their work and obtain feedback from experts in the field by giving an oral presentation. The project module can run throughout Term 1 and 2 (1 course unit).
The module aims to take a modelling and statistical approach to geophysical and hydro-meteorological hazards. Students will understand statistical modelling, observational and geophysical approaches to assessing hazards such as earthquakes, floods and landslides.
Students will have the opportunity to apply the knowledge gained from lectures using real-world data during weekly computer practicals.
This undergraduate module introduces students to the fundamental technologies and tools for front end web development and maintenance. It introduces the basics concepts of web design and user engagement with web-based environments. It aims to develop an appreciation of web-related technologies such as HTML, CSS and JavaScript. It touches upon the use of XML and JSON, and the use of web services and data. Introducing a range of technologies and tools for creating, publishing, monitoring and maintaining websites the module enables students to choose a learning path for further understanding of web development.

On completing the course students should understand the basic principles of website development, be familiar with HTML, CSS, JavaScript, XML, JSON and related tools, services and protocols. They should recognise the importance of separating structure and styling, be familiar with the notions of user experience, responsive design, accessibility, search engine optimisation and the use of web services.

 

 

 
This module will enable students to acquire the theoretical and practical skills they need to perform a research project. The student will learn about literature review, research structure, and principles of statistics, as part of a departmentally organised programme of activities. The student will develop independent learning, during the research skills week and throughout the program will learn the ability to formulate research questions and knowledge in data analysis. The student will be assigned an academic supervisor from the Institute for Women’s Health during the second year of the programme to support the conceptualisation and writing of the thesis. Working in the Ultrasound Screening Unit at UCLH, the student will have the opportunity to acquire valuable ultrasound data as numerous research projects are ongoing and which could represent the start of satellite MSc projects.

 
The Medical Genetics module provides knowledge of basic medical genetics and of how genetic diseases arise, as well as an understanding of human genetic variation and the ethical implications of genetic screening.

The module uses examples of dominant, recessive, X-linked, and multifactorial disorders to explore these issues, and includes topics such as clinical diagnosis, treatment, genetic counselling, genetic screening (individual, cascade, neonatal), the relationship of genotype with phenotype, genetic variants in different populations, gene function and potential new treatments and therapies.

The module covers, but is not restricted to clinical genetics, genetics of biochemical and metabolomics disorders, immunological disorders, Xp21 dystrophies, neurodegenerative disorders, prion diseases, genetics of cleft lip and palate, cardiac genetics and associated dysmorphic syndromes, skeletal dysplasia and disorders of craniofacial development, CMT, clinical cancer genetics, triplet repeat diagnosis, haemoglobinopathies and sickle cell, chromosome imbalances, genetics of renal disorders, cystic fibrosis and molecular genetics.

After taking this module you should be able to demonstrate knowledge of:

The prevalence, incidence, penetrance, diagnosis and treatment of common genetic disorders;
	Why, who, how and when genetic testing should be carried out for a particular disorder.
The module consists of lectures, student-led group tutorial presentations on a defined genetic disorder, a genetic counselling role play session, and a case-based seminar discussion of ethical issues in genetic counselling.

Introductory Reading:

https://www.rarechromo.org/disorder-guides

http://omim.org/

https://www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/confidentiality/disclosures-for-the-protection-of-patients-and-others

https://www.researchgate.net/publication/320995298_Disclosure_of_genetic_information_to_relatives_Balancing_confidentiality_and_relatives'_interests
‘Health Economics’ is a module aiming to provide an introduction to key concepts in health economics that support decision-makers at local, national, and international levels, to maximise health outcomes given scarce available health care resource.

More specifically, you should be able to do the following after successfully completing this module:


	Demonstrate knowledge and understanding of the principles of scarcity, choices and opportunity cost and their relevance to health care
	
	
	Demonstrate knowledge and understanding of microeconomics applied to health and health care
	
	
	Demonstrate knowledge and understanding of the principles and methods of economic evaluation in health care
	
This is an advanced module and is optional for Year 3 students on the BSc Population Health Sciences programme. The module will also be open to a limited number of students from other departments. Spaces are limited. The module is only available in Term 2 of the academic year.
The Master’s degree culminates in a research project of the student’s own design. This project is documented by a final research report or dissertation. The student's work is guided by an academic supervisor. It also is supported by a variety of key skill programmes. Students are expected to construct a research project that includes original research, deliberate methodological choices, and shows relevance to significant conversations within the discipline. The dissertation should represent the very best research and analysis a student can produce.
In this module you will teach as well being taught. In it, you will be introduced to the frameworks used by secondary school history teachers for planning, teaching and evaluating historical learning. We will examine, with reference to practical examples and ongoing debates, how teachers structure their pupils’ learning about sources and the use of evidence, causation, change and continuity, diversity, historical significance and interpretations. You will then design and teach a short lesson to a group of pupils at Key Stage 3 (ages 11-14). This is a challenging intellectual exercise, requiring students to think clearly about the construction of knowledge as well as about the knowledge itself. In pairs or small groups, students will need to decide what they want the pupils to understand as well as know. Is it important for them ‘just’ to know ‘the story’? In which case, what story? Or should they also understand how historical knowledge is constructed? If so, why? And how will they achieve that?
Students will apply knowledge and skills gained in research design, research governance and management etc., covered in prior modules, to carry out a substantial empirical research project drawing on theoretical and/or clinical issues of importance to populations with communication disorders.  Students’ work will be overseen by a named supervisor(s).  As well as writing a research report, students produce and present an academic poster.  Many previous students have used their poster to present their work at conferences and study days after completing their degree. Drawing on teaching in HCSC0003: Research in Practice, students also develop an impact plan relating to their research project.  Understanding how research impact can be maximised is a critical for allied health professionals working in today’s health, education and care settings.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content: An introduction to the study of Greek papyri, documentary as well as literary, each class will focus on a small number of texts, one or two of which will be studied in detail on a photograph. The texts are chosen to illustrate the development of Greek book hands and cursive scripts; to examine formal aspects of the transmission of Greek literature on papyrus; and to give an idea of the range of documentary types available as sources for the history of Graeco-Roman Egypt.

Skills: By the end of the module students should have acquired a good idea about the development of Greek writing across six centuries and techniques for deciphering it; become familiar with several varieties of non-literary post-classical Greek; and gained an understanding of the pitfalls and materiality of transmission of Greek literature.
This course that aims at learning the fundamental principles of key geophysical methods in the field, including the collection, processing and analysis of data to assess a site. Students will become familiar with the application of practical geophysical field methods (ground penetrating radar, seismics, magnetics, gravity and resistivity) and complementary techniques at Marble Hill Twickenham or Royal Greenwich Park in Greenwich, SE London. In addition, students will learn to make geophysical measurements in the field. They will learn how to analyse these data and synthesize the results using geophysical data visualisation techniques with data from field observations.
In this module you will have the opportunity to connect with research in an area that has piqued your curiosity in the programme. You will bring together what you have learned across the programme and through desk-based research an original piece of research. This piece of work is an opportunity for you to work independently to shape and engage on a topic that excites you. This project can be part of an enhanced synthesis of the literature, practice or an area of clinical practice. The ambition is to allow you the opportunity to identify personal areas of specialisation or interest to inform your academic skills for professional development. You will begin to work on the project in term 2 through a number of research in practice sessions to assist you with the project. 
All students undertake an independent research project which culminates in a dissertation of approximately 12,000 words.
Aims: The Research Methods module is a compulsory module of the MSc in Economics. The module is designed to lay the foundations for research in economics or for work as a professional economist. The module covers different aspects of the research toolbox of modern economists. The Research Methods module is organised in three modules: Mathematics and Statistics, Academic Skills for Economists and Empirical Econometric Skills. The aim of these modules is to introduce or review the tools students need in order to master the material presented in the taught part of the MSc in Economics on the one hand and to enable progress towards independent research for the dissertation and for work as a professional economist on the other hand.
Aims:

The course will make you familiar with key concepts and methods in health economics and give students a through understanding of up-to-date research in a few selected topics. The course will combine theory with empirical studies and emphasizes the relation between the two. The course will provide a foundation for doctoral research or a professional career in the field of Health Economics in government agencies (i.e. the National Health Service) international institutions (i.e. Worldbank or World Health Organization) or the private sector.

Course outline:

1. Overview of OCDE health care systems

2. Health insurance markets and heterogeneity in health risks

3. Medical insurance and health care use

4. Health care providers and incentives

5. Pharmaceutical markets
This component assesses and encourages the assimilation of newly developed dental implant technical skills and theoretical knowledge into clinical practice. It has two elements, based on the clinical cases managed by the postgraduates. Each postgraduate orally presents selected cases to their peers and lecturers who are invited to critique and comment on these in a structured way. A rational approach to decision-making and treatment will be supported by clinical log book of the clinical work describing the management and outcomes of their cases

 
This module is compulsory and needs to be taken by all students completing the MSc Sports Dentistry
This module is designed to enable the postgraduate to assess and plan implant treatment in straightforward cases. This includes digital planning for guided implant placement surgery. Rational approach to decision-making and treatment planning for replacement of missing/ failing teeth will be covered.

 
Aims:

To give an introduction to probabilistic modelling covering the broad theoretical landscape. The course aims to cover much of the first 12 chapters of the course textbook www.cs.ucl.ac.uk/staff/d.barber/brml/ The emphasis is on probabilistic modelling of discrete variables.Learning outcomes:

On successful completion of the module, a student will be able to:

Construct probabilistic models, learn parameters and perform inference. This forms the foundation of many models in the wider sciences and students should be able to develop novel models for applications in a variety of related areas.
Content:

Bayesian Reasoning.
	Bayesian Networks.
	Directed and Undirected Graphical Models.
	Inference in Singly-Connected Graphs.
	Hidden Markov Models.
	Junction Tree Algorithm.
	Decision Making under uncertainty.
	Markov Decision Processes.
	Learning with Missing Data.
	Approximate Inference using Sampling.
	If time permits we will also cover some deterministic approximate inference.
Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is  formally available; (2) have understanding of and abilities with Linear Algebra, Multivariate Calculus and Probability at mathematics FHEQ Level 4 or above; and (3) have familiarity with coding a high-level language in order to complete assessments (strongly recommend that students are skilled in Python) (some tools in Matlab and Julia are provided).
Aims:

The aims of this module are to: deepen the student's appreciation of what research in computer science is and how it is carried out; teach students how to read research publications critically; teach students how to evaluate research ideas; teach students how to perform a literature survey; outline the work needed to produce a research paper; and introduce the students to both seminal papers and cutting-edge research in computer science.Learning outcomes:
On successful completion of the module, a student will be able to:

Identify seminal and cutting-edge topics in computer science.
	Distinguish research topics from engineering tasks.
	Know how to go about evaluating the novelty and contribution of a research idea.
	Write a critical survey; Students should also gain a good knowledge of a number of areas of research carried out in the department.
Content:

Students are split into groups, and each assigned a supervisor who will give them a batch of research papers and help to answer questions on those papers. Students will receive guidance from the module lead and their supervisor on how to write a literature review.Requisites:

To be eligible to select this module as optional or elective, a student must be registered on a programme and year of study for which it is a formally available.
Aims:

To develop students’ ability to approach and understand fairly advanced research articles. To introduce students to a selection of historically important developments and associated technical concepts in theoretical computer science. To develop students’ academic writing, research and presentation skills.Learning outcomes:

On successful completion of the module, a student will be able to:

Approach and understand research papers in computer science.
	Explain a number of selected computer science topics in some technical depth.
	Summarise and communicate in writing the technical ideas, context and impact of computer science research texts.
Content:

The module will be based on directed reading and critical analysis of classic research papers in theoretical computer science, with some emphasis on the theory of programming languages. Each coursework exercise asks students to write a critical summary of one such research paper, including its context and impact on the field. Students are also asked to prepare a short oral presentation for the fifth and final paper.Requisites:

To be eligible to select this module as optional or elective, a student must ​be registered on a programme and year of study for which it is a formally available.
This multi-disciplinary module takes a number of key texts drawn from a variety of disciplines (Anthropology, History, Geography, Sociology and the study of Literature and Culture) and examines them in order to consider the different, but sometimes convergent, ways in which research in those fields has produced race as an object of knowledge and power. The module’s emphasis falls initially upon the formation of racial and racialising epistemologies, metaphysics and ideology but shifts rapidly to examine the distinctive questions of method which have been associated with the elaboration of racial knowledge, particularly in relation to the racialised body.
Summary 

In this module, you will learn how to conduct an independent research project. You will undertake independent original research at a post-graduate level, from start to finish. Thus, you will be involved in the conceptualization, design, preliminary research (e.g. literature review), data collection, analysis, interpretation, writing up and presentation. As an MSc candidate, you will undertake comprehensive, in-depth, original research over a period of several months in an area of particular interest to you. Each of you receives guidance and advice from a project supervisor. Choice of project type includes: Primary data collection, secondary data analysis (analysis of existing data), action plan (literature review and plan for future research/intervention), literature review (critical desk study of existing research). You will attend seminars on dissertation planning and preparation, as well as writing and formatting dissertations.

Learning Objectives and Outcomes

The main learning outcome of this module is to be able to produce, under supervision, a 10,000 word dissertation on an agreed topic or research project.

Who is this module for? 

This is a compulsory module for all students on the MSc Child and Adolescent Mental Health.

Teaching and Learning Methods 

Teaching and learning will be through one-to-one discussions with allocated supervisor(s) and self-directed learning. You will receive a total of 10 hours individual supervision-some of which is reading and commenting on drafts of the dissertation.
This module investigates the technical architecture underlying the Web, its subsequent evolution to deal with problems of scale and real-time interaction, the research that has informed its development and expanding to the future of the platform beyond the classic use of sharing and disseminating data. The student will learn how to create website to interact with devices and create interactive visualisations to analyse various datasets. Students will explore the different frameworks and their use within the browser.


Aim: To give the student an exposure and understanding of what makes a good web application, and developing a skill set to design and build a web interfaces and applications that interact with the physical as well as the digital interfaces.
The module aims to introduce students to the mathematical modelling of urban systems within the framework of complexity science. From the wide range of modelling techniques, only two will be introduced: spatial interaction models and network science. These are widely used to model emergent patterns from the local interactions. In particular, we will look at modelling flows between areas, considering the characteristics at the different locations, and their spatial distribution. We will also learn to encode different types of interactions, the role of the different agents (people or places for example), and how the global structure of the system affects the different processes taking place.

The skills learnt in this course can be applied to a wide range of systems. During the course we will look at transport systems and the modelling of flows related to commuting patterns. We will assess the role of transport nodes using centrality measures, and the resilience of the system using global measures. The framework is exemplified on social systems as well, where techniques such as community detection are more natural.

Prerequisites: basic knowledge of Python, or a good knowledge of another programming language. The student should be able to understand and modify the codes given in the course in Python. Basic linear algebra will be reviewed, but it is strongly advised to review matrices and vectors before the start of the course.
In this module you will develop an understanding of the use of imaging methods in heritage characterization and visualization, and the subsequent image analysis. We will aim to cover a broad range of imaging techniques. This optional module is taught over 11 weeks during Term 2. Practicals will be held in a variety of imaging facilities to demonstrate a range of techniques.
This module will serve to teach the use of designing & making toolsets (digital and physical). With this will come knowledge of manufacturing processes and materials relevant to the course.

Each year will bring a slightly different mix of tools and skills based on the selection of projects available in the design studios. The tuition will start from scratch, so no previous knowledge is required to enrol, although some self-led digital learning may be expected before the physical lessons begin.

A few examples from previous years:

· Design software

o Rhinoceros 3D & Grasshopper (direct & algorithmic 3D modelling, manufacturing data generation and analysis, robot kinematic simulation)

o Fusion 360 (parametric modelling, mechanical & physical simulation/analysis, machining tool path generation, machine kinematic simulation)

· Manufacturing processes

o CNC Milling (machining of various materials to create structural components, using industry standard CNC machines, or experimental robotic setups)

o Casting (Ceramics, metals, pattern & mould design and making, machining of cast parts)

o 3D Printing (ceramics, plastics, using robot mounted nozzles or industry standard machines)

The module will be marked as a weighted average over a series of course works made up of written content, and any digital files relevant to the process in question. The course works are handed in at various learning milestones, on average 5 hand-ins over the module, relatively evenly spread out
This module will be based on precedent studies: deconstruction of notable buildings to analyse holistically how they are designed, constructed and operated. Addressing a range of scales of urban and building infrastructure, it incoporates a series of site visits in London, visiting lectures from architects, engineers and facility managers, while introducing advanced engineering skills and architectural critical thinking of holistic design. Exploring building context. delivery, construction commissioning, maintenance and performance including urban energy, water, waste, transport, data infrastructure and other technical matters essential to make buildings work.
This module uses case study-based workshops to teach students the latest digital and graphical software and physical and digital fabrication skills. Students prepare a portfolio submission based on the workshops and are encouraged to be imaginative and innovative in their representational approaches.
The Spatial Cultures module is a theoretically-based module that introduces a series of key thinkers and important concepts intended to provide students with the theoretical basis for researching the relationship between society and space - with an emphasis on the urban scale. It draws on theoretical perspectives from a range of disciplinary domains, particularly from the humanities and social sciences, and explores the contribution each has to make to understanding society from an architectural perspective. It also turns the tables on these other perspectives to ask why is it that the organisation of built form is so often overlooked in the social theory of space.
The Masters dissertation is a scholarly document of a maximum of 15,000 words based on independent research and thought and including some analysis of data that integrates anthropological perspectives in an original way. It must use anthropological materials (i.e. theories; methods; ethnographic data) in some way. This may be achieved at an empirical level (by presenting source or case materials) or at a theoretical level (by exploring and synthesising previously published sources), or in a mixed manner, showing how the two levels are related. In most cases the dissertation will report on original data collected by the student in order to address a particular empirical question within the scope of the degree. Such a dissertation will include a literature review on other similar work demonstrating the practical or theoretical justification for this particular dissertation, a description of the methodology, and appropriate analysis of the results.

The purpose of the dissertation is to provide both an exercise in and a test of the student's mastery of anthropological approaches to an issue of their choice. The topic chosen usually arises either from a professional interest of the student, or as part of developments toward PhD research.

The intended outcome, therefore, is a dissertation that exemplifies the techniques, methods and theories of anthropology (and, if relevant, their limitations), enabling the student to apply and develop the methods learnt to other contexts as appropriate. In doing so, dissertations are expected to be an original contribution to knowledge.
This module offers students the opportunity to continue their studies of human anatomy. They will consolidate and deepen their anatomical knowledge and be introduced to a more scientific approach to the study of morphology - through an individual dissection project and a review of relevant literature on related clinical and comparative topics.

Teaching comprises an introductory meeting, formal dissection sessions, an individual dissection presentation and the production of a portfolio. Students will focus on one specific dissection project, which they will select in consultation with the module tutors. This dissection will be complemented by a coursework portfolio including a dissection plan, list of dissection objectives, a dissection report and a poster presentation relating to the anatomy of the dissected region, focusing on a topic of clinical, developmental or comparative anatomical interest. Students who have not previously dissected (the majority) will be given guidance. Students will gain experience in dissection, research, writing and presentation skills, and will learn to plan and organize their final presentation independently.  Assessment will be by a dissection and presentation, a poster and presentation and a coursework portfolio.

This module is open to:

BSc students who have completed ANAT0005 and ANAT0006 with a grade of 65% or higher on first attempt,
	iBSc students in Anatomy, Cell and Developmental Biology, provided they have passed year 2, again on first attempt, with marks of 60% (Grade B) or higher.
	Students on the Integrated Anatomy Stream of the MRes in Biosciences.
Module numbers are capped as this is a very small module.

Module organizers: Dr Wendy Birch (w.birch@ucl.ac.uk) and Professor Susan Evans (s.e.evans@ucl.ac.uk).
This intermediate-level module introduces students to the basic principles of social science, the logic of historical research, and the characteristics of a good research design. In addition, the module seeks to develop students' critical awareness of a variety of social research methodologies. Finally, it also introduces essential tools to collect, visualise, and analyse social data.
A 3000 word clinical report demonstrating capacity to reflect on trainee’s own practice and show development as a clinician. Reports cover a range of clients, contexts and interventions, reflecting work undertaken in clinical placements.
A 4000 word clinical report on a piece of service related research conducted in a training placement to help trainees develop their research skills and integrate research with clinical practice.
A 3000 word clinical report demonstrating capacity to reflect on trainee’s own practice and show development as a clinician. The report should cover a range of clients, contexts and interventions, reflecting work undertaken in clinical placements.
A 3000 word clinical report demonstrating capacity to reflect on trainee’s own practice and show development as a clinician.  The report should cover a range of clients, contexts and interventions, reflecting work undertaken in clinical placements.
The aim of the course is to enable students who already have a good knowledge of Dutch to acquire an advanced fluency in the language. Students should be able to communicate in everyday-life situations within Dutch speaking countries. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures. Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced to enable students to study in a Dutch speaking university. Various transferable skills will also be covered and the confidence in using these skills in a variety of situations will be improved.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Dutch to develop the four skills up to an intermediate level. Students should be able to communicate in most situations within Dutch speaking countries. Students will be able to converse reasonably fluently with native speakers and discuss personal, practical, social and current issues using appropriate structures. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.    

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Students should be able to communicate in and understand Dutch on practical everyday matters related to aspects of Dutch culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.    

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics). Students should be able to communicate in and understand Dutch on a number of practical everyday matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.   

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module is only for undergraduate Laws students on a year abroad or dual degree programme.
This module is only for undergraduate Laws students on a year abroad or dual degree programme.
This second-year module requires students to respond in French to a variety of texts and other stimuli in linguistic situations such as dialogue, group presentation, synopsis, judgement etc. A variety of topics (all linked to French or francophone culture and actualités) will be covered.
In this first-year language module, students are required to respond in French to a variety of texts and other stimuli in different linguistic situations - dialogue, group presentation, synopsis, judgement etc. Topics will include a variety of subjects.
The oral course in fourth year aims to encourage fluency in responsive and discursive forms. Classes will focus of a variety of oral and aural skills: comprehension and analysis of audio material and texts; presentation skills in French; ability to express complex ideas in a nuanced manner. 
The Module:

Law in Action is a module that will introduce you to the reality of law in modern society and address such key issues as:

What is law for, how is it made and how is it studied?
Is law always good?
Who are the key players in the legal system?
How does law deal with the advantaged and disadvantaged in society?
What is the role of the public in the justice system?
How can law address deeply divisive and complex issues in society?

Approach:

The module will explore important issues through landmark legal cases of ‘law in action’. These include legal disputes between individuals, between individuals and governments and even cases that involve non-human interests (ie, animals and the environment). The module approaches the study of law from an interdisciplinary perspective, and a key objective of the course is for you to acquire basic skills for studying law (locating, reading, outlining and analysing cases). More specifically, you will:

Gain an understanding of a range of areas of law and legal study, including criminal law, jurisprudence, constitutional law, human rights and environmental law;
Understand the role and significance of key-actors in the legal and judicial profession;
Take part in actual legal decision-making exercises and;
Decide ethical dilemmas in law.
BARC0078 is designed to impart skills in the development of situated research that forms a foundation toward a form of critical spatial practice. The intention of this module is to encourage a broad range of interdisciplinary practices and skills to inform the developing research domain of the student. This module is designed to facilitate students to frame a self-directed research question to answer in order to gain specific knowledge related to the development of their wider project.
This module attracts students from many disciplines, including Classics, Ancient History, Medieval and Renaissance Studies, Theology and English. Students taking this module do not need to have any previous experience of learning Latin, although it may be useful to have some knowledge of a modern language. In addition, a basic knowledge of Greek and Roman mythology will be useful to the students in their preparation for the tests and exam.
Note: MA Medieval and Renaissance Studies students taking this module usually take this together with the 'Reading Medieval and Renaissance Latin' module (15 credits).

This module attracts students from many disciplines, including Classics, Ancient History, Medieval and Renaissance Studies, Theology and English. Students taking this module do not need to have any previous experience of learning Latin, although it may be useful to have some knowledge of a modern language. In addition, a basic knowledge of Greek and Roman mythology will be useful to the students in their preparation for the tests and exam.
This module is designed as a challenging introductory course and is specifically for non-History of Art students. It examines early modern European art from the 13th to the 16th century, focusing on objects in London's galleries and museums and taught predominantly in front of works in these collections. The specific content of this modules changes each year but the aim is to introduce students to key issues in Italian Renaissance and northern European art, focusing on paintings, sculpture and the decorative arts in London institutions such as the National Gallery and the Victoria & Albert Museum. It is assessed by two essays, of 2,500 words, equally weighted.
This module is designed as a challenging introductory course and is specifically for non-History of Art students.  It examines early modern European art from the 13th to the 16th century, focusing on objects in London's galleries and museums and taught predominantly in front of works in these collections.  The specific content of this module changes each year but the aim is to introduce students to key issues in Italian Renaissance and northern European art, focusing on paintings, sculpture and the decorative arts in London institutions such as the National Gallery and the Victoria & Albert Museum.  It is assessed by two essays of 2,500 words, equally weighted.
This module begins with an overview of the molecular and cellular processes underlying the initiation and progression of cancer. The sessions that follow discuss the processes implicated in the diagnosis and treatment of the disease, and examine how current cellular and molecular knowledge has supported new treatments. Additional sessions present the current diagnostic and treatment methods, including the most recent technological advances for cancer imaging, pharmacological or energy-based ablation and minimally invasive treatment. The clinical/surgical aspect of the module is emphasized with lectures on the treatment of specific carcinomas, such as pancreatic, upper and lower GI, breast and prostate cancer, delivered by oncologists and surgeons, representing the areas of treatment excellence at UCL-affiliated Hospitals. The module concludes with student presentations on case studies, for which each group of students has to design the diagnostic plan and treatment for a patient with a specific form of cancer.
This module offers a practical insight into exercise prescription in clinical contexts. Students learn to promote evidence-based physical activity interventions in patients to prevent and treat chronic diseases, and thereby help tackle the public health and economic burden of common non-communicable diseases.

 
Aims - This module aims to provide an introduction to the basic mathematical aspects of sample survey design and statistical analysis, to the practical aspects involved in carrying out a survey and to some key concepts in measurement theory. It is primarily intended for second and third year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments. It also serves as an optional module for students taking the mathematics and statistics stream of the Natural Sciences degree (with prerequisite: STAT0005).

Objectives - On successful completion of the module, a student should have an understanding of the basic principles and methods underlying sample surveys, be able to assess the appropriateness of various sampling schemes and to calculate precisions and sample sizes required to achieve specific precisions or costs, to have a basic understanding of the ideas underlying the scale type classification and the concepts of validity and reliability, to construct and evaluate a Likert scale and to have a general knowledge of practical survey methods and statistics in society.

Applications - Areas of application of the methods taught in this module include governmental statistics, public health research, opinion polls, market research, and customer relationship management. Sampling techniques are also used, for example, in industrial quality control.

Content - Introduction to sampling, simple random sampling. Sources of error, practical survey methods. Planning a survey, questionnaire construction (with some philosophical background) and data collection techniques. Scale types, Likert scales, validity and reliability. Basic ideas of stratified, cluster and systematic sampling. Analysis of Social Statistics.

Key texts - Available from ReadingLists@UCL.
Social psychology explores the individual, the social context of behaviour and the relationship between the two. This second year module builds on foundational first year courses in psychology, introducing students in greater depth to social psychology. It will encourage you to think in an interdisciplinary way by linking social psychology to other subject domains in psychology, and in particular to topics in other social science disciplines (particularly sociology). Students will be presented with key theories, methods (including experimental work), concepts as well as new developments in the field of social psychology. Examples of key topics which will be covered include; attitudes and attitude change, social constructionism, social cognition, the self and social identity, group behaviour, social influence, violence and aggression, prosocial behaviour, prejudice and discrimination and interpersonal relationships.
This module provides an advanced introduction to European security and the complex process of institutionalisation that characterises it. Covering the historical, institutional, and international-political dimensions of European integration, the course is organised around the central theme of the relationship between the formulation of national security national policies and European institutional dynamics. The analysis of European security requires a sophisticated conceptual apparatus. For example, it is not possible to grasp Russia-NATO relations, or the security consequences of EU enlargement, without a comprehensive understanding of the manner in which European states and European institutions define their security strategies and the basic conceptions of security that underlie them. In its first part, the module outlines the main lines of contemporary security thinking, focusing on the themes of the broadening of the security agenda and the impact of globalisation on security governance. In the second part, the module analyses the role and enlargement dynamics of the key Euro-Atlantic institutions – NATO, the European Union, OSCE, and the Council of Europe – with the aim of providing a coherent framework for the analysis of the key issues and controversies of contemporary European institutionalisation and security integration.
This module is designed to give students a solid understanding of the crime prevention process. In order to demonstrate such an understanding, students should avoid simply considering a crime type and suggesting a list of possible responses. Instead, they are expected to demonstrate a clear grasp of the actual process of crime prevention, its theory and application. For example, students should consider appropriate frameworks that can inform the design of preventative interventions and highlight issues that may arise in implementing these interventions. It is also useful to consider issues such as the quality of evidence that is available in making decisions regarding prevention. There will be discussion of the strengths and weaknesses of different evaluation designs and further evaluative techniques that are commonly used in evidence production. Finally it is useful to understand the process of synthesising evidence about 'what works' in reducing a particular type of crime so that it is possible to give practitioners a detailed account of what they might expect when using a particular preventative strategy. This course focuses exclusively on examples of crime reduction using situational crime prevention techniques.
The module focuses on policy analysis tools useful to assess sound policy options on innovation, which is key to economic growth. The course will complement programmes in public policy and international public policy. The module will provide opportunity for students to gain understanding of the interface between research, technological development, and innovation policy. 

Drawing on case studies and theoretical elements, students will be encouraged to apply analytical skills to study how governments, international fora, and firms design and implements effective innovation policy and the interaction between them. 
 
*This is a compulsory module for students registered on the MSc Global Governance and Ethics programme and is not available as an optional module.

Theoretical innovations and world developments have combined to ensure that the field of global governance features prominently in the study of global politics. Although few dispute its importance, what global governance actually means and how it works in practice remains in question. This module will enable students to critically examine the conventional wisdom and as a result gain a more critical understanding of global governance - both in theory and practice. A range of theoretical perspectives on global governance will be surveyed, mapping a shift from an organising principle of anarchy to one of complex governance. Additionally, the module will examine how global governance works in practice, with a focus on what is being governed, how and by whom, and the extent to which global governance objectives match outcomes when applied to major global challenges. The module will examine a variety of global policy domains to assess how scholarship is adapting to, and making sense of, contemporary developments in this fast-moving arena, including health, human rights, the internet, and the environment, among others.

The emphasis of the module is on critical reflection and context (as opposed to detailed functionalist analysis of issue-areas). The focus is on questions of how global governance came into being, how it is changing over time, and the constraints and opportunities posed for public and private actors engaged in advancing (or resisting) global public policy objectives. Policy domains have been selected due to their illustrative value and general lower coverage elsewhere.
Module aims and objectives:
To develop understanding of: the form, use and qualities of user interfaces; the design decisions raised by different interface technologies in different application domains; the design principles and exemplars that produce effective user interactions; the findings from contemporary HCI research.

Module description:
This module provides an in depth understanding of emerging user interfaces and technologies. It examines research findings and recent thinking about user interfaces and gives students the opportunity to consider how these might be applied in design and evaluation. It examines the contributions of creative and engineering design to user interfaces. It considers the user interfaces that we may expect to see in the future, as well as relating them to some of the most influential interfaces of the past.

With its substantive focus on the user interface as a designed object, the module complements the learning (about design practices and evaluation methods) gained in other modules in the postgraduate programme in HCI.

Module learning outcomes:

Knowledge and understanding of: the form, context, use and qualities of near future user interfaces and technologies; the design decisions raised by different interface technologies in different application domains; the design principles and exemplars that produce effective user interactions; the evolution of user interface designs.
	Intellectual (thinking skills) – able to: reason about the design issues presented by user interfaces in different settings and the application of principles and exemplars to those issues.
	Practical skills – able to: recognise the design qualities of particular user interfaces, to advise on user interface projects in relation to the needs arising from the user’s interactions and the capabilities of the interactive technologies involved.
	Transferable skills – ability to: reason about successful user interfaces and present such reasoning.
The module addresses contemporary theorising and research in social psychology. Some but not all of the lectures will have an emphasis on neuroscience approaches to social psychology, especially interactions between social context, the brain, and neuromodulators such as hormones to explain social cognition and behaviour. We expect to include topics related to: social hierarchy; social stress; imitation; social information seeking; group processes; social relationships and prosocial behaviour.  

The module objectives are: 1) To provide students with an understanding of social determinants of judgment and behaviour; and the interplay between social processes and individual processes. 2) To familiarise students with basic methods used in social psychology. 3) To help students critically discuss research in social psychology, and establish connections between social phenomena and other areas of human functioning, such as cognition, neuroscience, and health.
The Long Essay offers students the opportunity to hone their subject-specific and generic research skills under the supervision of a trained researcher. As such, it provides students an important learning opportunity on the way to becoming an independent researcher.  It involves independent research under supervision. The topic can be in any area of Linguistics, but should allow the student to draw on material that was covered in the modules taken, so that the research can achieve sufficient depth and the student can show evidence of their growing mastery of the subject area. 

Module aims:

- To develop the ability to read and critically evaluate primary literature in one area of Linguistics

- To formulate a viable research question

- To identify gaps in knowledge in the field and potential ways to fill those gaps
What are we? What does it take for one of us to survive from one time to another? Are we material things?  Are we brains, animals, souls, computer programs, or something else?  How do we relate to our bodies? This module addresses questions of personal identity. While some seminal early modern texts will be highlighted, such as Locke’s Essay, we will primarily scrutinize relevant theories and arguments from recent analytic metaphysics and the philosophy of mind.

Background reading for Week 1

•      Locke, J., 1975, An Essay Concerning Human Understanding, P. Nidditch (ed.), Oxford: Clarendon Press.  (II.xxvii) ‘Of Identity and Diversity’

Further reading

•      Snowdon, P. 1990 ‘Persons, Animals and Ourselves’ in The Person and the Human Mind: Issues in Ancient and Modern Philosophy, C. Gill (ed.), Oxford: Clarendon Press, pp. 83–107. Reprinted in Crane and Farkas (eds.) 2004 Metaphysics: A Guide and Anthology

•      Olson, E. 1997 The Human Animal New York: Oxford University Press

•      Parfit, D. 2012 ‘We Are Not Human Beings’ in Philosophy 87: 5–28

•      Campbell, T. and J. McMahan, 2017 ‘Animalism and the Varieties of Conjoined Twinning’ in S. Blatti and P. Snowdon (eds.) Essays on Animalism: Persons, Animals, and Identity, Oxford: Oxford University Press

Philosophy Area A
The manufacture of pharmaceutical products requires the establishment and implementation of an effective quality management system (QMS) or "Pharmaceutical Quality System" (PQS). The concepts of QA (Quality Assurance), GMP (Good Manufacturing Practice) and Quality Control (QC), which are inter-related, form the basis of such a system for the manufacture of pharmaceutical products, from initial development, through clinical trial phases to regulatory authorisation and supply. Regulators expect pharmaceutical manufacturers to perform qualification (Design qualification (DQ), Operational Qualification (OQ), performance qualification (PQ) and installation qualification (IQ) and validation (cleaning validation, material, machine, process and computer system validation). Recent malpractices in the globalised pharmaceutical industry have led to serious data integrity issues. This module provides an insight into recent developments designed to address such an important issue.
The major component of the MRes is the dissertation which accounts for 150 out of the 180 credits of the final mark for the MRes. The research component will be assessed by the following three elements:

a) Written dissertation (worth 75%) marked by the main supervisor and a second member of staff in the field of research who will be the second supervisor, and moderated by the Programme Director.

b) Oral presentation (worth 5%) of the work to the Programme Director (or nominee), supervisors and at least two other members of staff.

c) Viva voce panel (worth 20%) with the supervisor, Programme Director (or nominee) and another member of academic staff in the field of research who will be the second supervisor.

 
Outline:

The module provides a broad introduction to the study of the planets and other bodies in our Solar System. This includes their origins and evolution, interiors, surfaces, atmospheres, and magnetospheres. The importance of orbital dynamics for planets, moons, small bodies, and ring systems will be covered, as well as a brief overview of the Sun, and how planetary bodies interact with the solar wind. An introduction to exoplanetary science is also provided. The latest information from recent and ongoing planetary missions and remote observations is included throughout the course material.

Aims:

The course will use basic physics and mathematics to understand the formation and evolution of solar and extrasolar planetary systems, focusing on composition, physical environment, and state-of-the-art research.

Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of problem solving tutorials and additional discussion.

In addition to timetabled lecture and PST hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
The module aims:

To give an understanding of issues and challenges in studying speech processing using current methods for brain stimulation;
	To inform about the use of brain stimulation in theory development in cognitive neuroscience;
	To give an appreciation of the effectiveness of current brain stimulation methods in clinical applications.
Topics include:

Introduction to various techniques of brain stimulation, e.g., transcranial Direct Current Stimulation (tDCS), Deep Brain Stimulation (DBS), Transcranial Magnetic Stimulation (TMS), and electrocorticography (eCoG),
	Experimental study design using these techniques,
	Application of these techniques in clinical studies (e.g., aphasia, stuttering),
	How use of these techniques can inform current neuroscience models of action processing.
At the end of the module you will be able to understand:

the main challenges in using brain stimulations methods in cognitive science;
	the methods and techniques necessary for research in these areas;
	how results from brain stimulation contribute to our understanding of how the brain processes actions in healthy people and people with neurological disorders.
Balance of learning activities:

students are expected to do 10 additional hours of independent self-study for background reading.
Undergraduate enquiries to d.newton@ucl.ac.uk
Postgraduate enquiries to pals.langsci@ucl.ac.uk
This module will cover the theory of common disease processes within three of the four priority high throughput sub-specialties within ophthalmology: Cataract, Glaucoma and Age-related Macular Degeneration (AMD). The module will also consist of baseline clinical skills to allow the student to carry out basic assessment of patients using a slit lamp or direct ophthalmoscope. This module will provide an overview of several key areas within ophthalmology and some of the key disease processes. As such, this module will be particularly useful for preparing for future extended role practice and ophthalmic common clinical competency framework (OCCCF) qualification.

The module will cover:

External/adnexal
 Cataracts
 Glaucoma
 Medical retina
 Genetics
 Clinical skills
Digital marketing techniques have become a dominant force in marketing and marketing communications for the modern organization. This module will look at how organizations are approaching the shift to digital and omnichannel marketing, working across multiple media channels, and utilizing new engagement methods.

This includes a focus on empowered consumers, digital consumer journey experiences, generating marketing insight, measuring impact and building and protecting brands in the digital age.
The objective of this course is to analyse how corporate managers raise capital and make investment decisions. The course covers the main elements of capital budgeting, valuation of financial assets, capital structure, and the role played by banks. It provides a rigorous presentation of the theoretical underpinnings of corporate finance combined with practical applications drawn from practical exercises and case studies.
The course gives students an opportunity to investigate a business issue through original research or design of a business plan. The course has lectures and in-class activities on research design and methodology and on business plans. Students are then expected to develop an independent business research or business plan as their final project. Students also have an introduction to consultancy projects and can write their original research based on a consultancy project.

The module aims to enable students to conduct research into business and management issues, either to produce a new piece of research or to elaborate on a new business plan. Students will gain knowledge and experience in the following areas: research design and business plan design, data collection, data analysis, synthesis and reporting.

The module is delivered in a 3-hour block through a mix of lectures and activities. Private reading and research is an essential part of the module and students are expected to read a substantial amount of theoretical and practical literature. Students are expected to define their own research focus and object and to find the means to execute a particular project through finding or creating relevant data and information.
This module exposes students to fundamental issues in business strategy with the aim of analysing business situations from the point of view of the general manager. General managers are responsible for making strategic decisions that ensure the long-term success of the firm. This module teaches students how to identify opportunities and threats in the competitive environment, develop and allocate resources, and engage in competitive interactions with competitors.

The main thesis of this module is that the firm's bargaining position and the value and rarity of its resources and capabilities are essential to its competitive advantage. This advantage derives from the fit between the firm's internal resources, capabilities and the external environment. To sustain this advantage, the firm must leverage early mover positions, barriers to entry and isolating mechanisms, yet in dynamic environments, adaptation becomes critical. The module also considers the implications of digitization of industries and the process of formulating and implementing business strategy.
This module sets out to equip students with the knowledge, understanding and skills to be involved as practitioners of corporate finance or as users of the outputs generated by the corporate finance function within organisations. It adopts a critical evaluation philosophy to enable students to understand the nuances inherent within corporate finance, and to take account of them in generating and/or applying corporate finance theories. After establishing the role of the finance function – raising, investing and managing finance – it explores the time value of money and the relationship between risk and return as key concepts. Thereafter, the module goes further to consider a range of important areas within corporate finance. These include: the nature of shareholder value, capital markets and the imperfections, sources of finance, investment appraisal, portfolio theory (including the capital asset pricing model - CAPM), the cost of capital and the impact on capital structure, and business valuation.
In the first half of term, this module is about electrical safety and, in the second half, anatomy and physiology. The electrical safety part includes: the effects of electricity on the body, impedance, mains electricity supply, causes of electric shock, electrical safety regulations, quality management and the regulatory processes. Lectures on these topics will be presented in five 3-hour sessions and will be assessed by a two-hour exam, will contribute 50% to the final module mark. With regards to anatomy and physiology, the course consists of 5 formal 1 hour lectures and 4 guided two-hour practical sessions at the anatomy lab where students will have the opportunity to study anatomy with the use of human material under the guidance of skilled demonstrators. Topics include; The Musculoskeletal and Locomotor System, Cardiovascular and Respiratory Systems, Nervous and Endocrine systems, and Digestive, Reproductive and Urinary systems. Each week, students will complete a Moodle quiz to assess their knowledge; these quizzes will contribute a total of 25% to the final module mark. The formal teaching is followed by a 6th session consisting of a short Single Best Answer (SBA) exam and a practical spot test in the anatomy lab. These two exams contribute the final 25% to the module mark.
This module explores the theory, research and practice of nutritional care across a range of nutrition specialties provided by clinicians. It is a core module for level 6. Topics addressed will include learning about nutrition in practice across a range of specialties and environments including nutritional assessment, nutritional Support – Oral nutritional support (ONS), Enteral and Parenteral Nutrition and food Services and catering management.
By the end of the module students will have a knowledge and understanding of:
1) Development and evaluation of nutritional interventions pertinent to nutrition practice
2) Pharmacological agents used to treat disease states which are relevant to nutrition practice
3) Evidence-based guidance for nutrition practice
4) Communication skills for effective nutrition practice.
Indicative lecture topics:
Shared decision making in nutrition practice
Paediatrics
Nutritional assessment
Module Description/Content

This module provides the opportunity to undertake a piece of empirical education research which may involve data collection or secondary data analysis. You will be supported with one-to-one supervision by a UCL academic. Guided by your supervisor, you will employ skills learned in the pre-requisite ‘Writing a research proposal’ module in order construct a research proposal and secure data protection and ethics clearance for your project, before collecting and analysing data relevant to your research question. The topic will be one of your own choosing, and might be the one for which you developed a research proposal during the pre-requisite module, but this need not be the case and you are free to pursue a different area of study for your Dissertation.

Delivery Method:

This module will be delivered through one-to-one meetings with your dissertation supervisor. There will also be online support via UCL’s virtual learning environment (Moodle) as well as a number of optional synchronous virtual workshops held during the day throughout the year where you can come along and discuss your ideas and progress with peers and tutors, providing a high level of academic support.

The participant will write a 10,000-12,000 word Dissertation.
This module aims to give an overview of the main aspects of nonlinear systems. It will provide basic definitions and establish theoretical background. Where possible, practical applications will be considered via a hands-on approach to build up ability to model and visualise dynamical models.
Many phenomena arising in engineering and the physical and biological sciences can be described using mathematical models. Frequently the resulting equations can not be solved analytically, in which case a common approach is to use a numerical method to find an approximate solution. The aim of this course is to give an introduction to the ideas underpinning computational mathematics and then introduce a series of methods to solve different problems. The overarching goal is to provide the fundamental tools for the solution of large scale differential equations. Indeed such problems require the understanding of several subproblems and in this course we introduce the most important building blocks: solution methods for nonlinear equations and systems, solution methods for large linear systems and methods for ordinary differential equations. For each method we typically ask two questions: 1. Under what circumstances is the numerical solution a good approximation of the true solution? 2. How much better does the approximation become if we are able to devote more computational resources to its calculation? The homework consists of theoretical problems where different properties of the methods are explored and a numerical part that serves as a hands on illustration of the theoretical material. The last computational exercise is slightly more challenging, putting together several of the elements in the course for the solution of an initial boundary value problem. These numerical exercises are designed to be solved using MATLAB and several matlab scripts are distributed during the course. However any programming language may be used depending on the experience and interest of the student.
This is a 30 credit course, studying the Shakespeare canon in its integrity, approached from a legal perspective (very broadly defined). The object will be to give students a sophisticated understanding of (a) a representative selection of Shakespeare texts (poems as well as plays); (b) Shakespeare's life and times; (c) literary-critical principles; (d) Law and Literature studies.

The first quarter of the course will give an overview of Shakespeare’s life, work and times (with particular attention to his engagement with law), before identifying some crucial literary, legal and theoretical questions, which students will be revisiting as they move, in the remainder of the course, to studying a selection of plays and poems in depth. The plays and poems will be chosen to give a sense of Shakespeare’s range and diversity.

The course will also include a field-trip to see a performance of a relevant Shakespeare play.
The module examines how companies finance their operations: by raising equity or debt capital, using forms of mezzanine financing, or relying on their retained earnings.

We will approach the topic from both a finance and a legal perspective. We will discuss basic concepts of corporate valuation and theories of capital structure, including some of the cornerstones of finance theory, such as discounted cash flow and the capital asset pricing model.

These concepts will inform our analysis of the legal framework governing the capital structure of companies. Our discussion will cover the nature of legal capital, minimum capital rules and the capital maintenance regime pursuant to the UK Companies Act 2006, including the regulation of distributions, capital reductions, share buy-backs and redeemable shares.

The second part of the module will concentrate on issuing debt and equity. We will again consider the legal framework against the backdrop of finance theory, notably questions of market efficiency and the challenge that behavioural finance poses to the efficient capital market hypothesis.

We will consider both the corporate law requirements that apply when a company raises equity or debt capital and the extensive requirements of securities regulation that govern the public offering of equity and debt securities and their listing on regulated markets.

The module focuses on UK law, with references to relevant EU legislation and some other legal systems (particularly US law) where this is helpful to illustrate differences in approaches to regulation and shortcomings of particular regulatory solutions.

Background knowledge in finance is not required, but students should be willing to engage with the finance literature and familiarise themselves with key concepts of finance theory.
The module examines how companies finance their operations: by raising equity or debt capital, using forms of mezzanine financing, or relying on their retained earnings.

We will approach the topic from both a finance and a legal perspective. We will discuss basic concepts of corporate valuation and theories of capital structure, including some of the cornerstones of finance theory, such as discounted cash flow and the capital asset pricing model.

These concepts will inform our analysis of the legal framework governing the capital structure of companies. Our discussion will cover the nature of legal capital, minimum capital rules and the capital maintenance regime pursuant to the UK Companies Act 2006, including the regulation of distributions, capital reductions, share buy-backs and redeemable shares.

The second part of the module will concentrate on issuing debt and equity. We will again consider the legal framework against the backdrop of finance theory, notably questions of market efficiency and the challenge that behavioural finance poses to the efficient capital market hypothesis.

We will consider both the corporate law requirements that apply when a company raises equity or debt capital and the extensive requirements of securities regulation that govern the public offering of equity and debt securities and their listing on regulated markets.

The module focuses on UK law, with references to relevant EU legislation and some other legal systems (particularly US law) where this is helpful to illustrate differences in approaches to regulation and shortcomings of particular regulatory solutions.

Background knowledge in finance is not required, but students should be willing to engage with the finance literature and familiarise themselves with key concepts of finance theory.
A claimant in unjust enrichment must show that the defendant was enriched, that his enrichment was gained at the claimant’s expense, and that his enrichment was unjust. When all three requirements are satisfied, the further question arises, whether there are any defences to the claim; if there are not, then the court must decide what remedy should be awarded. The court must also consider whether the defendant’s enrichment is justified by an overriding source of rights such as statute or contract, as in this case recovery will be denied although the claimant would otherwise be entitled to restitution. The module is arranged in line with this analytical structure. The seminar topics are set out below:

Unjust Enrichment and Restitution
	Enrichment 
	At the Claimant’s Expense
	Mistake 
	Failure of Consideration
	Lack of Consent and Want of Authority
	Ultra Vires Payments and Receipts by Public Bodies Secondary Liability
	Secondary Liability
	Justifying Grounds
	Remedies
Students who enjoyed contract, tort, and/or trusts, and who wish to take an advanced obligations course, will enjoy this module. So will those with an interest in commercial law. The module is conceptually challenging but students who like a challenge will find it stimulating and rewarding.

Each week students are expected to read textbook chapters, cases, and articles by way of preparation for discussion in seminars. Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.

Note: Where the class size for this module exceeds 24 students in any year, 4 (one-hour) tutorials will be added to the schedule, increasing the contact hours to 44 for each student.
About the module:

The air we breathe. The food we eat. The ground we live on. Environmental protection poses unique challenges to the law. In this module on environmental law, we critically assess the role that law has to play in regulating and protecting the environment by examining a range of contemporary environmental issues including climate change, nature conservation, and pollution control. We will look at UK and international environmental law. We consider how relevant aspects of these bodies of law apply to the complexities of environmental problems that cross borders and are ever changing, and which implicate ingrained social behaviours.

We will look at a range of regulatory philosophies and mechanisms, ranging from traditional approaches such as ‘command and control’ regulation of pollution, to the establishment of trading regimes in carbon, to the ways in which environmental impacts are assessed and evaluated before the development of land or the adoption of strategic social and economic plans. We will consider how environmental philosophies such as environmental justice inform, inspire and critique environmental law.

This module is ideal for those interested in contemporary environmental issues and disputes and is a useful stepping-stone for those wishing to work in private, commercial practice as well as for those students wishing to enter the NGO/public sector.

Recommended texts: Fisher, Lange and Scotford, Environmental Law: Text, Cases and Materials (2nd ed, OUP 2017), supplemented by other reading as advised by module leaders
Teaching Delivery: This module is taught in 20 weekly lectures.

Content: A module of exercises and discussions designed to improve fluency of unprepared translation into English from Latin prose and verse authors. Weekly classes provide practice in unseen translation of a wide-ranging selection of Latin prose and verse authors. Class work focuses on discussion of grammar and style, common pitfalls and hints about translation techniques as well as practical exercises.

Skills: By the end of the module students will have had sufficient practice to be able to apply their knowledge and thus make reasonable assumptions regarding the content of an unseen passage.

Introductory reading: any anthology of Latin passages for translation.
The Infectious Agents module provides state-of-the-art coverage of a selection of current issues in the field of infection. No attempt is made to cover a comprehensive curriculum but, instead, students will learn the language and concepts of the field through specific research-led examples and active discussions.

Themed teaching sessions given by experts comprise an introduction to the topic followed by discussion and critique of a recent paper. Papers will be provided in advance and students will be expected to come to sessions prepared to discuss the set paper critically.

The focus throughout the module is on reading and discussing primary literature: full participation in class discussions is essential.

Learning Outcomes

Development of critical analysis skills and scientific self-confidence through reading and discussing the papers for each session.
	Acquisition of a detailed knowledge of the featured topics and a clear sense of the key current issues in the field.
Health protection addresses public health threats associated with infectious disease and non-infectious environmental hazards and emergency preparedness.

In this module you will be introduced to the core concepts of infectious disease epidemiology, control, and policy, including outbreak response and surveillance. You will also explore the major health risks associated with non-infectious environmental hazards such as chemicals, radiation, natural events, and climate change.

You will be introduced to principles of emergency and pandemic preparedness and response, including humanitarian response, in high-, middle-, and low-income countries.  Finally, you will consider how health inequalities in health protection threats are shaped by global social, political, and economic factors and how to address them through effective public policy.

Aims: 

The aim of this module is to provide students with an overview of epidemiology, prevention, control, and policy for infectious diseases and non-infectious environmental hazards which impact on the health of the public.  The module also aims to introduce students with key principles and concepts of emergency and pandemic preparedness and response.
The Clinical Practice Module explores the nature of doctor-patient consultations and the impact of global politics and ideology on practice. This also includes a strong focus on the cross-cultural aspects of patient-professional interactions and we examine the multi-cultural range of patient and professional identities of populations within and around London.

Students will also have opportunities to see patients and run their own surgeries in GP placements. The module combines clinical experience with an in-depth exploration of the nuances of doctor-patient interactions so students can develop the crucial skills of synthesising theory, skills, evidence and policy to excel as clinicians in the future.

This module aims to ensure that students can:

Demonstrate an understanding of the range of cultural and social factors shaping clinical interactions;

Critically engage with patient and professional perspectives influencing patient-centredness and decision-making during consultations;

Apply knowledge of research, experience and policy to observation and engagement in practice.
Teaching Delivery: This module is taught in 20 weekly lectures.

Content: A module of exercises and discussions designed to improve fluency of unprepared translation into English from Greek prose and verse authors. Weekly classes provide practice in unseen translation of a wide-ranging selection of Greek prose and verse authors. Classwork focuses upon discussion of grammar and grammatical style, common pitfalls and hints about translation techniques as well as practical exercises.

Skills: By the end of the module students will have had sufficient practice to be able to apply their knowledge and thus make reasonable assumptions regarding the content of an unseen passage.
GEOL0038 Research Proposal encourages participants to think critically about a chosen field of research. The module is designed to help participants prepare for their independent research project by developing their ability to plan research and to write for specific audiences.

Participants are expected to undertake a thorough review of relevant literature and present clearly defined research hypotheses or objectives based on this review. Participants will also suggest an appropriate analytical method (laboratory, numerical, desktop, or field-based) to explore these hypotheses/objectives, together with an outline of the resources required, a structured timeline of work, and an impact statement. For assessment, participants will produce and submit a 3500-word proposal (written report, 80%) and an infographic (15%). The written proposal is be aimed at a scientific but non-specialist audience, so technical content should be clearly explained. The infographic should be aimed at a pubic audience, and so needs to summarise the proposed research project using straightforward language and effective graphics.

Participants will present their infographics to their peers in an informal presentation, giving an opportunity to both give and receive feedback. Presentations will not count towards the final mark, but the quality of peer feedback contributes 5% of the mark for this module.

Learning Outcomes:

To assess previous work from the literature and identify research needs in your chosen topic;
	To define clear research objectives/hypotheses that have a well-defined scope, address the research needs you have identified, and are achievable in the three months available for an independent research project;
	To plan a structured timeline of work, including resources, costs and time needed. Any research risks (i.e. factors that may mean you cannot complete the research as planned) should also be considered, and mitigation measures suggested.
Global Geophysics covers topics ranging from the study of the surface directly beneath our feet all the way to the deep interior of the Earth. The aim of the course is to introduce you to the concepts, methods and results of solid Earth geophysics. Students will achieve this through the understanding of the fundamental physics, which describes the behavior of nature, and the tools used to investigate some fascinating planetary processes. This course will examine not only the theory and application of geophysical methods, but also give you an understanding of their limitations and review the contributions they have made to our knowledge of the surface and interior of the Earth.
This course aims to provide students with a thorough understanding of the nature and origin of igneous rocks, from their formation and distribution to their volcanic exporessions and association with particular plate tectonic settings and to what extent these features have remained the same or changed with time during the geological history of the Earth. The course also builds on fundamental concepts of geochemistry and mineralogy to explain phase behaviour in high temperature systems, and dynamic processes which can, for example, lead to formation of primary igneous ore bodies. Integral practical classes will use both hand specimens and optical mineralogy to understand diagnostic textures - which are used to identify and classify igneous rocks.

By the end of this module students should:

know the terminology applied to important families of igneous rocks;
	recognize and identify igneous rocks, and their constituent minerals;
	be able to provide a petrographic description of igneous rocks, their mineral compositions and textures;
	understand the processes by which igneous rocks are formed;
	be able to describe the tectonic settings in which igneous rocks occur including a preliminary assessment of volcanic hazard.
GEOL0001 Earth Materials is a prerequisite. GEOL0002 From Petrology to Petrogenesis is recommended.
Surface Processes are the interrelated and interdependent systems that drive a large part of the rock cycle and fashion the world we experience every day. Most of Earth's history has been pieced together from the study of sediments and sedimentary rocks and the information they contain about surface processes, climate and environments. Practical classes and a short fieldtrip will be used to demonstrate surface processes in action through time and to teach the identification and application of common sedimentary rocks and structures in the field, in hand specimen and graphic logs. In particular, students examine process and products in modern, Quaternary and deep-time environments.

By the end of this modules students will have an understanding of:

surface and near-surface processes and products;
	the systematic classification of sediments and the ability to identify common sedimentary rocks and structures in the field, in hand specimen and in graphic logs;
	global change through time.
The Climate Modelling module aims to introduce and critique a range of models commonly used to understand past and predict future climate change.

The module will cover the fundamental physics, construction, testing, and use of various climate models. This will include box models, intermediate complexity models and fully-coupled General Circulation Models (GCMs). The course will explain how physical processes are incorporated within each type of model, as well as examine how models are calibrated and compared. The course will discuss error analysis and confidence limits on model output. The course is built around analysing a climate change experiment using research-grade GCM.

The module will be delivered through:
- Lectures (providing concepts, methods, examples and literature context)
- Practical sessions (extended practical sessions reinforcing technical aspects of understanding and providing hands-on experience of relevant software and computational problems)
- Moodle resources (hosting reading lists, lecture handouts, pre-recorded lectures, datasets, guides and practical support materials)

Students wishing to take this module should also be taking either Climate Dynamics (GEOG0118) or Scientific Computing (GEOG0111) or an equivalent with permission from the module convenor.
This module is a student-led course, involving an independent, in-depth exploration of a specific topic in physical or human geography working under the supervision of a member of staff in the department. The aim of this course is for students to gain an understanding of a topical area of geographical research (such as an emerging field of literature or a specific data set) through independent study. It will help students to develop your ability to review academic debates and/or interpret and evaluate datasets and will enhance skills at synthesizing and presenting evidence.

Individual members of academic staff will offer specific projects for students to undertake. These will be posted on moodle and students who are interested in taking this course can then express a preference. The final allocation of projects will be based on the degree of interest expressed for each particular projects and the academic performance of the student.

This course is taught mainly through supervision with a member of academic within the department. Students will meet their supervisor for four sessions during the term. Supervisors will guide students in the selection of reading specific to the topic chosen.
This module provides an applied introduction to the use of GIS in the environmental sciences. The course covers the underlying concepts of spatial data and their analyses, and offers extensive hands-on experience of GIS in its application to practical problems and research questions in the environmental sciences.

The Environmental GIS module commences with an introduction to the concept of GIS and explores the range of software and programming options available. The course provides a foundation in cartography, coordinate systems and data types. The course then progresses through a range of data integration, data management and analytical procedures to provide a hands-on experience of the application of GIS to real environmental problems. The last few sessions focus on some specific case studies, in theory and in practice.

The main sessions cover:

- Principles of cartography, geovisualisation and geospatial data presentation

- Coordinate systems and projections, and georeferencing

- Types (raster/vector) and sources of spatial data

- Integration and organisation of spatial data in a GIS

- Spatial analyses

- Spatial statistics

The course is delivered through a series of extended computer-based practicals supported by lecture material, videos, and directed reading. The assessment comprises a 2000 word written report illustrated with independent and original examples of the use, application and analysis of GIS.

The module assumes no prior knowledge of GIS and geospatial data, but presumes familiarity and competency in general computer use.

The module delivers a range of core and transferable skills:

- Critical thinking: ability to assess data and ideas

- Problem-solving

- GIS

- Statistical analysis (geospatial statistical analyses)

- Coding (brief experience of coding using Google Earth Engine)
In this module you will have the opportunity to connect with the health sector in an area that will help shape your career.  You will bring together what you have learned across the programme and through into a consultancy project working for a health sector client.  This piece of work is an opportunity for you to work independently as well as with a health organisation to shape and engage on a problem or opportunity that needs addressed by the client.  This project may include an enhanced synthesis of the literature, practice or research.  The ambition is to allow you with the client to identify and shape the project to inform your academic and professional skills for personal and professional development. You will begin to work on the project in term 2 through a focused workshop and then individual work with the careers coach to ensure you get the right fit for your aspirations and client.
The goal of this course is to familiarise students with important concepts and models in Political Economy. The course typically covers basic ideas about social organisation: e.g. the problem of cooperation, theories of collective action and the provision of public goods. It may also cover problems of social choice, and fundamental ideas about institutions and institutional change, as well as an introduction to spatial models of political competition. After these foundations, the focus usually shifts towards democratic institutions with a quick tour through topics such as legislative organisation, veto player theory, the effects of electoral rules, and party systems. The last part often looks at problems of delegation and more generally the interplay of politics and the macro-economy. Throughout the module, students are usually exposed to some game theoretic concepts and methods, as well as some basic practical tools to analyse political and economic data. Students are expected to formulate their own research question and write a 3000-4000 word research paper that typically includes an empirical analysis.

Available to: All Years and Affiliates.
This module, which is taught in the autumn term, explores modern culture from 1900 to the present day by reading literature and other art forms (ranging from the high-brow to the popular) in the context of a broad range of societal, philosophical, and technological developments.

The following topics may be covered: Modernity and the City; Underworlds; City Symphonies; Underworlds; The Wireless Imagination; Haunting; Filming New York; TV and the City, The Wire; Print Culture; Psychogeography; Blackness and the City.

It is assessed by a 4,000-word essay submitted in the spring term.
The Course Assessment component of the BA English programme is derived from the termly tutorial marks awarded in your second and third year; second- and third-year tutorial averages are equally weighted.
This module identifies the major classes of active devices deployed in power electronics systems and shows how the active device limits the performance of all power electronic systems, and how the device performance specification is controlled by the material, design and construction. The module considers ideal device models which are limited in applicability by the physics but enable simpler circuit design. An appreciation is given of the importance of the driving and protection circuits in enabling optimised circuits to perform reliably.
Topics from earlier modules (electronic circuits, phasor analysis, multi-phase systems, semiconductor devices and electrical machines) are built upon to gain an appreciation of the methods of analysis and design appropriate to converters and inverters, DC choppers and cyclo-converters and the main performance degradations in such systems (such as overlap).
The module provides an introduction to and examples of the applications of power electronics devices in systems and an introduction to the application of these components to DC motor control and other applications.

By the end of the module students should have a good understanding of:

Semiconductor devices for power electronic applications (e.g. diodes, bipolar junction transistor Field effect transistors, thyristors, modern semiconductor materials)
	High power passive circuit components
	DC and AC voltage, current and power
	Power conversion systems and applications
	Power Supplies
	Appreciation of Smart grid techniques.
The modern world is full of connected systems. They underpin the information revolution and drive advances from the way we do business to the way we deliver healthcare.

This module will introduce students to connected systems by providing a comprehensive coverage of the systems and technologies that build modern communications networks. Specifically, it covers the state-of-the-art technologies of the internet of things as well as the applications that are enabled by it.

On completion of this course, students should be able to:

Identify the elements of a connected system architecture.
	Make suitable choices of technologies for different applications.
	Produce a small connected system using high level tools.
This module builds on earlier modules that introduce students to central ways of understanding and analysing different forms of educational practice, provision, policy and governance, and critical theoretical frameworks that enable reflection on the broader social purposes, values and significance of education. Yet this module will encourage students to step back from some familiar ways of thinking about what education is and its effects on society and individuals, in order to ask fundamental questions about what education should and can be. We will approach this through an exploration of some historical and contemporary experiments in radical education and critiques of the dominant model of state schooling. Our exploration will involve an engagement with primary texts by proponents of radical educational approaches and theoretical work on central moral and political questions to do with the relationship between education and society, human flourishing, freedom, identity, responsibility, democracy and justice. The discussions throughout the module will focus on questions to do with the meaning and use of the terms “radical”, “radicalism” and “radical education”. A central aim of the module is to develop an awareness and understanding of the social, historical and political context of ideas about the purposes and meaning of education.
Aims: This module is about the analysis of data within economics, and the interpretation of empirical results. More specifically the moudle aims are to:
- Provide an introduction to the application of economic theory to data
- Develop an understanding of simple and commonly used econometric techniques
- Impart an ability to understand and interpret results both statistically and economically
- Introduce you to widely used software in applied economics (STATA)

Suitable for: Compulsory for 1st year BSc Economics (L100, L101 and L102) and 2nd year BSc SCORE / SOREL (GLN0 / GLR0) students.
Optional for 1st year BSc Economics and Statistics (LG13) and BA Philosophy and Economics (VL51) students and 2nd year BSc Economics and Geography (LL17) students considering taking ECON0019: Quantitative Economics and Econometrics.

Prerequisites: Knowledge of basic statistics taught on introductory modules, such as ECON0005: Stats Methods in Economics (or STAT0021 / STAT0022 from the Statistical Science department), is assumed. It is also desirable that students should be enrolled for, or have already taken, ECON0002: Economics or equivalent.

Assumed knowledge: Students coming in to the course should have a good knowledge of introductory statistics. Students should be familiar with basic probability and calculus. Students should know consumer theory. They should understand supply and demand analysis.
This module is designed to enable the postgraduate to become acquainted with methods of assessing a potential implant case and clinical steps and skills to be able to place and restore dental implants in straightforward cases. Topics included; assessment of implant cases, simulated surgery, simulated prosthetics. The operative techniques, including gingival manipulation and implant placement are simulated in pigs jaws and plastic jaws, respectively. There is also a simulated, laboratory based, prosthetic component to implant restoration. Task sheets are provided with report templates for completion of the details of the technique carried out and the postgraduates will submit this record for assessment as well as presenting their findings to the peer group.

 
This module covers the generalist practicing skills defined in the competencies for Dental Practitioner with a Specialist Interest. As well as lectures covering the generalist topics (clinical record keeping, infection control, legislation and good practice guidelines, radiography, and risk management) participants will have to carry out an audit project in their own practices covering one of the topics above.
This module allows participants to study something of their own interest or to consider the work they may have done in a recent non-accredited CPD.
A series of ten activities supports participants in choosing and focusing engagement with an idea or concept. The module then moves on to think about each participant as a learner and what hinders learning, before returning to the investigation to support learners in finding their own readings in the field of study – the course team will also share some to start participants going!

The module is taught online and can be taken in either the Autumn term, or Spring term or Summer term in 2022-23.
This module belongs to the MA Advanced Educational Practice, MA Education (Advanced Practice) and the Graduate Diploma in Advanced Educational Practice programmes.
Contact ioe.aep@ucl.ac.uk for further information.
Aims:

The module aims to give the students an in-depth introduction to Magnetic Resonance Imaging (MRI) from the computational perspective.Learning outcomes:

On successful completion of the module, a student will be able to:

Understand, in-depth, MRI through learning and implementing, in silico, all the key components of modern MRI systems.
	Gain significant experience in software development for general scientific computing and visualisation.
Content:

Introduction to magnetic resonance imaging.
	Classical description of a magnetic field acting on a single nucleus (equation of motion; rotating frame of reference; concept of magnetic resonance).
	Macroscopic magnetization (concept of relaxation; the Bloch equation).
	Introduction to signal detection and acquisition (free induction decay; spin echoes; inversion recovery; spectroscopy).
	Fourier imaging: the MR physics perspective (k-space; gradient echoes; slice excitation).
	Fourier imaging: the signal processing perspective (fundamentals of continuous and discrete Fourier transforms; sampling theory; image reconstruction).
	Noise modelling and contrast mechanisms.
Requisites:

To be eligible to select this module as an option or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have suitable experience with Matlab.
Aims:

The module offers a rigorous introduction to the problems that arise when networking computer systems, and algorithms and systems design that solve these problems. The architectural principles and protocols that underlie the internet will be explained in detail. Topics to be taught will include the physical layer, widely used link layers (wired and wireless), MAC protocols, internetworking, intra-domain routing, reliable transport, congestion control, wide-area (policy) routing, naming, network security, the end-to-end principle, and network applications.Learning outcomes:

On successful completion of the module, a student will be able to:

Understand the nuances of interactions between a network's distributed entities.
This is a vital skill, without which one cannot truly be said to understand networking. To help students develop this skill, the module incorporates significant programming courseworks in Python and Java, in which students build or interact with working implementations of network protocols.

Content:

Introduction to Networking; Information, Error Control Coding, and Compression.
	Medium Access Control: CDMA, ALOHA, and Ethernet; Link Layer Addressing and Forwarding; Spanning Trees.
	Achieving Reliability; Stop-and-Wait, Go-Back-N.
	Achieving Reliability (cont); Selective Repeat; Intro to Internetworking; Network Address Translation; Inside Internet Routers.
	The Domain Name System; Multi-hop Networks and end-to-end Arguments.
	Reliable Transport and TCP.
	TCP and Congestion Control.
	Intra-Domain Routing; Introduction, Distance-Vector, Link-State.
	Inter-Domain Routing; BGP.
	Wireless Networks; 802.11 MAC.
	Security: Firewalls, Worms and IDSes; Content Delivery HTTP, Web Caching, and Content Distribution Networks.
Requisites:

To be eligible to select this module as optional or elective, a student must ​be registered on a programme and year of study for which it is a formally available.
The Integrated Design Project (IDP) is an opportunity for students to work in teams on the design of a major civil engineering project. In this multi-term capstone experience, students formulate open-ended engineering problems and design feasible solutions with support from industry and academics. This module is student-driven and requires a substantial investment to deepen knowledge and skills from past coursework.

Learning Outcomes

On completion of the Integrated Design Project, students will be able to:

Deeply formulate a civil engineering infrastructure problem including identifying stakeholder needs and problem constraints beyond the superficial.
	Exercise design skills on a civil engineering problem to provide creative, original, and feasible solutions.
	Engage critically with their own designs to evaluate quality and develop resilience to iterative changes in design.
	Effectively communicate a design to a variety of audiences using visual, written and oral presentation techniques.
	Operate effectively in a team environment showing respect for alternative perspective and building productive relationships.
	Apply prior knowledge and understanding from education, personal and professional experience to solve a design problem on a civil engineering project.
	Identify and acquire new knowledge and understanding required for design, and subsequently apply it to a civil engineering project.
This module prepares the future lighting designer for lighting practice by describing the context in which they will work and the constraints upon them.
This module introduces students to lighting research including theoretical models, human factors in lighting and illuminating engineering.
This module introduces students to the new areas that make up Synthetic Biology, including molecular biology, microbial physiology, biochemical pathways, pathway engineering, DNA design, bioinformatics, engineering principles, mathematical modelling, biochemical engineering and chemistry. In addition to academic learning, the students will learn how to design specific elements in Synthetic Biology through individual design work and will practice how to present their ideas to others.

Upon completion of the course, a student should be able to:

Have in-depth knowledge of molecular biology, microbial physiology, biochemical pathways and bioinformatics
	Design specific elements in Synthetic Biology by linking information from different areas
	Use the new knowledge to build new elements, pathways, cells and systems
	Appreciate bioethics, societal issues and patenting related to the field
	Understand the scale translation of complex biological material
This module will equip you with the skills with which to examine your final design proposal. You will be able to determine the key technical issues involved, research these and then integrate the research into a creative design process in this module.

The course delivery includes lectures, seminars, structures and environment clinics. There will also be tutorials with unit tutors, unit technology tutors, structural engineering tutors, environmental design tutors and other consultants appropriate to the specialist areas of technical research undertaken.

The lectures series, entitled ‘Making Buildings’, is presented by practitioners who are pioneering architects, engineers, artists, and designers who have completed (or are in the process of completing) landmark buildings, predominantly sited in London.

They will describe how technically challenging ideas for buildings at a variety of scales, topics and complexities were resolved. An extensive question and answer session is held after each lecture, chaired by the module coordinator. This reflects on methods of construction, prototyping, detailed design and onsite construction resolution.

Your objective is to gain a higher-level understanding of the key technical ideas in your design proposal, including the synthesis of verified strategies for the Structural and Environmental design as demonstrated in the major building proposal.

Key technical issues may relate to the Construction, Assembly, Materiality, Lighting, Energy, Ventilation, Acoustic, Water Management, Ground works, Sustainability, Integration of Systems and Services, Entropy, Advanced technologies, Human wellbeing and Environmental impact etc. as appropriate to the design project.
Preparation of a fully documented research proposal for the planned MPhil or PhD together with a literature survey and a bibliography. A seminar presentation on the proposal must be given.
All MRes students undertake an independent research project which culminates in a dissertation of approximately 17,000 words (inclusive of notes). 

The Masters dissertation is a scholarly document based on independent research and thought and including some analysis of data that integrates anthropological perspectives in an original way. It must use anthropological materials (i.e. theories; methods; ethnographic data) in some way. This may be achieved at an empirical level (by presenting source or case materials) or at a theoretical level (by exploring and synthesising previously published sources), or in a mixed manner, showing how the two levels are related. In most cases the dissertation will report on original data collected by the student in order to address a particular empirical question within the scope of the degree. Such a dissertation will include a literature review on other similar work demonstrating the practical or theoretical justification for this particular dissertation, a description of the methodology, and appropriate analysis of the results. 



The purpose of the dissertation is to provide both an exercise in and a test of the student's mastery of anthropological approaches to an issue of their choice. The topic chosen usually arises as part of developments toward PhD research. 



The intended outcome, therefore, is a dissertation that exemplifies the techniques, methods and theories of anthropology (and, if relevant, their limitations), enabling the student to apply and develop the methods learnt to other contexts as appropriate. In doing so, dissertations are expected to be an original contribution to knowledge.
The aim of the course is to enable students who already have a good knowledge of German to acquire an advanced fluency in the language. Students should be able to communicate in everyday-life situations within German speaking countries.

Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures.

Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced to enable students to study in a German speaking university. Various transferable skills will also be covered and the confidence in using these skills in a variety of situations will be improved.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of German to develop the four skills up to an intermediate level. Students should be able to communicate in most situations within German speaking countries.

Students will be able to converse reasonably fluently with native speakers and discuss personal, practical, social and current issues using appropriate structures.

Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics.

 Students should be able to communicate in and understand German on practical everyday matters related to aspects of German culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics).

 Students should be able to communicate in and understand German on a number of practical everyday matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students who already have a reasonably advanced knowledge of French to acquire a better fluency in the language. Students should then be able to communicate in all situations within French speaking countries. On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of French to develop the four skills further. Students should then be able to communicate in most situations within French speaking countries. On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.   

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. On completion of this course students should be able to communicate in and understand French on many practical everyday matters related to various aspects of French culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics).  

 On completion of the course students should be able to communicate in and understand French on a number of practical everyday matters. Language learning skills, including autonomous learning and how to approach authentic material, will be developed. Some transferable skills will also be covered.   

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of this course is to enable students who already have a good knowledge of Arabic to acquire a better fluency in the language. Students should then be able to communicate in all situations within Arabic speaking countries.

Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register).

Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.

Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Arabic to develop the four skills further. Students should then be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structure. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics.

Students should be able to communicate in and understand Arabic on practical every day matters related to aspects of Arabic culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic every day survival level (basic vocabulary, grammar, morphology, syntax and phonetics). On completion of the course students should be able to communicate in and understand Arabic on a number of practical every day matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic materials will be developed. Some transferable skills will also be developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module seeks to cover the major aspects of patent law

It is focused primarily on the law as applied in the UK and other members of the European Patent Organisation. However comparative examples will be utilised where appropriate in order to flesh out some of the concepts studied.
This is a work placement module that entails a work experience in a museum, heritage institution, collection, gallery, conservation studio or in the art trade. On the basis of the experience acquired during this module, students write an essay on a topic relating to one of the aspects of this experience. This module is available only to History of Art, Materials and Technology students.
This multidisciplinary module is a central component of the REPS MA programme. It has been designed to complement and counterpoint but not to duplicate the content of the other core modules, particularly the Topics In Race, Ethnicity and Postcolonial Studies module.

Race In Theory deepens and extends student understanding of how race thinking unfolded historically. It traces the emergence and development of races in philosophical, anthropological, geographical, historical and scientific thinking. Race is understood as a variety of political ontology and is analysed critically as a product of racism--as a social and historical rather than a natural phenomenon.

As with the other core components of this MA programme, a multi-disciplinary approach is regarded as an intellectual strength and an asset.

Students will be broadly exposed to theories of the race idea and the racisms that it enabled. They will follow the development of racialised conceptions of humanity, progress, civilisation, national identity, cultural difference and geo-politics. Those formations are tracked through the era of colonies and empires, into the genocidal history of the twentieth century. The emergence of new kinds of scientific racism in the twenty-first century will be considered in detail. They will also encounter the development of theories that oppose racism and racial hierarchy as well as the social movements that took up those battles in the name of solidarity, universality, humanity and democracy.
Description

Why do anthropologists compare and measure things? How do anthropologists gather evidence, and what is the value of the knowledge they produce? This module explores some of the major concepts and philosophies that underpin qualitative and quantitative methods used by anthropologists. It examines how to apply methods and other relevant research skills in practice and investigates how anthropologists analyse different forms of data to make arguments and produce knowledge about the social and biological diversity of humans. You will also reflect on the ethical and political dynamics that inform different kinds of anthropological research.  In term 1, students participate in seminars to explore the conceptual and practical dimensions of different methodologies and consider how particular methods yield certain kinds of data for anthropological analysis. In term 2, in addition to methods seminars, students will complete peer project work under the supervision of the module tutors in which students design and carry out a research project that tests in practice the different aspects of methods and research skills explored in the module.  



*Learning Outcomes: 


 Develop knowledge of different examples of qualitative and quantitative methods used by social scientists;   
 
 
 Expose students to a selection of key methodological concepts, practices and modes of analysis used across the discipline of anthropology;  
 

 Equip students with the ability to analyse and critically reflect on different modes of anthropological research and methodological practice;  
 
 
 Develop research and writing skills appropriate to the completion of an undergraduate level dissertation;  
 
 
 Develop transferable skills and especially key techniques in social science research that can be deployed across a range of employment contexts
The Year in Industry allows students to broaden their horizon by experiencing work in a professional setting. Placements are arranged during the second year of your Pharmacology degree with the Year in Industry Tutor. Your third year will be spent on the placement after which and you will return to complete the final (4th )year of your degree.

While on their year in industry, you will be expected to submit a plan of work and keep in regular updates on progress and on your experience more generally via email throughput the year. You will be visited by a member of staff during their placement. The visit will include a tour of the facilities, a presentation by the student and feedback from you and your industrial supervisors on the placement and you will give a presentation. Finally you will submit a final written report on the whole year and give a presentation. The report and the oral presentation will be assessed by NPP staff.

Activities and work plans will vary depending on the placement host If the students encounter any difficulties, these can be discussed with the Year in Industry Tutor.

You will need to pass this module to be awarded the degree BSc Pharmacology with a year in Industry but the mark will not contribute to the degree classification. If you do not complete the placement or pass the module you will be transferred to the final year of the BSc Pharmacology.
The Year in Industry allows students to broaden their horizon by experiencing work in a professional setting. Placements are arranged during the second year of your Pharmacology degree with the Year in Industry Tutor. Your third year will be spent on the placement after which and you will return to complete the final (4th )year of your degree.

While on their year in industry, you will be expected to submit a plan of work and keep in regular updates on progress and on your experience more generally via email throughput the year. You will be visited by a member of staff during their placement. The visit will include a tour of the facilities, a presentation by the student and feedback from you and your industrial supervisors on the placement and you will give a presentation. Finally you will submit a final written report on the whole year and give a presentation. The report and the oral presentation will be assessed by NPP staff.

Activities and work plans will vary depending on the placement host If the students encounter any difficulties, these can be discussed with the Year in Industry Tutor.

You will need to pass this module to be awarded the degree BSc Pharmacology with a Year in Industry but the mark will not contribute to the degree classification. If you do not complete the placement or pass the module you will be transferred to the final year of the BSc Pharmacology.
Overview:

The aim of this module is to apply the basic principles of fluid mechanics to the scientific understanding and modelling of fluid flow in physiological systems.

Most of the module is devoted to the study of the blood flow in the cardiovascular system, but other fluid flow systems in the body may be analysed.

The first part of the module provides an introduction to fluid mechanics and its application to physiological models, to the rheological properties of blood, and an insight of the cardiovascular system and its modelling.

The second part of the module aims at analysing the interaction between physiological flows and artificial systems, identifying the most important parameters to control in the design of medical devices.

Applications to cardiovascular implantable devices such as artificial heart valves are examined.

Emphasis is placed on a physical rather than mathematical understanding of the relevant phenomena, to allow a realistic appraisal of flow dynamics in the body. By the end of the module students will have a sound knowledge and understanding of fluid dynamics in physiological systems, and the interaction between physiological flows and medical devices.

Topics covered:

Cardiovascular physiology and disease
	Fundamentals of fluid mechanics
	Modelling
	Cardiac fluid mechanics
	Flow measurement techniques
	Rheology
	Medical devices
For students within the Mathematical and Physical Sciences Faculty only, work completed on the term abroad.
For students within the Mathematical and Physical Sciences Faculty only, work completed on the term abroad.
For students within the Mathematical and Physical Sciences Faculty only, work completed on the term abroad.
For students within the Mathematical and Physical Sciences Faculty only, work completed on the term abroad.
The module is available to affiliate students only.

The earliest English literature was written in Anglo-Saxon England from the late 600s to the reign of King Alfred the Great (871-99). Between faction-fighting at home and Viking invasions from abroad, an evolution took place in these centuries in which many warring aristocracies from Northumbria to Kent were slowly reduced to a smaller number of kingdoms with Wessex at their head. This module gives an opportunity to study the rich variety of the Old English poetry and prose of the earlier period in which tribal warfare, fierce Christianity and tangled politics are reflected in traditional and contemporary tales of mortal combat, spiritual ecstasy and the love of dangerous men and women. Poems including Beowulf, The Wanderer and The Seafarer, are read in full or in extract alongside Bede's account of Cædmon, the earliest named poet in the English language, stories involving ambush and assassination from The Anglo-Saxon Chronicle and some of the earliest English prose from the reign of King Alfred. The aim of this module is to provide students with sufficient knowledge of Old English language and the background to the period to enable them to analyse these texts in terms of both their literary value and their social and cultural context.

Teaching consists of twice-weekly one-hour seminars. 

 
Whether you realise it or not, demographic processes are constantly influencing your life. What do I mean by demographic processes? I mean patterns of childbearing (fertility), death (mortality), and the geographic movement of human beings (migration) around the globe. Demography, also called Population Studies, is the study of human populations in terms of their size, composition, and distribution, and the causes and consequences of change in these three characteristics. Demography is a fascinating topic because it deals with many questions you may find personally relevant, such as: At what age will I marry? Have children? Will I live with my partner before marriage? What are my chances of divorce? What kind of job will I have? How many times will I move? When will I retire? How long will I live? What will I most likely die of? In sum, nearly all of the major events in your life have demographic implications. This module introduces students to population studies. Through in-class activities and out of class assignments, students will examine global variation in demographic patterns and their social, economic, political and cultural determinants.
This module is only for affiliate students at UCL in Term 1 only.

Use of Russian (Year 4) is designed to advance the Russian speaking and writing skills of final-year students of Russian. Students will be presented with multiple opportunities to consolidate and improve their knowledge of Russian and to express themselves in Russian on a variety of topics relating to modern-day Russia. Materials for the module will be drawn from a wide range of contemporary authentic sources. The summative assessment for this module is a summary in Russian of a Russian text and an oral examination.
Only for affiliate students at UCL in Term 1 only.The starting level is the equivalent of A-level (Bac, Abitur).

 Students will normally take both Use of Russian (Year 2) (Grammar, Writing, Oral) and Comprehension of Russian (Year 2) (Russian-English Translation, Aural Comprehension), together, which form an integrated programme. The two modules build on the thorough base in Russian achieved previously through further study at upper intermediate level and leading towards a more advanced level of Russian.

 Aims: To develop students' command of Russian at an upper intermediate level and leading towards a more advanced level. To develop productive skills of writing and speaking. To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills. To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
For affiliate students at UCL in Term 1 only.

 Affiliate students should take Comprehension of Russian Year 1 and Use of Russian Year 1 together but they may be taken separately. The modules are aimed at students with A level Russian or equivalent (Bac, Abitur etc). The modules will build on your existing skills in Russian in all four skill areas (writing, speaking, reading and listening), and consolidate and further develop your knowledge of Russian grammar, lexis, register and style. You will be presented with a wide range of authentic language materials, and develop your skils in working with them.
Module description

The aim of this module is to develop skills in the reading and comprehension of mainly Bokmål to near native proficiency and to raise the learner's awareness of foreign language learning processes and strategies. During the module the students will be exposed to different types of original fictional and non-fictional texts and materials, including articles, literary texts, TV debates, films, and speeches. Students will reflect on the differences and similarities between different genres and will gradually be able to imitate different styles and registers.

Oral proficiency will be developed via individual presentations and class discussions of topics dealing with contemporary Norwegian issues and other issues of interest to members of the group. Student participation is essential.

Reading List

In the course of the academic year, we will be using a wide range of resources in order to cover a broad selection of genres and registers. Material will be uploaded on Moodle.

While there is no textbook as such for this module, the following book will be used to give students an introduction a variety of different genres:

Bjelland, N.R. et al. 2020. Synopsis Håndbok 8–10 and Synopsis Lesebok 8–10. Bergen: Fagbokforlaget.

For grammar revision, we will be using the following grammar textbook:

Elettra Carbone and Guy Puzey, Norwegian Tutor: Grammar and Vocabulary Workbook. Hodder & Stoughton (2018).
The ability to conduct empirical research is an essential part of being a psychologist. This module focusses on the knowledge and skills needed to plan and execute an empirical research project, focussing on experimental designs in particular. The module will be delivered through a combination of lectures and structured group work. You will gain practical experience by taking part projects.
The overall research project is worth 85 credits and will be evaluated in two ways: an 8,000 word research paper (85% of the mark), written in the form of a journal article, and a conference style poster (15% of the mark). Both components will be related to a single research project that you carry out over the duration of the course.
This module reviews the current state of knowledge regarding themes, core processes, methods, and theories of consumer behaviour and psychology. In particular, lectures will discuss the psychological determinants of consumer implicit decision-making as well as, we will be exploring the role of affect and persuasion in a number of academic and applied fields of consumer behaviour. Core constructs to be examined include the impact and role of affect and decision process in light of some resent theoretical developments with practical implications. Lectures will also discuss consumer behaviour techniques and strategies may influence the success of a number of behavioural change initiatives within a number of industries (i.e., health promotion, fiscal management, media, and politics). Thus this course examines the practical implications of consumer behaviour, as well as how psychological theories and methods can help us predict, understand, and behavioural change.

Learning Outcomes: Through the course, students are expected to develop knowledge and understanding of:

Implicit Consumer Cognition

Theories and methods of behavioral proving

Attitude Change and Persuasion

Goal directed consumer behaviour: motivation and affect

Social Values in Consumer Psychology

Experimental Designs in Behavioral Change applications

Self-regulation
This module examines the principal causes, manifestations, and debates of political violence in the contemporary world, and contextualises political violence in the broader study of global politics and international relations. It explores theoretical explanations, conceptual understandings, and empirical examples of political violence, as well as policy responses to political violence in different contexts. Topics will include terrorism and violent extremism, genocide and mass atrocities, gender-based violence, and torture.
This module is designed to allow students to build on their introductory tutorial module. Students will discuss a variety of central philosophical texts on fundamental topics in a broad area of their choice. The module will allow them to enhance their skills in philosophical discussion, oral presentation and essay writing. Students will be placed in tutorial groups of two to four students, ensuring that everyone has a chance to participate in debate, and to receive feedback on their oral presentations and written work during the course. The texts studied will be selected by the course tutor in consultation with the module convenor.

Students enrolled in the 3rd Year Tutorial Module, are asked to nominate their top two preferences for the kind of philosophy to be studied in the module, either Theoretical Philosophy (A), Practical Philosophy (B), or Historical Philosophy (C). The Department will endeavour to allocate students to one of their top two preferences, wherever possible. Students will be allocated to an instructor (a Postgraduate Teaching Assistant), and in the first week of class (or possibly in the week before), will be given a syllabus and reading list. During the semester students will in alternate weeks present or read aloud draft essays (of about 2000 words) to the small group, in response to the overarching topic and in light of the reading list. The group will then discuss the work critically and offer suggestions for improvement, or indicate further questions or lines of inquiry. The assessment will be a 3,000 word essay produced as a result of the draft essays discussed during the semester.

Philosophy Area n/a
Manufacture and supply of pharmaceutical and biotechnological products is highly regulated within the European Union (EU) and European Economic Area (EEA). One of the legal duties of the Qualified Person is to ensure that products manufactured, either within the EU or at a contract manufacturing organisation (CMO) outside of the EU, comply with all EU regulatory obligations before any product is released for sale or supply, including investigational Medicinal Products (IMPs) used in clinical trials.
Outline:

This module aims to provide both an introduction to basic cosmological principles and a summary of selected topics in extragalactic astronomy. The module will summarise the essential physics describing the evolution of the Universe and the thermal history of our Universe and its consequences, explain the formation of structure in our Universe, and understand how observed properties of galaxies relate to their formation and evolution, and how they can be used as tools to study cosmology.

Aims:

This course aims to:

Summarise the essential physics describing the evolution of the Universe
	Summarise the thermal history of our Universe and its consequences
	Explain the formation of structure in our Universe
	Understand how observed properties of galaxies relate to their formation and evolution, and how they can be used as tools to study cosmology.
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of reading forthcoming lecture notes, practicing example questions and further reading in textbooks and online.
The NSCI0016 Literature Project involves the creation of a logical, comprehensive, comprehensible, and correct account of the background to the field of your research project. A dissertation of about 2000-3000 words is required and should include a survey of published work related to the topic selected. It should also contain a description of the objectives and the roadmap of your research project (e.g. Gantt chart, potential experimental/modelling procedures) in the light of this published work. Your first source of guidance on writing your literature report will be your academic project supervisor.
Across the globe, organisations are increasingly staffed by employees who differ on numerous dimensions of identity (e.g., gender, nationality, age, core beliefs, etc.). Research shows that this diversity can either be an organisation's greatest asset, or if managed poorly, it's greatest liability. This course dives deep into the science of how diversity shapes thinking and behaviour in organisations, and provides tools and strategies for managers and leaders to use to make the most of interpersonal differences among their employees. Students will learn how to develop and maintain diverse, equitable, and inclusive practices and processes in their organisations. Topics include: understanding the link between diversity and innovation; identifying the individual-level and organisational-level factors that lead to bias and create barriers/obstacles to diversity in organisations; learning how to effectively manage diversity in teams; understanding research-grounded insights into solutions for fostering diverse and inclusive workplaces.
Part 1:
The first part of this module equips students with a practical understanding of data visualisation, covering the full spectrum of contemporary capabilities required to master this subject. You will learn about the role of design thinking in the visual display of data, the importance of developing journalistic instincts, the rigours of handling and analysing data, and the scientific foundations of visual perception.


Part 2:
The second part of this module offers a technical introduction to data visualisation, starting with an exploratory phase, using Python Jupyter notebooks in conjunction with Pandas and the Matplotlib/Seaborn charting ecosystem to find interesting stories and correlations in your datasets.
With these nuggets of data gold to hand, in a presentational phase key charts and visualisations are selected, some of which will be incorporated in a web presentation. Python's Plotly library is demonstrated, allowing a wide range of interactive charts and maps (in conjunction with the powerful Mapbox suite) to be generated in the notebooks and transferred to a web-page.
We will cover the basic web development skills required to create a web based data visualisation and introduce the basics of D3, the powerhouse data visualisation library for the web.
This module provides an understanding of key issues and applied methodologies relating to Project Management and Dynamic Scheduling. As such the content of this module provides the essentials a project manager should have when faced with preparing the work necessary for managing and controlling projects in progress.

The focus is on integrating scheduling, risk analysis and control to set up a project management and control system using the available tools and techniques and best practices. The framework for Project Management is analysed in the context of providing managers with the information they need to be able to plan and control projects. The emphasis is on making well-informed decisions of projects in progress by monitoring their performance and predicting their final expected timing and costs.

The module consists of five integrative case studies from different sectors, and make use of project examples such as vaccination programmes, nature conservation and development of electronic equipment.
Most large companies, and many quite small ones, are not single businesses but groups, comprising a portfolio of separate business units and one or more levels of corporate management. This module addresses the corporate strategies that such companies use to compete as a collection of multiple business units.

The module consists of two parts: A business strategy asks: For a single business, which business model should we choose to compete effectively? This introduction gives the essential tools for the second part (corporate strategy), which asks: Which businesses should we be in, and how can we enter these businesses and exit from others? How should we organize to create value across the different businesses?

The overarching goal of this module is to enhance students' competencies in making and executing strategic decisions, by providing the tools and skills to conduct strategic analyses in a world of high complexity and uncertainty.
Economics is the science of allocating scarce resources among competing social wants. Microeconomics describes how individuals and firms make informed trade-offs between scarce alternatives to improve their well-being. Macroeconomics is the study of the economy to explain aggregate trends. This course is focused on microeconomics but includes an introduction to key ideas in macroeconomics. It provides a foundation for further studies in economics.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

This module code is for students in Mechanical Engineering department only. All other Engineering students should see MSIN0179, Project Management for Engineers. Project Management provides an understanding of the tools and techniques of project administration and the environment within which projects are undertaken. The course aims to introduce students to the range of issues that affect projects and the strategies, tools and techniques for managing them. The course content is very practical in nature and aims to help students to develop the skills, knowledge, attributes and behaviours that a project manager needs.
Most challenges that companies/organisations face today are too complex to rely on just intuition to resolve. The recent explosion of digital data provides increasingly more opportunities for organisations to make data-driven decisions. Business analytics is the intersection of business, statistics, and technology, offering new opportunities for a competitive advantage. It unlocks the predictive potential of data analysis to improve operational efficiency, strategic management, and financial performance. It is vital in preparing organisations to solve 21st-century business challenges, and participants of this module will have exposure to powerful and innovative concepts, methodologies, and tools that support scientific and data-driven decision making.

Specifically, this 10-week module aims to foster analytical and statistical thinking in business and management so that students are able to make informed decisions under uncertainty in real business settings. Students are trained to understand the need for data, the importance of data production, the omnipresence of variability, and the quantification and explanation of variability.

This course is intended for students with minimal quantitative preparations. It is designed mainly to be applied and practical. Hands-on experience using Excel is emphasized throughout the module.

 
Overview:

This advanced module in ship hydrodynamics covers the analysis methods available for estimating ship resistance, hull/propeller interaction effects, and the design of propellers together with methods (both theoretical and empirical) for assessing the directional stability and manoeuvrability of ships.

Topics covered:

Computational Fluid Dynamics

Nature of flow modelling in the marine environment
	Potential flow methods
	Representation of bodies – the Surface Panel method
	Representation of free surface
	Navier Stokes equations and their significance
	Computer solution techniques
	CFD visualisation and validation
	Common applications
Resistance and Propulsion

Physics of flow around ship
	Ship resistance and model testing
	Resistance prediction from models
	Resistance prediction without models
	Appendage resistance and resistance in restricted waters
	Propellor geometry and theories
	Propellor characteristics and model testing
	Hull-propellor interaction
	Propellor design and powering prediction
	Cavitation
	Energy saving devices
Manoeuvring

General equations of motion
	Linearization for analytical treatment
	Using the linearized equations
	Obtaining hydrodynamic terms for equations
	Manoeuvring trials
	Numerical simulation
Learning outcomes:

The aim of the module is to give students an advanced theoretical grounding in one of the fundamental analytical discipline fields of Naval Architecture and Ocean Engineering.
Overview:

This is the third module of the BioMechanics Minor, which is a group of three modules:

MECH0018 Fundamentals of Biomechanics
 MECH0028 Biofluid Mechanics
 MECH0029 Solid Biomechanics
This module is taught in two parts: Basics and Applied solid biomechanics. The Basics part covers molecular, cellular and tissue solid biomechanics. The Applied part covers basic design, development and overview of some of the current implants in the field of orthopaedic and trauma e.g. fracture fixation devices, hip, and knee joint replacements.

Various aspects of solid biomechanics from a molecule and cell to medical devices for repair of bone and joint related conditions are covered.

Topics covered:

Basics

Length, time, & molecular forces in Biology
 Molecular origins of mechanical properties: polymer physics
 Elastic and viscoelastic properties of polymeric networks
 Cell mechanics and cytoskeleton
 Measurement tools in cell mechanics
 Modelling cell mechanics
 Viscoelastic models
 Poroelastic Models
 Poroelastic models
 Neuro mechanobiology
 Cancer mechanobiology
Applied

Bone fracture
 Fracture management
 Natural joints
 Artificial hip joints
 Artificial knee joints
 Artificial ankle joints
 Artificual upper limb joints
 Spine
Learning outcomes:

Upon successful completion of this module, students will be able to:

Calculate deformations of soft tissues, bones, and implants comprised of biomaterials including composite materials.
 Identify the important relationships between material properties and structural design for biomechanical applications.
 Identify and link geometry and stress with application to design, for example of implants and prostheses.
Algebraic Geometry is the study of algebraic sets (or varieties), all those defined by polynomial equations in several variables. Although the subject probably goes back to Descartes, it is still one of the most thriving research areas of pure mathematics. In addition, Algebraic Geometry is connected to many other areas of mathematics such as number theory for example. Our aim is to introduce basic notions of algebraic geometry in the most down-to-earth fashion. After defining affine and projective algebraic sets and studying their basic properties, we will mostly focus on the case of algebraic curves. One of the main aims of the course is to prove the Bezout's theorem about intersection of two plane projective curves.
In this course, we will aim to introduce a language for (first order predicate) mathematical logic and proceed to study the interplay between the notions of 'truth' and 'provability' in the propositional and first order predicate 'versions' of logic. We will then aim to study computability, via register machines, recursive functions and coding, and try to use these concepts to show that first order predicate logic is undecidable.
The purpose of this course is to provide an elementary introduction to the methods of Algebraic and Geometric Topology via the homology of simplicial complexes. A good grounding in Linear Algebra is assumed, but with that exception the course is self contained.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content: Due to the practical nature of this module, there are only 20 places available.

The aim of the module is to introduce students to the materials and methods employed in the production of written documents on stone, papyrus and parchment and to familiarize them with the historical development of Latin scripts. These include Roman capitals and cursives, and Insular, Merovingian, Caroline, Beneventan and Gothic scripts. This module will also train students in the skills of identifying different writing styles and transcribing Latin texts.

Skills: Participants should develop an eye for detail, gain an appreciation of the links between the history of writing and its cultural context, and acquire useful tools and techniques for deciphering difficult handwriting of any kind.

Module texts: Students will be provided with handouts.
The aim of the module is to give students an up to date insight into molecular virology, with particular focus on human pathogens and new research developments in the field. Lectures will cover a selection of important human viral pathogens chosen to reflect clinical and research expertise within UCL. The molecular aspects of virus replication will also be put in a broader context of disease pathogenesis. A basic knowledge of microbiology, molecular, and cell biology is assumed.

Learning Outcomes

Understanding of the principles of virus replication
	Detailed knowledge of example viruses covered in the module
	Familiarity with latest thinking in the field as applied to the module content
Cellular Pathology (ie. dysregulation of cell biology) is important in autoimmune diseases, infectious diseases and cancer.

Key to understanding disease pathology mechanisms is a comprehensive knowledge of the molecular biology of normal cells and how this is altered in different diseases.

For this module, you will explore the fundamental aspects of cell biology required for normal immune cell function and homeostasis (e.g. intracellular signalling pathways, cell differentiation and cell death pathways). You will then learn how these are affected in a number of diseases and how this understanding can lead to the development of new therapies. The course will involve research-themed talks by lecturers at the forefronts of their fields that will present the experimental basis for our current understanding of cellular pathology. Students will then have a good appreciation of how the integration of these concepts is important for a holistic understanding of the disease process.

The Cellular Pathology module will not provide an exhaustive coverage of all of molecular cell biology. Therefore, it is recommended that a good cell biology textbook is used to supplement the lectures - particularly if you have not undertaken cell biology modules in your first two years of study. 

Learning Outcomes

Core understanding of how fundamental cellular processes contribute to disease
	Knowledge of how pathogens co-opt host cell functions for replication 
	 Understand key concepts in immune-regulation and how dysregulation causes pathogenesis
	Become familiar with reading and interpreting primary research papers
	Understand, through research informed lectures, how the study of infection and immunity is informing our understanding of the cell biology of disease
Useful textbook:

Essential Cell Biology (2019) Alberts et al. 5th Edition)
This module covers aspects of genetic mechanisms including meiosis, mitosis, DNA replication, transcription and translation, non-coding RNA, X-inactivation, imprinting, DNA repair mechanisms, cellular senescence, and mitochondrial genetics. The module also focuses on how these mechanisms have been identified and how their disruption can lead to the genesis of chromosomal abnormalities, inherited disorders and cancer. Approaches to the treatment of some of these abnormalities using gene therapy will be presented.

After taking this module you should be able to demonstrate knowledge of:

genetic mechanisms including DNA replication and repair, the control of gene expression, senescence and apoptosis
	how disruption of these mechanisms can lead to the genesis of chromosomal abnormalities, inherited disorders and cancer
	how gene therapy may be applied to treat some of these abnormalities
	the academic and practical aspects involved in the grant application process
You should also have developed critical feedback skills through marking peer assessment.

The module is made up of lectures, tutorials, small group work and student seminar sessions.

Introductory Reading: 
Strachan T and Read A (2011) Human Molecular Genetics 4th edition
This is a practical module in communicating science across different genres of output for different audiences and on different platforms. Students write short news stories, profiles, and reportages for broadsheet newspapers and popular science magazines targeting audiences from educated adults to school children with an interest in science. They write blog posts and produce other kind of content for social media, such as short captioned videos. They interview scientists and present their interviews in writing as well as through podcasting. Issues in the public communication of science are discussed from this practical standpoint. This module is time intensive and requires substantial group work. It rests on the idea that the only way to learn how to write for journalism is to work in career appropriate setting. The assessment for the module is a mixture of formative and summative work.
This is a practical module in communicating science across different genres of output for different audiences and on different platforms. Students write short news stories, profiles, and reportages for broadsheet newspapers and popular science magazines targeting audiences from educated adults to school children with an interest in science. They write blog posts and produce other kind of content for social media, such as short captioned videos. They interview scientists and present their interviews in writing as well as through podcasting. Issues in the public communication of science are discussed from this practical standpoint. This module is time intensive and requires group work. It rests on the idea that the only way to learn how to write for journalism is to work in career appropriate settings. The assessment for the module is a mixture of formative and summative work. No prerequisites.
To write and present a literature-based report on some aspect of the Geosciences.

The subject area of the Geoscience Report should be relevant to the individual student's degree programme. Students should discuss potential topics with an appropriate member of staff willing to oversee their progress. Guidance will be given by the module organiser.
This module provides an introduction to the different ways urban space is perceived, represented and experienced across a variety of contexts from architecture and geography to developments in literature, cinema and the visual arts. The module’s multi-disciplinary scope and imaginative emphasis is used to encourage and develop reflection on the potential problems and critical possibilities for interdisciplinary learning and engagement in Urban Studies.

The course aims to equip MSc Urban Studies students with the advanced analytical skills, concepts and theories essential for the study of cities in an interdisciplinary context at postgraduate level; and to give students the opportunity to apply these advanced concepts, theories and debates in both general and more specialised contexts.

The course is taught through a series of lectures, seminars and group discussions and activities.
This module ELEC0032 - Networking Systems (previously referred to as ELEC310P) builds on ELEC0017 - Connected Systems (previously referred to as ELEC210P) and is part of the three-module IEP Connected Systems minor. ELEC0032 explores the technologies required for data communication and analysis targeted to Internet of Things (IoT) systems and applications. The knowledge and skills acquired in this module will be subsequently put into practice in ELEC0033 - Internet of Things (previously referred to as ELEC311P), where you will be required to design and build an end-to-end IoT system.

ELEC0032 explores the technologies that make up networks of systems. In particular, we will examine the 7-layer Open Systems Interconnection (OSI) model in detail and compare it to conceptual models of the so-called Internet of Things (IoT) stack.

This module will cover the following topics:
- Physical layer considerations, including wireless technologies, topologies and networks.
- Medium access control, such as protocols and architectures targeted to IoT applications.
- Network and transport basics including TCP/IP, DNS and security.
- Data analytics and statistical learning fundamentals.

At the end of this module, participants should be able to:
- Show technical understanding of key design considerations and trade-offs in an end-to-end networking system.
- Specify technologies required to meet a design requirement.
- Evaluate standards, proprietary systems and published research to determine available solutions at different layers.
- Demonstrate the ability to analyse and assess the performance of a system with the aid of industry-standard software tools.
This module builds on the concepts in analog electronics that students have encountered in their first year, including fundamentals of low and high frequency small signal analysis of BJT and MOSFET circuits. Fundamental concepts such as filters, feedback, bode plots, power amplifiers and oscillators will be explored. The aim of this module is to give students a good introduction to the analysis of standard circuit configurations, such as single-stage amplifiers and feedback circuits, and the design of advanced circuits, such as operational amplifiers and oscillators.

By the end of the module students should be able to:

Understand basic single-transistor amplifier configurations, i.e., CE, CB and emitter follower for BJT, and CS, CG and source follower for MOSFET.
	Use small-signal equivalent circuits in analysing circuit performance
	Analyse the low-frequency response of discrete-circuit amplifiers and estimate the corner frequency.
	Analyse the high-frequency response of discrete and integrated amplifiers using Miller theorem and open-circuit time constant methods
	Sketch the magnitude and phase response of an amplifier in a Bode plot
	Understand filter basics
	Understand general structure of negative feedback amplifiers and the basic principle that underlies their operation
	Use positive or negative feedbacks in realizing analog circuit blocks
	Design differential and multi-stage amplifiers down to transistor level
	Understand the different classes of power amplifier and be able to analyse them (class A, B, and AB)
	Learn how positive feedback is applied to make oscillators and be able to analyse different types of oscillator circuits
	Understand the operating principles of tuned amplifiers
	Use SPICE to simulate circuit behaviour
Module Content and Indicative Topics

This module explores how human language, and in particular its syntax, is organized, using current European languages to highlight what aspects are shared across all languages and which vary from language to language. In particular, we will examine the internal structure of simple clauses and some of main factors determining their different renditions across several European languages.

The module will cover the following topics:

General principles shaping the syntactic structure of simple sentences across human languages.
 How and why do languages differ in the position of subjects (e.g. Irish, Spanish, English)?
 How and why do languages differ in the position of verbs and auxiliaries relative to subjects, objects, adverbs, negation, and quantifiers (e.g. Italian, English, German)?
 How and why do languages differ in the way they construct questions (e.g. Italian, English, Czech, Bulgarian)?
Teaching Delivery

This module normally consists of 10 two-hour face-to-face lectures. The lectures usually also include some practice opportunities where you are asked to analyze specific sentences using the conceptual tools you have learned. You will also be assigned weekly readings and practice exercises. Model answers for the latter will be supplied on Moodle.

By the end of the module, you should be able to:

Provide the syntactic representation of simple sentences for several European languages.
 Understand how minimal differences in syntactic structure determine major differences in the word order of simple sentences across different languages.
 Determine the fundamental properties and grammar of a new language by checking specific properties in its sentences.
 Reason rigorously about how specific properties combine into a grammar.
 Have a clear notion of what ‘grammar’ is.
This module is compulsory and needs to be taken by all students completing the MSc Sports Dentistry
Aims:

The module covers advanced topics in interaction design, informed by current research in user experience, human-computer interaction and interaction design. A central theme is how to design technologies to meet people’s needs.Learning outcomes:

On successful completion of the module, a student will be able to:

Have knowledge and understanding of research in interaction design.
	Have knowledge and understanding of methods used in interaction design.
	Reflect critically on the appropriateness of different interaction design methods.
	Conduct basic user research.
	Design, prototype and evaluate a novel ubiquitous computing technology.
And will have developed the following transferrable skills:

Information gathering and organising skills.
	Critical reading skills.
	Argumentation skills and the ability to synthesis information from multiple sources.
	Written, visual and video presentation skills.
Content:

The module is separated into two related streams:

Research (weekly): This series of e-lectures will introduce students to core (current and historical) and nascent interaction design methods and technologies, including approaches to conducting user research, designing, prototyping and evaluating user-centred systems reviewing evolving interaction technologies.

Workshops (weekly): These more practical sessions will give students an opportunity to put interaction design methods into practice. They will link closely to the coursework.Requisites:

To be eligible to select the undergraduate (FHEQ level 6) delivery of this module as optional or elective, a student must be registered on a programme and year of study for which it is a formally available.

To be eligible to select the taught postgraduate (FHEQ level 7) delivery of this module as optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have some prior knowledge of HCI or interaction design.
Summary

This module will cover the health, psychosocial development and education of children between approximately 28 days and 2 years. More specifically it includes: physical and brain development; cognitive, social and language development; assessment (physical, cognitive) of the infant; educational environments and approaches; health and social care constructs for infants in the UK; parenting of the infant; infant emotional development and mental health; and early years interventions.

 

Learning Objectives and Outcomes

After taking this module, you will be able to:

Describe typical and atypical infant development
	Select appropriate methods for assessing infants
	Evaluate and form a plan of action for safeguarding issues related to infants
	Critically evaluate evidence based research on infant development, health and education and interpret it within theoretical frameworks
	Describe different styles of parenting and education and their influence on infants
 

Who is this module for?

This is a core module for the MSc Infancy and Early Childhood Development Course.

 

Teaching and Learning Methods

Teaching will include lecturers/seminars, and independent learning as well a number of video/internet learning hours.

 

Assessment

You will be assessed by an oral presentation on a topic of your choice related to the material covered.

 

Selected Reading List

Anderson, PJ & Burnett, A. (2017). Assessing developmental delay early in childhood-concerns with the Bayley-III scales. Clin Neuropsycholo, 31, 371-381.

Bremner, J & Wachs, T. (2010). Handbook of Infant Development 2nd Ed Volume 1: Basic Research. Wiley-Blacwell. ISBN-10: 1118672860

Karmiloff-Smith, A, D’Souza, D., Dekker, TM, Van Herwegen, J, Xu, F., Rodic, M & Ansari, D. (2012). Genetic and environmental vulnerabilities in children with neurodevelopmental disorders. Proc Natl Acad Sci USA, 109 Suppl 2 17261-17265. doi: 10.1073/pnas.1121087109
Aims:

To provide a strong basis of physical chemistry that is applicable to the wider area of chemical engineering, in particular chemical reaction engineering and process design, with specific reference to applications relating to sustainable development.

Learning Outcomes:

Upon completion of this module students should:

have an understanding of the basic facts of atomic and molecular structure and their manifestation in properties of materials;
	have a knowledge of chemical thermodynamic definitions and concepts and be able to apply them in property estimation and phase equilibrium problems;
	have an understanding of chemical kinetics principles and concepts;
	be able to apply modelling and experimental techniques to estimate kinetic parameters of complex reaction systems
Synopsis:

State of matter and molecular interaction
	Aspects of matter involving gases, liquids and solids
	State conversion
	Energy flow and entropy
	Atomic picture, molecular interaction and structure determination
	Chemical reaction kinetics and equilibrium
	Kinetics and mechanism of gas-phase reactions
	Kinetics and mechanism of catalytic reactions
	Material balances for reactors
	Theories of reaction rates
	Complex reactions
	Photochemistry
	Experimental methods
Module summary: This module introduces the main fundamentals of building acoustics and sound, within the context of designing/operating buildings for optimising health, comfort and wellbeing. It addresses factors such as: fundamentals of sound, building and room acoustics; noise control and sound design (building design/operational strategies); monitoring and modelling approaches; case studies and regulation.

Module learning outcomes: On completion of this module students will understand how the many and varied principles of acoustics are applied in the design of buildings and in the public realm. This will include the glamorous side of acoustics, desirable sound in concert halls, auditoria and performance spaces. This will also include the essential assessment of noise, undesirable sound. Noise can have potentially significant effects on health and wellbeing of building occupants. Following completion of the course students will understand how all building types can be designed to protect and minimise these potentially negative effects.
Aims/objectives:

The structures and management issues experienced in construction projects are the focus of this module. Project management and organisational literature is used to illustrate the issues, supplemented by case study material. The issues addressed are to do with:

The purpose and organisation of projects
	Information processing
	Relationships
These can be viewed conceptually as both the ‘technical’ and the ‘soft’ end of management. They are in essence about efficiency and effectiveness and seen as mutually constituted. Together they combine to provide a rounded approach to project management, yet there is tension between the two as the conceptual approaches are competing – technocratic versus behavioural. This is a creative tension, which you are invited to navigate and make sense of, providing evidence through your own learning and the module assessments.

The learning material therefore addresses both analytical experience and case study material.

Lecture Themes/Topics may include:

Project Characteristics
	Turning Enterprise Strategy into Project Strategy
	Planning
	Monitoring and Control
	Organisation and People
	Briefing and Forming the Project Coalition
	Project Leadership and Effective Project Organisations
	Managing the Construction Project
The Sustainable Energy module will discuss the drivers of energy services, the challenges associated with satisfying the rising energy demand, the trade-offs in energy policy aiming to provide secure, affordable, and environmentally benign energy carriers, and the important role of analytical tools for shaping energy policy.

Students will leave this module with a clear understanding of the paramount significance of reliable, affordable, and environmentally sustainable supply of energy to modern societies and how these requirements trade within an interlinked energy system. In addition, they will understand how an interdisciplinary focus can deliver key insights into a critical science and engineering challenge. They will also learn the need to appreciate all aspects of energy issues; that quantitative science and engineering-based analysis must be considered in the context of societal, economic and political considerations. Students will become familiar with energy modelling and analysis, and how quantification and analytical rigour is critical for engagement between disciplines.
This module provides the opportunity for students to consider how buildings are designed, constructed and delivered. Students will be asked to reflect upon their relationship to technology, the environment and the profession. This will be explored through an iterative critical examination of the major building design project taught within the context of individual design units (See BARC0174 Advanced Architectural Design 1). Experimentation and innovation are encouraged as evidenced through iterative drawings, models, diagrams, animations. This module is supported by an extensive lecture series, seminars and cross unit crits (open juries/ forums), with each design unit being supported by a dedicated practice-based tutor.

Throughout the MArch programme, a professional way of thinking and acting is expected, be it through the development of briefs, the identification of problems or dealings with outside consultants. Students taking this module will gain advanced understanding and abilities in: planning, financial contexts of work, procurement, contracts and contractors, cost engineering, risks and difficulties in construction. They will learn about how projects are run in a design office and about the contractual relationship with the client.

This module will also expose students to a range of technical and scientific issues that affect design, and to encourage general reading in this area. It will help to ensure that a student’s design work incorporates an appropriate understanding of technical and scientific principles. It will ensure that students understand how to work with technical experts in a professional manner help students understand and demonstrate the iterative nature of design, as technical investigations are taken into account.

What students learn from this module should be incorporated into their final design project which is taken in their second year.
The module will be guided by a focus on how to eliminate bias. Each week, students must use the information of that topic to devise a bias intervention campaign for public advertising across the faculty spaces (workplace, public transit, etc.). These campaigns informed by the scientific information will be evaluated each year at the end, and the top campaigns will be implemented across the Faculty. Each week, the module will address a different area of psychological research either directly or indirectly relevant for bias. These weekly lectures will address the questions associated with each week. Students will also have the opportunity to interactively participate with the lecture using their smart devices. This will involve completing short surveys, asking questions, and interacting with the lecturer.
The aim of the course is to enable students who already have a reasonably advanced knowledge of Spanish to acquire a better fluency in the language. Students should then be able to communicate in all situations within the Hispanic world. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Spanish to develop the four skills further. Students should then be able to communicate in most situations within the Hispanic world. Students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures.  Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Students should be able to communicate in and understand Spanish on many practical everyday matters related to various aspects of Spanish and Latin American culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 
  For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics).  Students should be able to communicate in and understand Spanish on a number of practical everyday matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students who already have an advanced knowledge of Italian to acquire a better fluency in the language. Students should be able to communicate about all situations within Italy.

Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register).

Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced to enable students to study in an Italian speaking university. Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Italian to develop the four skills up to an intermediate level. Students should be able to communicate about most situations within Italy.

Students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures.

Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics.

 Students should be able to communicate in and understand Italian on many practical everyday matters related to various aspects of Italian culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics). Students should be able to communicate in and understand Italian on a number of practical everyday matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

  For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Dutch to develop the four skills further.  Students should then be able to communicate in all situations within Dutch speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. 

On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.  

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters.  This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  

 On completion of the course students should be able to communicate in and understand Dutch on many practical everyday matters related to various aspects of Dutch culture. Cultural awareness will be developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This module is for those interested in the development and application of EU contract law and its interactions with the contract law of EU Member States.

This course will introduce students to the body of contract law that has been developed by the EU. Students will explore the economic, political and constitutional reasons for why contract law was deemed necessary for the objectives of the EU and analyse the role of both the European court and the legislative institutions in its evolution.  The course will enable students to understand the interplay between EU contract law and the contract law of EU Member States and to appreciate the legal and political struggles at play in this interaction.

In learning about this body of EU (non-state) contract law, the course aims to stimulate broader thinking about the very nature of contract law and its centrality in the identity of the modern nation state. With this in mind, we consider such things as the role of contract law in contemporary society – for example, whether contract law should have a role to play in ensuring ‘social justice’ – and the extent to which processes such as ‘globalisation’,  ‘privatisation’ or ‘constitutionalisation’ may have an impact on private (contract) law.

In summary, this course will be enjoyed by all those keen to develop an appreciation of EU contract law as well as those wishing to gain insight into some of the key themes and challenges for contract law in the 21st century.
This module is for those interested in the development and application of EU contract law and its interactions with the contract law of EU Member States.

This course will introduce students to the body of contract law that has been developed by the EU. Students will explore the economic, political and constitutional reasons for why contract law was deemed necessary for the objectives of the EU and analyse the role of both the European court and the legislative institutions in its evolution.  The course will enable students to understand the interplay between EU contract law and the contract law of EU Member States and to appreciate the legal and political struggles at play in this interaction.

In learning about this body of EU (non-state) contract law, the course aims to stimulate broader thinking about the very nature of contract law and its centrality in the identity of the modern nation state. With this in mind, we consider such things as the role of contract law in contemporary society – for example, whether contract law should have a role to play in ensuring ‘social justice’ – and the extent to which processes such as ‘globalisation’,  ‘privatisation’ or ‘constitutionalisation’ may have an impact on private (contract) law.

In summary, this course will be enjoyed by all those keen to develop an appreciation of EU contract law as well as those wishing to gain insight into some of the key themes and challenges for contract law in the 21st century.

 
Health raises important issues of public morality in very personal contexts. Some old (e.g. abortion, euthanasia), others new (e.g. gene editing and sequencing). The law is an important tool we can use to make sense of these issues, albeit it is not the only one. This module examines how public controversies over health are managed through legal means, and assesses current legal developments, including the implications of recent Supreme Court cases. 

The course explains normative and conceptual concerns, including the acceptability of imposing moral values in a pluralist society, aspects of constitutional legitimacy raised by the law making processes, as well as questions of the roles of the courts, clinical freedom, indeterminacy and the rule of law. We will consider the differences between regulatory strategies: different branches of law (e.g., criminal, tort and public), recourse to rights (including human rights), court supervision or authorisation and licensing systems.

These concerns and strategies are examined through the study of substantive topics in the area of health, which are selected through discussion with students. Topics covered are likely to include consent to treatment, confidentiality and the use of health information, medical termination of pregnancy, assisted reproductive technologies, the use of human tissue for transplantation and research, end-of-life care (including assisted suicide and euthanasia), public health law (e.g. infectious disease control) and NHS Law (rationing and rights to care).
This module will give you a description of the development of life on Earth and the way in which life and the physical environment have interacted through 4000 million years of Earth history. We start with the formation of the solar system and go on to discuss the origin of life on Earth and the development of life and the planet through the Precambrian and Phanerozoic. You will get an introduction to all aspect of palaeontology, including palaeobiology, biostratigraphy, evolution, palaeoecology and taxonomy. In the practicals you will learn to describe and identify the major fossil-forming invertebrate groups, and manipulate and apply palaeontological data.

You will gain the following knowledge and skills:

• the biology, classification and geological history of the major fossil groups;

• an understanding of the interactions between the biosphere and physical environment through time;

• identification and description of fossils;

• the practical application of palaeontological techniques in the Earth sciences, specifically in biostratigraphy, palaeoenvironmental analyses and evolutionary studies.

manipulation and application of palaeontological data.
Based at UCL East, the module uses East London as a living lab to understand London through a transdisciplinary lens, taking into account architecture, the arts, the built environment, culture, demographics, economy, environment, geography, governance, history, politics and urban planning. Through talks and site visits, and the use of the Urban Room and Memory Workshop, students are exposed to UCL’s heritage of work and key thinkers on London (including Ruth Glass and Peter Hall among others), its collections (from UCL Special Collections and additional archives), and current approaches to the study of London from different disciplinary perspectives and through the use of different media.
Module description 

Once the teaching finishes, you will spend the remaining part of the course (to the beginning of September) researching and writing a dissertation of a max. of 18,000 words in length. 

You will be free to choose the topic of your dissertation and will be assigned a supervisor. The dissertation  addresses a translation studies topic agreed with your supervisor. and can focus on any of the areas discussed in the various modules studied during the programme. Preparation for the dissertation involves a series of seminars on research skills imparted throughout the academic year. The dissertation must be a critical essay, and not an annotated translation, is written under one-to-one supervision and submitted at the beginning of September. 

 

Preparatory Reading 

Saldanha, Gabriela and Sharon O’Brien. 2013. Research Methodologies in Translation Studies. Manchester: St Jerome. 
This module discusses fundamental theoretical and empirical questions arising from the scientific study of spoken linguistic communication. It provides participants with hands-on experience of analysing phonetic data. It introduces modern experimental techniques in the study of Phonetics and modern applications of Phonetic science.

The syllabus covers essential topics in Phonetics, including: the domain of Phonetics, principles of Phonetic analysis, speech acoustics, quantitative assessment of phonation and pitch, acoustic characterisation of vowels and consonants, sound sequences and suprasegmentals, paralinguistic phenomena, and speaker characterisation.
Term 1 only.

Intermediate Biblical Hebrew is a continuation of Introduction to Biblical Hebrew. We cover more advanced points of biblical Hebrew syntax, including the various uses of the definite article and the construct chain, the functions of the verbal forms, and the structure of different types of clauses. Students put this knowledge to use by translating biblical texts from Hebrew to English and from English to Hebrew with a focus on linguistic analysis. This practice finely hones students’ knowledge of Hebrew grammar, expands their vocabulary, and provides comprehensive experience in the close reading and translation of a wide range of biblical texts. Some of the biblical texts likely to be studied include:

• Genesis 1 (the creation story)

• Exodus 20 (the Ten Commandments)

• Exodus 32 (the golden calf)

• Joshua 6 (the walls of Jericho)

• Judges 4 (Deborah and Jael)

• Ezekiel 37 (the vision of the dry bones)
This module examines the history of the Soviet Union from the 1917 Revolution to the collapse of the USSR in 1991. It both explores the central lines of social, cultural, political and economical development over this period and places them within the context of broader questions about the Bolshevik revolution, Stalinism and its aftermath, late socialism, the Cold War and modern world history more globally. We will look at how the question of the Soviet Union’s diverse nationalities was addressed in different periods by different Soviet rulers. We will also explore the ways in which the Soviet leaders and the population attempted to build a society of new Soviet people and how this society functioned on a daily basis.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0721 for the full module description.
Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).
If you require any further information, please contact the History Taught Programmes Team.
The Arab-Israeli dispute has proven to be one of the most intractable conflicts of modern times. With the potential for the Arab-Israeli Wars to develop into international ones, it is vital to understand why the various wars started and why diplomacy has failed to resolve the conflict.

The course employs a three-dimensional approach to understanding the conflict from its origins in 1880 to the present day. It looks at the key developments in:The Zionist/Israeli arena

The Arab world with special reference to the Palestinians
 The international powers of the day
The main concept of the course is that it is vital in order to fully understand the conflict to study all three areas and how they impact upon one another. Students are encouraged to adopt this three-dimensional approach and are introduced to the key Israeli, Arab and international scholarship on these areas.

No prior knowledge of the Arab-Israeli Conflict is required. Students are encouraged to read one of the recommended general histories of the Middle East prior to starting the course.
This module aims to equip students with a detailed understanding of how the major body systems respond to exercise and how these responses vary in different environments. You will learn about human cardiovascular and muscle physiology during exercise, in chronic diseases, across the age span, between genders, and in different challenging environments such as extremes of temperature and at altitude.
This Module is designed to give you an overview of current Research Governance relating to many aspects of research in the UK.  It comprises three main sections; Ethics, Good Practices and Quality Control.  Within these sections there is information on the governance surrounding research involving people, research involving animals, and good practice legislation relating to both.  There is also information on the governance relating to study design, data (and data sharing), publishing, authorship and management of the risk of research misuse.

As existing or future students and employees in clinical or scientific settings, how do we ensure that our work is of the highest ethical and scientific standards and that we promote good practice in all our endeavours?  The answer is simply understanding and employing the principles of Research Governance.

For a number of social and historical reasons, research has been increasingly regulated over the last few decades.  The benefits of this seem obvious; including protecting vulnerable groups, reducing fraud and misconduct, and financial probity.  However, there are also disadvantages, including time delays, constraints on freedom in research enterprise, and a lot of paperwork.  But, understanding and employing the principles of Research Governance will reduce the disadvantages and ensure the you meet the highest possible standards in your work.
This module aims to help students think strategically about technology and to give them the knowledge and skills necessary for technology innovation, planning and exploitation in a dynamic business environment. This includes discussion of key technological influences as well as ways of understanding the lifecycle of technology. The module includes an introduction to technology, IT concepts and architectures, and technology design, with key concepts in modern technology. Management of knowledge and technology maturity, technology lifecycles, technology transfer and standards are also covered. The module also explores scenario planning, technology forecasting and roadmapping, and how to use technology to achieve the strategic objectives for an organisation. This is achieved through a combination of interactive lectures and case studies where the taught principles are applied.
 

The course will cover basic trade theories. It will introduce students to a basic analytical framework of international trade while providing examples of current events illuminating the theory. The course will cover the basic trade models and will also visit the forefront of theoretical and empirical research by explaining the gravity model, increasing returns, product differentiation, scale economies, and the role of firms in international trade. In addition, some aspects of trade policy will be discussed.
For affiliate students only - see full version of module for description.

 Affiliate students may take both SERS0016: Comprehension of Russian (Year 2A) (Russian-English Translation, Aural Comprehension) and SERS0018: Use of Russian (Year 2A) (Grammar, Working with Texts, Writing Skills, Oral) or individual modules. The two core modules build on the thorough base in Russian achieved at your home univefsity through further study at intermediate level and leading towards an upper intermediate level of Russian. Aims: To develop students' command of Russian at an intermediate level and leading towards an upper intermediate level. To develop skills in reading, translating and listening To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
This module will introduce you to the field of forensic geoscience. We address the macro and micro aspects of geoscience that can be applied in crime detection. Topics include how we can harness the characteristics of soils and sediments to enable the discrimination of different locations, and how an understanding of terrestrial and aquatic environments can enable us to develop robust forensic reconstructions. The course addresses both empirical research that provides insights to the critical questions facing the forensic geosciences and also provides practical case work perspectives from professional experts within this domain. We will discuss key concepts concerning the philosophical approach and forensic practice, and consider the capacity of the geosciences to yield temporal and spatial intelligence of use in forensic investigations and evidence that can be useful in building a case for presentation in court. This module offers lectures from various experts and professionals with specialisms in particular aspects of forensic geoscience and our visiting lecturers bring casework experience to complement the theoretical underpinnings of the module themes.
This module introduces students to the principles of qualitative methods used in social sciences. It will give them an insight into a variety of data collection methods (e.g. designing questionnaires, conducting interviews, and participant observation) and analytic techniques routinely used by social science researchers and practitioners. On completion, students should be able to appreciate and evaluate the quality of qualitative research they will encounter and begin to understand the principles of creating and implementing effective project plans involving qualitative data collection and analysis.
This module lies at the intersection of psychology, criminology and the law. It will demonstrate how psychological theory and research can contribute toward a better understanding of the criminal justice system and efforts to detect, punish and rehabilitate offenders. The structure of the module approximates a journey through the criminal justice system, with lectures organised around three core areas: psychology and criminal investigations, psychology and the legal process, and punishment, treatment and rehabilitation.
This course examines the neural mechanisms underlying human social behaviour. It draws on methods from cognitive neuroscience and research questions from social psychology to examine fundamental aspects of how people interact in the world.
Module aims: This module aims to give students an up-to-date introduction to the fundamentals of social neuroscience. Lectures cover – neuroscience methods; social perception; mirror neurons; emotion and empathy; conduct disorder; theory of mind; autism.
Module objectives: Students will develop their knowledge and understanding of: · The ways in which neuroscience methods (fMRI, EEG, TMS and others) can address social questions · The brain mechanisms of social behaviour · Controversies in social neuroscience · Disorders of social cognition including autism, conduct disorder and prosopagnosia
Key skills provided by the module: Students will talk part in interactive discussions and will write an essay. They will gain an understanding of social neuroscience methods and current research in this area.
Module aims and objectives:
Interaction Science is concerned with understanding how people interact with computing systems. The module aims to: (1) lay the theoretical foundation for understanding human behaviour relevant to HCI, and (2) develop the conceptual and practical skills necessary to undertake HCI research.
Students will develop an understanding of human behaviour relevant to HCI. Major topics will include: perception and motor behaviour, cognitive elements of interactive behaviour (learning, expertise, errors), and the role of context and social factors on how people interact with computing systems.
Students will develop the skills necessary to gather, analyse, and interpret qualitative and quantitative data. Major topics will include: experimental methods and statistical data analysis techniques, observational and interview methods and qualitative data analysis techniques.
Module learning outcomes:

Knowledge and understanding of: Theoretical perspectives on understanding human behaviour and how people interact with computing systems.
	Intellectual (thinking skills) – to be able to: Apply theories of Interaction Science to practical case studies; Present well-founded arguments relating theory to practice; Reasoning from data; Critical argumentation skills.
	Practical skills: Design and conduct research that develops an understanding of how people interact with a computer system, product or service; Gather and analyse qualitative and quantitative data to develop an understanding of how people interacting with a computer system.
	Transferable skills: Argumentation and communication of ideas; Synthesis of information from multiple sources; Data handling and analysis skills; Written and graphical presentation skills.
The Psychology Readings module is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings module will be supervised by a member of the psychology faculty who will usually meet with the student regularly to discuss progress. The readings can be used to explore an area of psychology not offered in other modules by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper (word limit 5000 words). Please note that students can only take this module if they are able to find a member of faculty to supervise them.
Our strength of beliefs influence our decision making. But how should we measure strength of belief, and what rational constraints are there on one's strength of belief? How should one's strengths of belief change in response to evidence? And how exactly ought one's strength of beliefs feed through into rational decision making?

These are the central questions that will be tackled in this module, where students will be introduced to the probabilistic representation of strength of belief, arguments for the rationality of probabilistic degrees of belief, arguments for various rational constraints on those beliefs - including constraints concerning belief updates in response to evidence - and to decision theory.

Formal epistemology is an increasingly important area of philosophy, and its influence on other areas of philosophy (traditional epistemology, philosophy of mind, philosophy of action, metaphysics, ethics, and political philosophy) has been profound. The field is also strongly interdisciplinary, with cross-overs into economics, statistics, computer science, and political science.

Key Text

Bradley, D. (2015): A Critical Introduction to Formal Epistemology (Bloomsbury).

Background Reading

Bradley, D. (2015): A Critical Introduction to Formal Epistemology (Bloomsbury).

Fenton-Glynn, L. (2015): ‘A Simple Introduction to Probability’ < https://www.academia.edu/12094718/A_Simple_Introduction_to_Probability>.

Nozick, R. (1970): 'Newcomb's Problem and Two Principles of Choice', in N. Rescher et al. (eds.) Essays in Honor of Carl G. Hempel (Dordrecht: Reidel).

Topic 1: Overview & Introduction to Probability

Topic 2: The Probabilistic Representation of Degrees of Belief

Topic 3: Conditionalization

Topic 4: Prior Probabilities

Topic 5: Chance and Credence

Topic 6: Reflection & Disagreement

Topic 7: The Problem of Old Evidence

Topic 8: Knowledge & Probability

Topic 9: Epistemic & Causal Decision Theory

Topic 10: Imprecise Probabilities

Philosophy Area A
This is a lab-based scientific research project. Projects are in general supervised by an academic member of staff in the Department of Pharmaceutics, but industry and hospital based projects are also likely to be offered. Students are provided with information on the staff members available to supervise them and the likely projects available in Term 1, through research “open days”.  In Term 2, students will take a series of research skills workshops designed to equip them with the key lab skills they need to perform project work. Students will also be asked to make a selection of 3 – 5 preferred supervisors towards the middle of Term 2, and supervisors will be allocated in the final weeks of the term taking into account student preferences.

  Each project is unique and usually complements the particular research activities of the supervisor. Laboratory work (undertaken in the supervisor’s laboratory) is undertaken for around 7 weeks between May and August, with the timing to be agreed between the student and supervisor. Students are expected to develop their own research ideas and experimental series in discussion with their supervisor, and complete a comprehensive literature review to supplement their work. Results are written up and submitted as a dissertation and presented in an oral presentation in late August/early September
This module will teach visual neuroscience from a broad, interdisciplinary point of view. Our modern understanding of vision and visual processing depends not only on the more traditional fields of anatomy, physiology and psychophysics, which remain centrally important, but also on the fields of genetics, molecular and cellular biology, ophthalmology, neurology, cognitive neuroscience and brain imaging. In this module, we will present visual neuroscience as a multidisciplinary, yet integrated field of study.

The aim is to provide students with an understanding of the functional anatomy and neurophysiology of the visual system, and an understanding of how neural activity results in visual perception and in behaviours that depend on vision. You will be introduced to a variety of methods for investigating visual neuroscience including molecular biology, psychophysics, single cell recording, electrophysiology, brain imaging, and the experimental study of patients with brain damage or genetic defects. Lectures will be supported by demonstrations, tutorials and student presentations of research papers.

Indicative lecture topics:

Physiological optics and the photoreceptor mosaic.
	Fundamentals of psychophysics.
	Photoreceptors and phototransduction.
	The retina. (2 lectures)
	Visual psychophysics and sensitivity regulation
	Achromatic & chromatic vision.
	Psychophysics
	Spatial vision.
	Motion.
	Computational neuroscience and the retina
	Central visual pathways
	Multiple visual areas of cortex.
	Hierarchical visual processing.
	Depth perception/Visual Illusions.
	The neural correlate of consciousness.
	fMRI and visual brain function.
	Atypical vision and visual plasticity
	Visual development in babies and infants.
The field of Behavioural Finance examines the way psychological factors affect financial behaviour. Rooted in psychology and finance, it demonstrates that human emotions, such as fear, and limited cognitive resources, including finite attention, have central roles in shaping the financial markets.

The module introduces students to the psychological and financial foundations of behavioural finance. It explores central theories in behavioural finance, emotional finance, client-practitioner relationship, client behaviours, financial crime and ethics in finance. Applications for financial decision-making are discussed and research methods in behavioural finance are explained.
Marketing Analytics addresses how to use data analytics to learn about and market to individual customers scientifically.

Marketing is evolving from an art to a science. Many firms have extensive information about consumers’ choices and how they react to marketing campaigns, but few firms have the expertise to intelligently act on such information. In this course, students will learn the scientific approach to marketing with hands-on use of techniques such as database manipulation, causal inference, and predictive analytics to collect, analyze, and act on customer information. This is the key part of learning how to take advantage of Big Data. While students will employ quantitative methods in the course, the goal is not to produce experts in statistics; rather, students will gain the competency to interact with and manage a marketing analytics team.

The course uses a combination of lectures, cases, and exercises to learn the material. This course takes a very hands-on approach with real-world databases and equips students with tools that can be used immediately on the job.
The module Behavioural Science explores the way people think, feel, and behave in a wide range of contexts, including financial and organisational contexts. It introduces students to the principles underlying the systematic investigation and analysis of human behaviour.

The aim of the module is to provide students with the understanding of key behavioural science concepts, studies, and research methods. It focuses on cognitive psychology and social psychology, and their applications to organisational behaviour and behavioural finance. The module introduces students to classic and cutting-edge studies in behavioural science.
Our Cardiac Engineering module acts as an introduction to the breath of biomedical engineering, but we felt it was important also to provide a focus so that we can study a particular area in depth. The heart is ideal for this, as is it an electrical pump, providing opportunities to study medical electronics, and a selection of other bioengineering topics*, all in the context of a safety-critical organ. *e.g.  mechanics, fluid mechanics, sensing and/or imaging.
In this module we will explore the pathophysiology of common diseases. How the body works, how it goes wrong, the mechanisms of disease, clinical investigation and treatment.   We use a systems-based approach where the physiological functioning of a single system together with case histories illustrate both normal physiology and the manifestations of disease, and students achieve an in-depth understanding of the interrelationship of body systems in health and disease. Assessment is through a group presentation and written coursework together with an MCQ or single best answer examination.  Overall, this module aims to provide students with an increased knowledge and understanding of human physiology and systemic disease.
Differential and Riemannian Geometry provide an important tool in modern mathematics,impacting on diverse areas from the pure to the applied. The first aim of this course is to give a thorough introduction to the theory of abstract manifolds, which are the fundamental objects in Differential Geometry. The second aim is to describe the basics of Riemannian Geometry, in particular the notion of geodesics and curvature. Our final objective will be to analyse manifolds with constant curvature, with a focus on the sphere and hyperbolic space. By the end of the course, students will have a thorough understanding of curved spaces and will have gained an introduction to the applications of Riemannian geometry to topology.
Analytical dynamics develops Newtonian mechanics to the stage where powerful mathematical techniques can be used to determine the behaviour of many physical systems. The mathematical framework also plays a role in the formulation of modern quantum and relativity theories. Topics studied are the kinematics of frames of reference (including rotating frames), dynamics of systems of particles, Lagrangian and Hamiltonian dynamics and rigid body dynamics. The emphasis is both on the formal development of the theory and also use of theory in solving actual physical problems.
Rings are the basic mathematical entities in which we calculate. The most elementary examples are fields and the resulting theory is completely covered in the algebra courses in years 1 and 2.

In this course we study linear algebra over more general commutative rings; here the notion of ‘vector space over a field’ is replaced by that of ‘module over a ring’. In this wider context many of the familiar aspects of linear algebra require modification. For example the ‘basis theorem’ for vector spaces is replaced by the notion of ‘free resolution’ for more general modules.

We will concentrate on a class of ‘well behaved’ rings, the so-called Noetherian rings. Examples are the rings F[t1, . . . , tn], Z[t1, . . . , tn] of polynomials over a field F and integers Z. As an analogue and modification of the Jordan Normal Form Theorem we shall classify modules over Principal Ideal Domains (PIDs). A special case is the classification theorem for finitely generated abelian groups.

We shall introduce the notion of the ‘dimension of a ring’. This indicates how far from being a field a given ring is. Thus fields have dimension 0, Z has dimension 1, whilst the polynomial ring Z[t1, . . . , tn] has dimension n + 1.

This course will provide a solid foundation of commutative rings and module theory, as well as help developing foundational notions helpful in other areas such as number theory, algebraic geometry, and homological algebra.
Elementary analysis mostly studies real-valued functions on the real line R or on n-dimensional space Rn. Functional analysis, by contrast, shifts the point of view: we collect all the functions of a given class (for instance, all bounded continuous functions) into a space of functions, and we study that space (and operations on it) as an object in its own right. Since spaces of functions are nearly always infinite-dimensional, we are led to study analysis on infinite-dimensional vector spaces, of which the most important cases are Banach spaces and Hilbert spaces. This course provides an introduction to the basic concepts of functional analysis. These concepts are crucial in the modern study of partial differential equations, Fourier analysis, quantum mechanics, probability and many other fields.
This course follows the first term applied mathematics course and gives a comprehensive introduction to Newtonian mechanics. The essential concepts of force, torque, momentum, angular momentum and energy are introduced. This is followed by a thorough coverage of the Newtonian dynamics of point particles, including the classic problem of a central force with the inverse square law. Vector methods, including vector differential equations, are used extensively.
This course will cover the remedies available for both common law and equitable wrongs in the commercial context (broadly interpreted).

Remedies for breach of fiduciary duty will be considered alongside breach of contract, for example, but remedies for personal injury and death will not be analysed in any detail. The aim is to understand the basis of both monetary and non-monetary remedies. Such an understanding is best obtained through a clear analysis of the leading cases and doctrine, in order to appreciate why the courts award certain remedies following commercial disputes.
This course will cover the remedies available for both common law and equitable wrongs in the commercial context (broadly interpreted).

Remedies for breach of fiduciary duty will be considered alongside breach of contract, for example, but remedies for personal injury and death will not be analysed in any detail. The aim is to understand the basis of both monetary and non-monetary remedies. Such an understanding is best obtained through a clear analysis of the leading cases and doctrine, in order to appreciate why the courts award certain remedies following commercial disputes.
The aim of this module is to give students a broad introduction to common statistical ideas, techniques, models and tests, to develop a statistical literacy, and encourage students to think critically and challenge statistical findings when encountered.

Learning outcomes

By the end of the module, students should be able to:

understand how to present numerical/statistical data clearly and meaningfully
 understand and appreciate the characteristics of different data types
 understand the assumptions underlying common statistical tests and methods
 perform exploratory analysis on data and propose appropriate tests in order to test hypotheses
 present statistical findings and clearly state the degree of confidence in these findings
 critically evaluate basic statistical reports and challenge assumptions
 appreciate the role of statistical methods in the context of quantitative research
 develop a foundation of statistical skills to enable students further their knowledge independently
Compulsory module on the MSc in Knowledge, Information and Data Science.
This team-taught module serves as an introduction to publishing today, providing students with the contexts involved so that the other modules can build on this initial learning and understanding. The module provides an overview of historical and contemporary trends within publishing and how to approach them from an academic perspective.

By the end of the module, students will be able to:

1.            Demonstrate knowledge of historical and contemporary trends in publishing.

2.            Conceptualize and deploy an independent research project on a publishing studies topic.

3.            Present an argument through visual and oral delivery.
Information systems are an integral part of any modern organisation and, increasingly, computer systems are used to support every aspect of an organisation's functions and activities. Whilst innovative use of technologies can provide significant benefits, information systems will only deliver value where they are deployed to meet the goals of the organisation. The emphasis of the module is on methods for analysing, specifying and designing information systems within a framework which takes a holistic approach to the introduction of change and in which user requirements are considered fundamental.
This 30-credit module provides a bridge between A levels, baccalaureate or similar levels of study and the demands of the undergraduate degree programme. It introduces students to the most significant approaches to historical scholarship, including social, economic, intellectual, cultural and comparative history. It provides students with an overview of key concepts, historiographical debates and historical terminology that enables them to critically engage with historical scholarship. The course also provides opportunities for students to learn more about the research being done by departmental staff and how this fits into the wider evolution of the historical discipline. It is taught by two-hour lectures in terms 1 and 2. Lectures are followed by a general discussion between the teacher and the students.
To introduce the scientific principles governing groundwater flow, groundwater chemistry and groundwater occurrence as a context for examining (1) the hydrogeological characteristics of aquifers, (2) groundwater in geological processes, and (3) groundwater in environmental management.

By the end of this module students will have knowledge and understanding of:

Concepts and principles of groundwater flow and groundwater / aquifer chemical interactions
	Measurements in hydrogeology
	Processes of groundwater recharge, storage, and interfaces with surface hydrology
	The characteristics of important aquifers
	Significance of groundwater in geological processes, and environmental management
This module is focused on the challenges of conserving marine biodiversity and ecosystems, and the approaches that are being developed to address these challenges, particularly through the effective and equitable governance of MPAs Content Differences between terrestrial and marine ecosystems and their implications; The impacts of fishing and the options for addressing them; The role of marine protected areas and the challenges of governing them; Case study analysing the effectiveness and equity of the governance of an MPA case study of your choice.
This course approaches geopolitics through the idea of the event. It begins with an overview of thinking on events before looking at a series of specific events and themes. The course explores questions such as, what is a geopolitical event? How do geopolitical events unfold in, and serve to transform, time and space? What is the relation of events to situations? How do events affect and involve people and places? How are they brought into public and political life? How can we construct useful and valid accounts of events that are by definition contested?

The course aims are as follows:

to familiarise students with social sciences and humanities thinking on the idea of the event
	to link ideas of the event with ideas of geopolitics
	to develop conceptual and empirical understanding of specific geopolitical events
	to deepen knowledge and understanding through independent study of a particular case study
	to facilitate critical reflection on the epistemology and politics of geopolitical events
The course draws on current research and writing. The course may cover different events from year to year, but recent examples include the 2003 invasion and subsequent occupation of Iraq, the Ukraine crisis since 2013, Brexit, and disputes over oil and gas pipelines. The course explores specific events and the ways in which they have been brought into public and political life, for example via inquiries, investigations, memorials and art works.

 
The aim of this module is to allow students to acquire experience of literature surveys, and to develop their writing and presentation skills.

Students will acquire literature survey, writing, and presentation skills via a number of activities. These include the preparation and presentation of a poster summarising their research, and the preparation and presentation of a short paper summarising their research findings.
Aims: This module examines the causes and consequences of international trade and investment through basic theoretical frameworks, empirical evidence, and applications to real-world questions of interest to business leaders, policy makers and the general public. It investigates why nations trade, what they trade, and how trade affects welfare, growth and income inequality. It explores the role of multinational companies, foreign direct investment, and international migration. Finally, it analyzes the rationale for international trade policies and their economic impact. Special segments highlight key current phenomena, such as global value chains; heterogeneity in firm productivity, quality and management; financial and labor market frictions.

Prerequisites: ECON0065: Microeconomics. 
This module encompasses elements of clinical governance (including audit) and aims to equip graduates with some of the skills needed to set-up and run a dental service for children.

In the Diploma year of the MSc in Paediatric Dentistry, you will undertake the following modules DENT0020, DENT0136, DENT0022 & DENT0134
Aims:

This module covers supervised approaches to machine learning (ML). Our goal will be to gain intuition about a number of ML methodologies, how they function, where they perform well, poorly and so forth. These intuitions will be given as mathematical results which will be supported by proof.

Learning outcomes:

On successful completion of the module, a student will be able to:

Gain in-depth familiarity with various classical and contemporary supervised learning algorithms.
	Understand the underlying limitations and principles that govern learning algorithms and ways of assessing and improving their performance.
Content:

The course consists of both foundational topics for supervised learning such as Linear Regression, Nearest Neighbours and Kernelisation as well contemporary research areas such as multi-task learning and optimisation via proximal methods. In a given year topics will be drawn non-exclusively from the following:

Nearest Neighbours.
	Linear Regression.
	Kernels and Regularisation.
	Support Vector Machines.
	Gaussian Processes.
	Decision Trees.
	Ensemble Learning.
	Sparsity Methods.
	Multi-task Learning.
	Proximal Methods.
	Semi-supervised Learning.
	Neural Networks.
	Matrix Factorization.
	Online Learning.
	Statistical Learning Theory.
Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; and (2) have high competency with Multivariable Calculus, Probability and Combinatorics, and Linear Algebra such that they can reprove basic results as well as novel results.

The module is mathematical in nature. As such there is a significant proportion devoted to formal theorems and proofs.
Aims:

The module aims to introduce algorithmic trading or risk premia strategies, their rationales, properties, design and use. These are presented as an introduction to the primary strategies and common themes in algorithmic trading, together with areas for further study and development, including the latest machine-learning methodologies. The goal is to give a broad overview of strategies in common use, so students can be equipped with methods for implementing these and exploring their known and provable properties.

Learning outcomes:

On successful completion of the module, a student will be able to:

Analyse statistically trading strategies.
	Research, design, and develop new strategies.
Content:

Introduction to trading.
	Trading industry.
	Data sources.
	Trading strategies.
	Order book dynamics.
	Portfolio theory.
	Statistical analysis of strategies.
	Evaluating strategies.
	Sharpe Ratio and other metrics.
	Multiple hypothesis testing and model validation.
Requisites:

To be eligible to select this module as optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; (2) be familiar with fundamental probability and statistics concepts; (3) be familiar with mathematical analysis; and (4) be familiar with a scientific programming language
Aims:

To introduce primary theoretical constructs in the field of intelligent systems and to examine significant methods illustrating those constructs, together with examples of their application.Learning outcomes:

On successful completion of the module, a student will be able to:

Understand foundational theories in artificial intelligence including: the structural dimensions of intelligent agents in relation to the capabilities they achieve in different environments, and; the differences between symbolic and sub-symbolic agent architectures.
	Understand established and emerging methods for providing the primary capabilities of intelligent agents such as their decision-making, problem solving and learning.
	Understand the technical challenges involved in modelling and building intelligent systems for different application settings.
Content:

Systems and intelligence.
	Agents.
	Agent architectures.
	Problem solving.
	Knowledge representation.
	Decision-making.
	Learning.
	Sensing, acting and communicating.
Requisites:

To be eligible to select this module as optional or elective, a student must: ​(1) be registered on a programme and year of study for which it is a formally available; (2) have A level Maths (or equivalent); and (2) have English Language at the UCL “Standard” level.

Students wishing to take this IEP Minor must complete a short take-home test which probes programming knowledge amongst others.
This module equips students to work professionally and reflectively in the translation market dealing with medical and pharmaceutical texts. The module provides students with the relevant competences to translate medical text types. Students will be introduced to medical translation through lectures and language-specific, interactive seminars. After introductory sessions on the characteristics of medical translation, students will work in language-specific groups, where they will translate a wide range of specialised texts belonging to medical/pharmaceutical domains (to include patient information leaflets, clinical trials, case reports, healthcare documents, informed consent forms, pharmaceutical reports, etc.)

Students eligible for this module must select preferences for their preferred language combination prior to enrolment and normally before the 31st of July. SELCS/CMII will send preference selection instructions to eligible offer holders. We cannot guarantee that any given language combination will run unless this deadline is strictly adhered to. Students must have excellent competence in one of the language pairs listed below. Students are expected to translate into their native language.

From English into Arabic, Chinese, French, German, Greek, Italian, Japanese, Korean, Norwegian, Polish, Portuguese, Romanian, Russian, Spanish and Turkish.

From French, German or Spanish into English
This module helps you to understand the mechanisms of different cancer therapies, and how these relate to the underlying cancer biology. You will begin the module with workshops to develop your understanding of evidence based medicine and your skills for critical evaluation of clinical trials. You will then learn about the mechanisms and application of standard therapies (such as chemotherapy, radiotherapy and surgery), and of targeted therapies representing personalised cancer medicine, and the evidence supporting these. You will review the hallmarks of cancer, as defined by Hanahan and Weinberg, and will investigate how different therapies have been designed to target these hallmark features of cancer cells.

 This module will consist of a mixture of lectures, interactive tutorials, discussion workshops and self-directed learning. You will also attend research-in-progress seminars from PhD students and postdoctoral researchers. Topics in this module include:

  Evidence Based Medicine
 
  Non-Targeted Cancer Therapies
 
  Therapies Targeting:–  Sustained Proliferative Signalling
 
  Therapies Targeting:–  Evasion of Growth Suppressors
 
  Therapies Targeting:–  Resistance to Cell Death
 
  Therapies Targeting:–  Defective DNA Repair
 
  Therapies Targeting:–  the Deregulation of Cellular Energetics
 
  Therapies Targeting:–  the Induction of Angiogenesis
 
  Therapies Targeting:–  the Enabling of Replicative Immortality
 
  Therapies Targeting:–  the Activation of Invasion and Metastasis
Aims:

To provide an introduction to the principles of transport phenomena, treating momentum, heat and mass transfer as a single unified subject and to develop skills in applying these principles to the design and specification of process equipment.
	To develop skills in solving problems in fluid flow, heat and mass transfer.
Learning Outcomes:

Upon completion of this module students should:

understand the mechanisms of momentum, heat and mass transfer by molecular motion and by convection;
	have a knowledge of the properties of, and the differences between, laminar and turbulent flow;
	understand the concept of pressure and the instruments for measuring pressure difference;
	understand the concept of physical similarity and to be able to design experiments for scale-up purposes;
	be able to calculate average values of properties in a system by using macroscopic balance equations;
	be able to calculate a property profile in a system by using microscopic balance equations;
	have a knowledge of momentum, heat and mass transfer coefficients, film and overall coefficients;
	understand flow measuring devices.
Synopsis:

Nature of transport processes and fluids, laminar and turbulent flow
	Fluid statics, pressure measurement, buoyancy
	Dimensional analysis and similarity, Buckingham's Pi theorem
	Conservation of mass, momentum and energy equations, Bernoulli's equation
	Heat, momentum and mass transport in laminar flow and in solids
	Transport in turbulent flow: characteristics of turbulent flow
	Momentum, heat and mass transfer coefficients
	Frictional losses due to roughness and fittings
	Whitman two-film theory for mass transfer
This course teaches the fundamentals of structural dynamics for civil engineers. It assumes no prior knowledge of the subject but requires a confident background in structural mechanics (statics) and maths. It starts with describing and predicting the dynamic behaviour of single degree of freedom systems with or without damping. Free and forced vibration will be covered. The case of earthquake loading will also be treated: linear and nonlinear time history analysis will be introduced and treated as well as the concept of response spectrum. Single degree of freedom concepts will then be generalised to multi-degree-of-freedom system using matrix and eigenvalues methods. General notions on damping devices and base isolation will be introduced.

Learning Outcomes

Modelling and predicting the linear response of single degree of freedom systems to free and forced vibration
 Free and forced response of multiple degree-of-freedom systems
 Use and understanding the concept of modes, mode shapes, modal superposition, Rayleigh quotient
 Earthquake excitation of SDoF systems
 Linear and nonlinear response
 Integration schemes
 FE modelling
Summary 

This course will provide an overview of clinical cardiology sub-specialties. The sub-specialties covered will include general cardiology, coronary intervention (ischaemic and structural heart disease), electrophysiology, grown-up congenital heart disease (GUCH), inherited cardiac disease, heart failure, cardiac surgery and cardiac imaging (echo, nuclear, MRI, CT). This is an academically orientated module which aims to show how scientific discoveries have been and are being translated into clinical practice.

Learning Objectives and Outcomes: 

By taking this module, you should be able to:

Understand contemporary clinical cardiology practice in the UK
	Learn how scientific discoveries have been translated into patient care
	Develop detailed knowledge of one specific topic in clinical cardiology
Who is this module for? 

This module is open to UCL MSc Cardiovascular Science students who are training as or who have completed training as medical doctors. Other allied health professionals will be considered on an individual basis for suitability for the module.

Teaching and Learning Methods

Topics will be delivered via live virtual tutorials with a clinician, recorded lectures on core topics and and self-directed learning.

Selected Reading List

Camm AJ, Lüscher TF and Serruys PW (Eds) 2009. The ESC Textbook of Cardiovascular Medicine (2nd edn). New York: Oxford University Press Inc / European Society of Cardiology

Mann DL, Zipes DP, Libby P, Bonow RO, Braunwald E (Eds) 2015. Braunwald’s Heart Disease: A Textbook of Cardiovascular Medicine (10th edn). Philadelphia PA: Elsevier Saunders

 
This module, which is made up of lectures and seminar discussions, provides a theoretical and substantive introduction to four key themes supporting a critical understanding of urbanisation processes in cities around the world. It considers the value of a comparative understanding of the mobility of planning and governance ideas, practices and policies, and analyses the factors influencing rapid urban transformations in different socio-economic and political contexts.
By the end of the module students should have an appreciation of:
Some of the major trends in the development and governance of cities
Key theoretical interpretations of the development, structure, experience and sustainability of cities
The universal and contingent nature of planning in cities, from a global perspective
The module will help the students connect with other components of their programme, including the field trip and will deepen their critical thinking, reading and writing skills.
To provide the basic principles of bioprocess analysis and design. This will be achieved by first introducing students to the concept of whole bioprocess sequences and process flow sheets. Mass balance techniques for the key unit operations within the bioprocess sequence will then be taught.

Upon completion of the course, a student should be able to:

Learn the fundamental principles underpinning the main bioprocess unit operations.
	Understand the principles of mass and how this is used in process analysis.
	Familiarise with primary separation processes and conduct mass balances on these.
	Learn different methods of product release by homogenisation, conduct an analysis of selective release options and consider the impact of product release on subsequent unit operations.
	Understand the principle of chromatographic beds and beads function, be able to interpret adsorption isotherms and modes of action and conduct a mass balance analysis of chromatography operations.
	Familiarise with formulation and product dose forms suitable for biological medicines and with the definition of drug substance and drug product.
Aims:

The module aims to equip students with some of the fundamental concepts, ideas and frameworks that enable the members and leaders of contemporary organisations to interpret and respond to change. The syllabus focuses on approaches to managing organisations as they have historically developed, with special emphasis on problems of strategy, competition, change management, leadership, and culture.

 

Objectives: 

Appreciate the historical legacy of the modern organisation and the forces of change that shape contemporary organisations.
	Acquire some of the qualities and skill that are needed to lead, manage and enable change in international organisational settings.
	Develop and build the foundations of critical thinking and analysis that are required to respond effectively to the many pressures in the business environment.
Learning Outcomes: 

On completion of this module you will be able to:

Appreciate the historical legacy of the modern organisation
	Understand the nature of change and which approaches are available to managing change
	Reflect critically on the role of managers and leaders in an ever-changing business environment.
 
Students learn how to analyse the professional context of a project throughout a series of seminars, exploring the role of the architect, procurement, construction and site safety, initial cost appraisal, and communication between the construction team. They are also introduced to simple digital project management and costing tools. Students write an individual critical appraisal of the Year 2 design proposals, informed by field trips to construction sites, subject to health and safety management.
Students work in groups to understand how micro architectures, from clothing and masks to gazebos and pavilions, modify the environment for their users and influence the way that the users present themselves to the outside world. Explorations should be imaginative, creative and ambitious. The module is supported by theory seminars that discuss the relationship between architecture, the body, and the mind.

Several briefs are issued throughout the year to guide students through the development of their proposals.
Applied Ethnography is for students who wish to understand how enterprises and organisations function from their lived experience. The course teaches ethnographic methods: ways of observing and understanding one's own and other cultural practices from an insider's point of view; and introduces anthropological concepts ("cultural knowledge", "cultural values and beliefs") and the way these are expressed through language, and how they relate to social behaviours and structures. The course helps students to examine enterprise activities and organisations by understanding the people around them and the social and cultural realm they operate in including the dominant beliefs and values - and their own response to them. Students will become familiar with ethnographic case studies of enterprises and organisations and assess them critically. Students will do their own field work trial.
Module Content

The course teaches creative techniques derived from the performing arts, effectual entrepreneurship, creativity research, and the strategies of high-performance brands. Students will acquire practical creative techniques and skills needed to initiate, develop and expand creative business ideas and to build and engage with a community of supporters. Students will discover how unusual methodologies create novel and distinctive solutions to the challenges of starting new enterprises.

During the course students will examine and deploy a range of technical, aesthetic, and creative dynamics involved in ensemble theatre making, and creative enterprise, and apply them to their own enterprise ideas. Students will recognize the potential of creative techniques to find innovative ways to develop their enterprise activities; and explore ways to manifest them in new and exciting ways.

 

By the end of this module you should be able to:

 demonstrate practical strategies for creative innovation.
	apply creative strategies to your own enterprise project
	 articulate a distinctive and unique enterprise opportunity
 

Delivery Method

One 2 hour lecture and one 1 hour workshop per week.
This module explores how we interact with the phenomenon pain as humans, clinicians and scientists. Although pain is universal, we begin by reevaluating the complexity and subjectivity inherent to any pain experience and explore how that impacts our shared language for describing that experience. This is developed by exploring how culture impacts how we experience pain and whether minority groups have a different pain experience. Then from subjectivity we turn to objectivity as we explore EBM and clinical research as routes to understanding pain. Finally, bringing all themes together we ask how we can meet the challenge of the National Pain Audit and design services that truly meet the needs of people living with pain.
Food is fundamental to survival and a powerful lens with which to view social realities. Social groups are reproduced by activities such as eating together whilst food practices are constrained by inequitable access to material resources and subject to intense moral scrutiny. This course provides a broad introduction to the study of food and eating in the social sciences, particularly sociology and anthropology, and why they are now high on many countries’ policy agendas. Taking an historical and international approach, students will explore innovative social scientific contributions to the study of global challenges including dietary health, food poverty and sustainability.
For affiliate students at UCL in Term 1 only. Knowledge of Russian is required.

This module introduces students to the major poets and themes of the Russian poetic tradition, advances the ability to read in the original, and develops skills of critical analysis of poetic texts. To this end, it is based on a selection of texts from the 19th and 20th century, grouped under a series of broader or narrower thematic headings. The poems are chosen with a number of additional criteria in mind as well, such as accessibility in terms of language, variety (which may lead to the odd more difficult text), and links to other texts. The thematic headings provide material for one to three weeks, with on average three short poems per week. For contrast, three weeks are devoted to a detailed study of a longer work, Pushkin's controversial narrative poem Mednyi Vsadnik. Two module booklets containing all the poems studied on the course (apart from Pushkin's Mednyi Vsadnik), together with audio-recordings of the poems, are provided on Moodle.
This module examines the application of legal considerations to the activities of organisations. The focus is on a practical approach to legal issues and problems that arise. If I want to start a business what structures are available to me, such as forming a company? When is a legal contract formed, how can it be breached and what remedies may be available? What rights do employees have in the workplace, particularly in relation to dismissal, redundancy and discrimination? How does the English Legal System work? How can my valuable original work be protected from imitation and what are copyrights and patents?
Over the period of their undergraduate studies, Information Management for Business students

will have worked both individually and also together in groups on a variety of topics and subjects,

and towards many different aims and objectives. The purpose of the extra mural year is to extend

these experiences to an operational, commercial, or managerial setting.

 

The extra mural year normally involves the student taking a substantial placement of one year in

an organisation. This placement is secured by the student and approved by the School of

Management as relevant for the student’s field of study in information management and

business.

 

The extra mural year provides the opportunity to gain work experience, in a period that combines

study and work, and the application of study to work. Additionally the intention is to ensure that

this part of the student experience is formally recognised in the degree they obtain from UCL
Drug Discovery 2 aims to examine how the pharmaceutical industry is addressing the current unmet clinical need, with regards to drug development. Students will be introduced to translational medicine, transforming discoveries in the laboratory into the next generation of therapeutics. The module focuses on novel therapeutics, in inflammation, infectious disease, orphan diseases and tumour biology.
Students will be introduced to the preclinical phases of drug development. Sessions will be held on choice of drug target, chemical approaches to developing therapeutic molecules, use of animal models, toxicology, first-into man studies, regulation/law. This module is designed to cover drug development up to the first clinical trial phases. Teaching will involve input from our industrial partner, GlaxoSmithKline.
An academic year on attachment to an approved organisation or institution, having a function relevant and suitable to any field of study within the purview of the Department. This course may only be taken in the penultimate year of the candidate's degree programme.
Module description

This module will consider literature in relation to other art forms, and will provide you with an introduction to the formal and material specificities of different artistic media, such as film, photography, performance and music. We will examine some influential theoretical frameworks and scholarly debates associated with word, image and sound, and we will pay particular attention to the ways these terms interact in intermedial creative exchanges. Case studies to be analysed will vary from year to year, but may include ekphrasis, literary-photographic works, filmic-photographic and filmic-painterly relations, performance and sound art, digital culture and new media. Lectures and seminars will focus on select artistic works and set theoretical readings.
The course covers additional Chinese characters together with more advanced vocabulary, grammar, morphology, syntax and phonetics, and develops the four skills (reading, writing, listening and speaking) to enable students to communicate in all situations within a Mandarin-speaking environment.

The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course covers additional Chinese characters together with more vocabulary, grammar, morphology, syntax and phonetics, and develops the four skills (reading, writing, listening and speaking) to enable students to communicate in specific situations within a Mandarin-speaking environment. Students will be able to converse reasonably fluently with native speakers and discuss personal, practical, social and some current issues using appropriate structures.

The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course covers the revision and development of the four tones in Mandarin and further Chinese characters together with expanding vocabulary, grammar, morphology, syntax and phonetics to enable students to function at an intermediate level in a Mandarin-speaking environment. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course covers the four tones in Mandarin and basic Chinese characters together with vocabulary, grammar, morphology, syntax and phonetics to enable students to function at a basic everyday survival level in a Mandarin-speaking environment. The course will introduce linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be developed.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students who already have a reasonable knowledge of Japanese to acquire a better fluency in the language. Students should then be able to communicate in various situations within Japan. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Japanese to develop the four skills further. Students should then be able to communicate in daily situations within Japan. Students will be able to hold basic conversation with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Students should be able to communicate in and understand Japanese on practical everyday matters related to aspects of Japanese culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics).  Students should be able to communicate in and understand Japanese on practical everyday matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of German to develop the four skills further.  Students should then be able to communicate in all situations within German speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. 

On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.   

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters. This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  

On completion of the course students should be able to communicate in and understand German on many practical everyday matters related to various aspects of German culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students with a good basic knowledge of French to develop the four skills further.  Students should then be able to communicate in all situations within French speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. 

On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.   

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters. This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  

On completion of the course students should be able to communicate in and understand French on many practical everyday matters related to various aspects of French culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students with a good basic knowledge of Arabic to develop the four skills further.  Students should then be able to communicate in all situations within Arabic speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics.

The main aim of the course is to enable students with a good basic knowledge of Arabic to develop the four skills further. Students should then be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structure. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable student to function at a basic every day survival level (basic vocabulary, grammar, morphology, syntax and phonetics). 

 Students should be able to communicate in and understand Arabic on practical every day matters related to aspects of Arabic culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
In this module we will explore the histories of live art in Europe, the U.S. and Japan from Gutai to contemporary practice, with a strong emphasis on technologically mediated performance. Structured around the notions of the ‘emancipated spectator’ and the ‘event’, we will consider works of art that sit at the boundary of art and non-art in order to challenge traditional structures of making, exhibiting and looking at art. Through close study of a range of artistic movements including Fluxus, Situationist International, Relational Aesthetics and Re-Enactment, we will explore some of the major debates within histories of performance and live art, and think about key concepts such as the spectator, participation and ephemerality.
This module provides a general introduction to the processes of human learning, both as individuals as well as in groups and society. You will consider the historical context in which different ideas about learning emerged and how psychological approaches to human learning and cognition have shaped our ideas of learning and teaching. The module is organised chronologically, introducing the main schools of thought in the psychology of learning, and also with respect to two key metaphors of learning (acquisition and participation) and the two key figures in the theories of learning - the developmental psychologists Jean Piaget and Lev Vygotsky. In addition to the critical exploration of the key concepts through both group and individual work, the students will be invited to reflect on their own folk theories of learning and learning histories, and make connections between these theories and their experience as learners and teachers.
Module description

A project written in Dutch or English on an approved topic in an area of Dutch Studies. This module offers final year or affiliate students the opportunity to study a topic in depth, that is not currently covered by other modules in the Department of Dutch. 

Reading List/ Suggested Reading

Any agreed topic can be chosen for the Project in Dutch. As good starting point for generating ideas is e. g. the following popular title about Dutch culture and society (a copy is held by UCL Library):

Besamusca, E. and Verheul, J. (eds.), Discovering the Dutch: On Culture and Society of the Netherlands (Amsterdam: Amsterdam University Press, 2010) (DUTCH H32.513 BES).
Plenty of source material for literary and historical topics can be accessed e. g. via the Digitale Bibliotheek der Nederlandse Letteren <https://www.dbnl.org/>) and the Bibliografie vande Nederlandse Taal- en Letterkunde http://www.bntl.nl/bntl/.

A project written in Dutch or English on an approved topic in an area of Dutch Studies. This module offers final year or affiliate students the opportunity to study a topic in depth, that is not currently covered by other modules in the Department of Dutch.
The EMY aims to provide, via an industrial placement, experience which is directly relevant to the student's degree programme. This course may only be taken in the penultimate year of the candidate's degree programme.

The placement must be approved by the Department and by the Faculty Teaching Committee, which will make sure that adequate, identifiable supervision and training are provided by the host company, that adequate supervision is provided by the student’s home department, and that the student’s plan of work for the year is related to his/her field of study and of adequate level.

Upon completion of his/her placement, the student will complete a report, which shall be submitted to the host company for approval and to the student’s home department for assessment. The assessment is Pass or Fail.
This module is taken by students who wish to break their studies at the end of their penultimate year and spend a year working in industry. They are required to find a placement relevant to their degree and to write a detailed report on their experiences. Marks for the report are worth 30 credits and appear in the student’s transcripts but have no weighting toward the degree classification. Approval for the placement has to be agreed in advance by both the department and the Faculty Tutor. Students should in the first instance discuss their application with the undergraduate programme director. In the past students have found work placements at AECOM and Mott MacDonald



Learning Outcomes

Experience working in the civil engineering industry
 Experience being part of a team of engineers
 Learn new engineering software
 Expand your civil engineering knowledge
 Apply theoretical concepts to real engineering problems
 Production of industry standard technical and design reports
 Adapt to a new working environment
This module will enable students to develop an individually tailored programme of field-visits and/or fieldwork designed to develop a first hand material acquaintance with the sites, museums and objects which they have studied in the context of the courses in the preliminary years of their degree.

This module is compulsory for final year students enrolled for the BA in Classical Archaeology and Classical Civilisation and is not available to students enrolled on other degree programmes. 
The module focuses on literature written between 1700 and 1789: from the turn of the eighteenth century to the eve of the French Revolution.  This period was a time of extraordinary experimentation in literature, culture and the arts and of revolutionary development in the study of humankind (a process sometimes referred to as ‘the Enlightenment’).  The literature of this period includes the very first examples of genres, modes and processes that now dominate our literary scene: the rise of the novel, for example, provides a unique opportunity to study a major genre from its inception, while the establishment of professional authorship permanently altered the dynamics of literary production.  At the same time, innovation resulted in works that defy definition.  You will have the opportunity to study texts that transcend generic categories, are intellectually and formally subversive, and which challenge the standards and assumptions of the culture in which they were produced (including works by Swift, Fielding, Sterne and Johnson).
The module is taught by means of a combination of lectures, seminars and tutorials.  Some lectures will focus on single authors; others may consider larger themes or literary groupings, such as ‘peasant poets’, journalism or the essay.  Seminars in the autumn term will cover a range of set texts, and in the spring term students may choose from a number of ‘sign-up’ seminars which may include topics such as ‘the novel’, ‘satire’, ‘comedy’, ‘prose’ or ‘women writers’.  You are encouraged to study any literature from the period that appeals to them, but authors that may receive particular attention on the course include: Addison, Steele, Defoe, Leapor, Gay, Fielding, Pope, Swift, Montagu, Haywood, Richardson, Sterne, Sheridan, Goldsmith, Thomson, Gray, Burney, Johnson, Boswell, Cowper, and Equiano.

 
Building on the content of Psychological Research taken in Year 1, this module offers a more in-depth exploration of methodology and data analysis for meaningful inquiry and research in the fields of psychology and education. A range of key methods and analysis approaches in both qualitative and quantitative domains are discussed and critiqued. An emphasis is also placed on preparing students to carry out an independent research project in Year 3 of the BSc.
The aim of this module is to introduce research methodologies for designing and conducting experiments and to develop an understanding of selecting, conducting and interpreting statistical tests. The basic knowledge acquired will help you with the preparation of the statistics assignment and your research project.

This is a compulsory module in the Audiological Science, Audiological Science with Clinical Practice and the Advanced Audiology programme(s).
This module is for affiliate students only,  UCL students should register for SESS0024 (year-long) course instead.



The module Economic History and Ideas is a compulsory intermediate (year 2) module for undergraduate students in the new History, Politics and Economics programme. It is a full module unit spanning the autumn and spring terms. The module combines a discussion of modern economic history with analysis of economic theory, so as to provide proper context for the ideas, as they appeared throughout the last two centuries. Each week covers one major topic. About two thirds of the time will be devoted to questions of actual historical economic developments, the remaining one third to history of economic ideas.



Topics include, for example, the interaction between institutions and economic development, the demographic transition, market integration, the causes and consequences of technological change, the emergence of modern schooling, the rise and fall of slavery and serfdom, the Great Depression and others on the economic history side; the birth of economics, the debate over free trade in 19th century Europe, the Malthusian trap, the marginalist revolution, the Keynesian critique and the rise of modern growth theory on the history of thought side.



The module is comparative in its geographic focus: in considering the trends in economic history, we look not only at the success stories of Britain, Holland and the US but also at the countries of Eastern and Central Europe. The overarching theme in modern economic history of Eastern and Central Europe is the effort to catch up economically (and, by extension, militarily) with the West. The comparative aspect consists in seeing how policies and activities, employed in the West, succeeded or failed in the East- and Central-European context and how specific developmental features of the region contributed to, or detracted from, the long-term economic development.
SESS0025 course code is available for registration only for Affiliate students in Term 1.

UCL students can only register for SESS0024 code which is a year-long course.

Economic History and Ideas is a compulsory intermediate (year 2) module for undergraduate students in the new History, Politics and Economics programme. It is a full module unit spanning the autumn and spring terms. The module combines a discussion of modern economic history with analysis of economic theory, so as to provide proper context for the ideas, as they appeared throughout the last two centuries. Each week covers one major topic. About two thirds of the time will be devoted to questions of actual historical economic developments, the remaining one third to history of economic ideas.

Topics include, for example, the interaction between institutions and economic development, the demographic transition, market integration, the causes and consequences of technological change, the emergence of modern schooling, the rise and fall of slavery and serfdom, the Great Depression and others on the economic history side; the birth of economics, the debate over free trade in 19th century Europe, the Malthusian trap, the marginalist revolution, the Keynesian critique and the rise of modern growth theory on the history of thought side.

The module is comparative in its geographic focus: in considering the trends in economic history, we look not only at the success stories of Britain, Holland and the US but also at the countries of Eastern and Central Europe. The overarching theme in modern economic history of Eastern and Central Europe is the effort to catch up economically (and, by extension, militarily) with the West. The comparative aspect consists in seeing how policies and activities, employed in the West, succeeded or failed in the East- and Central-European context and how specific developmental features of the region contributed to, or detracted from, the long-term economic development.
For affiliate students only

The aim of this module is to provide a synthetic study of the history, politics and political economy of modern Ukraine. The module looks at the Orange Revolution in 2004 and covers events right up the present day, including the election of President Yanukovych in 2010.

Particular attention will be paid to the themes of nationalism, ethnicity and language in Ukraine, and to the complex historical interrelationship between Ukraine and Russia. The module will draw on a number of disciplines, particularly in Political Science, History and Economics.

There is no language requirement, but an expanded bibliography will be available to students with knowledge of Ukrainian and/or Russian.
This module is for affiliate students only

The aim of this module is to provide a synthetic study of the history, politics and political economy of modern Ukraine. The module looks at the Orange Revolution in 2004 and covers events right up the present day, including the election of President Yanukovych in 2010.

Particular attention will be paid to the themes of nationalism, ethnicity and language in Ukraine, and to the complex historical interrelationship between Ukraine and Russia. The module will draw on a number of disciplines, particularly in Political Science, History and Economics.

There is no language requirement, but an expanded bibliography will be available to students with knowledge of Ukrainian and/or Russian.

 
The module studies the history, culture, politics and political economy of Europe’s second largest country: Ukraine. The module starts with the origins of Ukraine, explores the various attempts at state building, traces the country’s changing borders during the twentieth century and covers events in post Communist Ukraine up to the present day. Particular attention will be paid to the importance of Ukraine’s location between Russia and the West and to the complex historical interrelationship between Ukraine and Russia. The module will explore the themes of nationalism, ethnicity, identity and language in Ukraine.
The aim of this course is to study the history, culture, politics and political economy of Europe’s second-largest country: Ukraine. The course starts with the origins of Ukraine, explores the various attempts at state-building, traces the country’s changing borders during the twentieth century and covers events in post-Communist Ukraine up to the present day. Particular attention will be paid to the importance of Ukraine’s location between Russia and the West and to the complex historical interrelationship between Ukraine and Russia; and to the tumultuous events during and after the 'EuroMaidan' protests in 2013-14, the subsequent war and the consequences for the wider region. The course will explore the themes of nationalism, ethnicity, identity and language in Ukraine. There is no language requirement, but an expanded bibliography will be available to students with knowledge of Ukrainian and/or Russian.
Teaching for this hands-on module takes place at the dedicated surgical theatres of The Griffin Institute (formerly known as Northwick Park Institute of Medical Research (NPIMR). The module delivers specialized surgical skills which increase in complexity; specifically: vascular and microsurgical techniques. Skills include: (1) Assessment of necessity for microsurgery (2) Decisions as to protocol and procedures (3) Set up and use of operating microscope (4) Tissue dissection and vessel preparation (5) End-to-end and end-to-side anastomoses (6) Interrupted and continuous sutures (7) Fault finding and repair.
This is the project module. In this module, you will perform research which will be usually be systematic reviews of research topics of importance to patients and/or health professionals for which no recent systematic reviews exist. You can also choose a research topic which advances evidence-based healthcare. You will design and conduct the research under supervision. You will then submit a detailed report of the research you performed and submit as a dissertation, which will be followed by a viva about the project.
Aims - This module aims to review the prerequisite undergraduate material assumed for the further study of statistics in the taught postgraduate degree programmes offered by the Department of Statistical Science or jointly with other departments.

Objectives - On completion of the module, a student should have reviewed and completed exercises on basic probability theory, statistical estimation and hypothesis testing, practical statistics and associated computing.

Content - Introduction to probability, conditional probability, random variables and distributions, expectation, special distributions, Poisson processes, Markov chains and "birth-death" processes. Introduction to estimation, sampling distributions of estimators, testing hypotheses, categorical data, non-parametric methods, linear statistical models, Minitab computing package.

Key texts - Available from ReadingLists@UCL.
This module aims to provide an appreciation of the various processes involved in a typical systems engineering lifecycle, of how the success of any system depends on an understanding of such lifecycles and how these lifecycles can and should be tailored to meet the specific needs of any system and its development. At the end of the course the delegate should appreciate the different system engineering lifecycles and be able to tailor a lifecycle to suit the needs of any system in development or operation. They should also be able to appreciate the engineering advantages and cost benefits of early integration of all disciplines involved in the system.
This module is designed to develop undergraduate students’ ability to understand and interpret quantitative results in the empirics of economics and business. It also provides a foundation for enabling students to conduct their own empirical research in this area. The emphasis is less on the computational techniques and more on correct application of econometric methodology and interpretation of the numerical results. The module begins with basic methods for analysis of economic data and simple regression formulation and will progress gradually towards more specific techniques used for cross-sectional, time-series and, subject time permit, panel data. Students will also gain skills in working with real economic data using statistical software Stata. This will ‘open doors’ for all 2nd year students for studying and understanding the modern empirical economics and business literature, in particular, focused on developing economies and emerging markets, and provide them with basic skills necessary to undertake their own research. The module will also serve as a platform for further, more advanced, quantitative modules.
The module aims to develop a range of productive and comprehension language skills in spoken and written Slovene at intermediate level; these skills will relate both to the students' studies and to practical situations in Slovenia. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Slovene.
This module is open only to MA students.

This graduate module assumes no prior knowledge of statistics or knowledge of mathematics beyond GCSE (or equivalent). It provides a basic introduction to statistics essential for multi-disciplinary study. The emphasis is on elements of statistical thinking and insight is drawn from simple data and concepts rather than complex derivations and formulae. The module presents quantitative methods as an essential intellectual method appropriate for study alongside other approaches to social sciences. The module is oriented towards making practical use of simple statistical methods and is focused particularly on interpretation of the results. The second part of the module introduces students to regression analysis and so prepares them for more advanced modules in quantitative methods and econometrics (SEESGS46). By the end of the module all students will be able to conduct and interpret simple empirical statistical analysis with the use of real world data. The module uses the STATA software package.
The aim of the Quantitative Methods module is to provide students with an understanding of different types of research design and statistical analysis, with a particular focus on those methods and concepts that are appropriate to the application of Crime Science. Relevant examples will be used to show students how to apply these principles and methods to the real-world problem of crime analysis and prevention. There will also be a focus on how to read and interpret statistical evidence. A number of data analysis techniques will also be covered and students will have the opportunity to practice these using real and simulated data using software such as Stata. PLEASE READ IF YOUARE STUDYING ON A MODULAR FLEXIBLE BASIS: This module should be taken in the same year as, or close to you taking the dissertation module. We recommend that you take this module prior to taking SECU0022 (Crime Mapping and Spatial Analysis), unless you already have experience of using statistical software through professional work or previous studies.
This module will enable students to apply relevant theory learnt in the Supervision Theory and Context module to support their supervisory practices within a relevant work-based learning environment. Students will be supported to make links between theory and practice to better support trainees under their supervision, guiding them to undertake and manage their caseloads using evidence-based therapeutic models and routine outcome measures.
The module covers core concepts and research in cognitive psychology. It explores the history of the field, methods used in the study of cognitive psychology and core topics which form the majority of this research area. These include perception, attention, human learning and memory, language processing, thinking, reasoning and metacognition

Students will be expected to develop knowledge and understanding of:

Historical and current models of human cognition
	Research methods in cognitive psychology
	Key research on perception, attention, memory, language processing, thinking and reasoning
	The neuropsychology of cognition
This 3 hour exam (based in a computer room) requires candidates to use the statistical and computer skills they have gained from the course to answer a series of structured questions about the data set provided, which will include written details regarding the background of the data such as a description of the population, the measures used and the primary hypotheses of the investigation.
This module introduces participants to a range of theories (cognitive, linguistic and social) that attempt to explain the processes and mechanisms of language development. There will be ample opportunity to explore evidence from research regarding current debates and issues of controversy in the field of language development, including grammar development, vocabulary acquisition, and language as a foundation for literacy learning. The module also addresses current research on different groups of language learners, including deaf children, bilingual children, and children with speech, language and communication needs.
This option provides an opportunity to start learning about how the brain generates cognition. You will learn about how we understand what we see, how we produce and understand language, how we make decision and plans, and what happens when things go wrong. You will develop a critical appreciation of contrasting theoretical perspectives and models in cognitive development & learning. You will also evaluate research findings and theoretical models for their potential applications to classroom and related contexts in schools and in other educational settings.

NOTE: This module’s content will be more accessible to students who have attended an introductory psychology module in year 1.
Outline and Aims:

The course will provide the students with insights in the physical concepts of some of the most fascinating processes that have been discovered in the last decades: those underpinning the molecular machinery of the biological cell. These concepts will be introduced and illustrated by a wide range of phenomena and processes in the cell, including bio-molecular structure, DNA packing in the genome, mechanics of the cytoskeleton, molecular motors and neural signaling.

The aim of the course is therefore to provide students with:

Knowledge and understanding of physical concepts which are relevant for understanding biology at the micro- to nano-scale.
	Knowledge and understanding of how these concepts are applied to describe various processes in the biological cell.
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
Outline and Aims:

The aims of this course are to:

teach the basic physics of the interstellar gas in its diffuse, ionised and molecular phases, together with the properties of interstellar dust
	develop a qualitative and quantitative understanding of the microscopic processes that are occurring within and controlling the macroscopic processes of the interstellar medium
	apply this to describe quantitatively the physical processes involved in the process of star formation and in the impact of stars on their environments.
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.

Indicative Topics:

Introduction [2]: History; Components of the ISM; Interstellar magnetic fields

Gas Dynamics [5]: Heating and cooling: hydrodynamics, sound waves; Shocks: cooling processes in shocked gases/isothermal shocks

HII Regions, Stellar Winds and Supernovae [8]: Ionised nebulae/HII regions & photoionised gas; the evolution of ionised regions; Stellar winds, supernovae, and their effects on the ISM

Star Formation [5]: Hydrostatic equilibrium, free-fall & induced star formation; Observational signatures of star formation; Gas flows from star-forming regions; Circumstellar and protoplanetary disks: the interstellar magnetic field

Dust [5]: Review of interstellar extinction & reddening; Cosmic dust & depletions; Formation & destruction of dust; Overview of grain components in the ISM: gas ratios, grain temperatures & size distribution; Scattering, absorption & grain charge

Molecules [5]: Brief revision of molecular spectra; Molecule formation (dark clouds); The chemistry of H2: chemistry in diffuse clouds; Molecular gas in the intergalactic medium
This module will provide you with a knowledge of the actions and uses of a range of important drugs with an emphasis on the mechanisms of action. Teaching is through lectures and compulsory tutorials. It will be assumed that you have some background in physiology, biochemistry and chemistry.

After taking this module you will be able to:

1.Describe the actions of many of the important groups of drugs used in medicine.

2. Cite experimental evidence to support ideas about the detailed mechanism of action of drugs at the molecular, cellular or tissue level.

3. Understand how drugs (and toxins) may be of use in elucidating physiological processes.

4. Understand how the time-course of drug action may depend on the processes of drug absorption, distribution and excretion.

Indicative lecture list (based on 2021/22 syllabus)

Introduction: Drug Targets, Selective Toxicity, Therapeutic Index.
	Receptor Structure.
	Transduction Mechanisms.
	Dose-Response Curves. Affinity and Efficacy.
	Basic Principles of Pharmacokinetics: Drug absorption, distribution, excretion and metabolism (5 lectures).
	Drug Antagonism.
	The Peripheral Nervous System.
	Adrenergic Pharmacology (2 lectures).
	Cholinergic Pharmacology (2 lectures).
	Smooth Muscle Pharmacology.
	Local Anaesthetics: Antidysrhythmic Drugs.
	Atherosclerosis and Lipid Lowering Drugs.
	Diuretics.
	Antianginal Drugs: Cardiac Glycosides.
	Antihypertensive Drugs.
	Inflammatory Mediators.
	Antagonist of Histamine and Treatment of Peptic Ulcers.
	Eicosanoids.
	Anti-Inflammatory Drugs.
	Drugs used to treat Asthma.
	2 Tutorials
The module is designed to give ophthalmic practitioners the knowledge and skills to evaluate and manage ocular hypertension and stable chronic open angle glaucoma in both a primary and secondary care setting. This module will provide clinical assessment and management skills to registered practitioners working that will cover:
 Anatomy & physiology of the eye relevant to glaucoma
 Knowledge of clinical assessments required in a glaucoma clinic
 Knowledge of the risk factors for glaucoma
 Identification of tests, including imaging, for further investigation and interpreting results
 Knowledge and application of practical skills required when conducting a glaucoma examination
 Development of clinical management plans.
 Knowledge on use and prescription of common drugs used in the treatment of a glaucoma patient.
 Interpretation of evidence when making clinical decisions in the management of the glaucoma patient.

On completion, practitioners will have both the knowledge and skills to work both in a multidisciplinary setting and/or independently when examining patients presenting with ocular hypertension and chronic open angle glaucoma.
This aim of this module is to equip students with the necessary skills to conduct effective, methodical research in a modern scientific environment. Students will undertake the following: Literature survey methods and presentation; Instruction on types and usage of scientific databases; Discussion of the appropriate depth and breadth of analysis of scientific literature; Critical thinking and analysis skill; Basic concepts in modern scientific methodology and their application in the classical phases of the research process; Novelty and research innovation. Discussion of what constitutes novel research and innovation and techniques for identifying novel research paths, from catching breaking research trends to identifying important, unsolved problems in science. Students will be given short projects to identify and then discuss their creative ideas within a framework given by the lecturer. Experimental techniques Statistics, error and data analysis. Discussion of the mathematics used in statistical analysis and their application to data analysis Report writing. Methods of writing concise, clear scientific reports. Short projects to produce academic reports with individual feedback to aid student improvement. Journal writing. An examination of journal styles for the tailoring of paper submission to specific journals. Short projects to produce academic papers with individual feedback to aid student improvement. Presentation skills. Techniques to effective present scientific ideas and data to an audience. It will include presentations from the students on chosen topics with real-time feedback and advice for improvement.
The main aim of this module is to engender in students an ability to take financial ideas and principles and apply them in the context of work based scenarios, accompanied by an ability to critically analyse and evaluate both the theoretical underpinnings and the outcomes of practical applications. The Accounting elements of this module aim to develop students’ ability to read and interpret financial statements and associated financial data, based upon an understanding of the theoretical underpinnings of the construction of core financial statements. It also enables students to deploy a range of models and frameworks for using accounting information in investment and managerial decision-making, and cost determination. The Finance elements of this module aim to provide students with a theoretical and practical understanding of selected aspects of financial management.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

The module covers key elements of Financial Management and associated quantitative and qualitative aspects. These are essential ingredients of the skills and knowledge portfolio for aspiring senior managers. It provides students with a conceptual and theoretical basis for managing finance in the context of making financial decisions. It explores and evaluates measurement and valuation matters relating to short and longer term financial operational decision making, issues in financing and investments decision, and policies for dividend and returns of value to owners. Key aspects explored include financing decisions, cost of capital issues the theory and application of risk-related capital investment decisions, financing decisions, cost of capital issues, the nature of shareholder value, and company valuation. Accordingly, it identifies and evaluates the key financial challenges facing directors and managers concerning the selection of projects to invest in, the financing of such investments, and issues relating to the management of the relationship with finance providers.
The course aims to equip students with an understanding of the main issues in innovation management, an awareness of the key features of success and an appreciation of the relevant skills needed to manage innovation. Through lectures and workshops, students will learn how opportunities for innovation arise, the right managerial strategy to innovate successfully and the best way to manage innovations. Students are to learn how to apply conceptual frameworks and theories related to the management of innovation, exploring contemporary cases of innovation and developing awareness of relevant means to move organisations forward through innovation management.
The context for the Predictive Analytics module is management in complex, interconnected, data-driven environments.

Forecasting is a fundamental business skill. Forecasts of the future are used in all areas of business, from operations and finance to marketing and entrepreneurship. Predictive analytics is about using data to forecast uncertain quantities and events.

Predictive Analytics introduces students to three key topics in predictive analytics: time series, regression, and ensembling, and develops students’ ability to think like a data scientist.

The module builds on ideas and tools introduced in MSIN0096 Statistical Foundations of Business Analytics and MSIN0143 Programming for Business Analytics, including Python, statistical software used by the world’s leading data scientists.

During the module, students will work with example data sets to experience the stages of the data science process: they will visualise data, propose models that might fit the data, choose a best-fit model, use that model to make predictions, and test those predictions against new realisations.

Cases that illustrate the applications of data science to business problems will be used, as well as in-class forecasting competitions.

The aims of the Predictive Analytics module are:

- To develop a rigorous understanding of how data is used to support the practice of management and strong data-based reasoning and computational thinking skills.

- To introduce students to predictive analytics techniques used by organisations to forecast uncertain quantities and events.
This module focuses on two main aspects: the study of external and internal environment and foundational concepts and tools to inform and support the formulation and implementation of strategic decisions. The materials are designed to expose students to fundamental and advanced issues in competitive business environments and enable them to analyse opportunities and challenges from the point of view of business analysts and practicing general managers.

In this course the students will learn about: theory-based models and how to apply them for the analysis of real business scenarios; how to choose among established strategies in different scenarios; and how to critically evaluate key trends in the strategic management field. The content of the module will cover topics such as industry analysis, resources and capabilities, business model innovation, and scenario planning.

Each seminar and workshop focus on the analysis of a specific business case. Sessions involve preparation each week including readings from the course text book, research papers, and case studies. This course is relevant for anyone who intends to pursue a managerial career in the context of established multinational corporations or entrepreneurial firms. At the same time, the course is also beneficial to anyone who wishes to pursue a career as an analyst in consulting and finance.
The course aims to introduce students to the basic principles and skills associated with agile software engineering. It will provide students with the knowledge necessary perform a number software engineering roles.

Topics covered,

• Introduction to Software Engineering

• Agile Software Engineering

• Requirements Gathering

• Prototyping

• Analysis

• Design

• Development

• Testing and Deployment

• Architecture

 

 
This module covers the principles and techniques of radiotherapy and its associated instrumentation. The course covers the following topics: Medical linear accelerators Radiotherapy dose distributions Conformal radiotherapy Proton therapy Brachytherapy Treatment planning Radiobiology Quality assurance
The purpose of this module is to provide technical and practical information to enable a good level of familiarity with medical devices typically found in a clinical environment. Characteristics of equipment such as engineering principles, medical purpose, user operation, maintenance, design appraisal, and common faults will be presented. Aims & Objectives To apply electronics and physics knowledge to both the design and use of a number of clinical medical devices To be able to understand the use of clinical medical devices from a number of key perspectives To be familiar enough with clinical medical devices to: - diagnose common equipment problems efficiently - prioritise clinical engineering activities - suggest improvements to existing equipment design
This module, which runs in Term 1, will provide students with the essential skills needed to evaluate data from a variety of sources. Students will study the processes required to design and implement clinical investigations, and will receive introductory training in the use of statistical analyses. The module will also provide opportunities for students who, at this stage of their training, will have little or no clinical experience to familiarize themselves with the clinical environment. Thus time will be spent in the clinical skills centre acquiring a variety of skills such as clinical observations and phlebotomy. There will be opportunities to gain an understanding of disease processes and presentation though interactive seminars and small group teaching. The ethical and moral dilemmas facing clinicians and scientists will be discussed in depth, and the importance and art of teamworking will be a major feature of the module.
Overview:

The aims of the module are two-fold. First, to present the basic concepts and principles of classical mechanics in an engineering context. Second, to demonstrate the implementation of the aforesaid to analyse simple basic mechanisms. A key objective of this module is to help the students develop their problem-solving skills in a systematic manner.

The module focuses on classical mechanics where the concepts of Newton’s laws of motion, forces, work, energy, momentum and impulse will be introduced, and explained in depth using examples from everyday phenomena.

Students will acquire modelling knowledge, analytical tools and experience appropriate for a first year engineering module, providing the foundation for higher-level modules.

Topics covered:

Kinematics of particles
	Kinetics of particles – Newton’s laws of motion Kinetics of particles – work and energy
	Kinetics of particles – impulse and momentum
	Kinematics of rigid bodies
	Kinetics of rigid bodies – forces and accelerations
	Kinetics of rigid bodies – work and energy principles – momentum methods
Learning outcomes:

Upon completion of this module students will be able to:

Demonstrate knowledge and understanding of the essential facts, concepts, theories and principles underlying classical mechanics.
	Have an appreciation of the wider multidisciplinary context of the underlying theory, including its applications to engineering design and application to real world problems.
	Apply appropriate mathematical tools to the analysis of problems arising in dynamics.
This module aims to introduce students to ideas and topics in discrete mathematics, for example set theory, group theory and number theory. These topics are not covered elsewhere in Mathematics courses for such students but are of current importance, in computer science, for example. The module is designed to provide prerequisite knowledge to enable students to take level 6 (subsequently level 7) mathematics courses in these areas.

One of the most powerful ideas in mathematics is abstraction. In this course you will see the importance of the ability to understand and work with abstract concepts and constructions. You will be introduced to the basic language of mathematics, some important algebraic structures, and the idea of a proof. After taking this course, a successful student should be able to take the following Mathematics module options in their third year:

1. Algebra 4: Groups and Rings;
2. Number Theory;
3. Graph Theory and Combinatorics.

The course will be divided into four sections with a balance between abstract ideas and more concrete methods, particularly in number theory. In section 1 we will cover some ideas from set theory and we will introduce the concept of mathematical proof. In section 2 we will study an important algebraic structure called a group. We aim to give a thorough grounding in the basics of group theory and to build confidence working with abstract definitions and concepts. In section 3 we will focus on number theory. In particular, we will introduce Z/(n), the integers modulo n, and we will learn methods to solve equations in this new setting. Finally, in section 4 we will study another important algebraic structure called a field which is a generalisation of the real numbers. We will learn some new examples of fields and some general theory which generalises results learnt from linear algebra. In particular, sections 2 and 4 will provide a good basis for studying Algebra 4.
The component will discuss a range of methods used in Operational Research for assisting with the analysis of problems from a wide range of real life settings. Many of the examples given will concern the application of Operational Research to clinically related problems, although examples will also be given related to other areas such as transport and manufacturing industry. The component will introduce mathematical modelling methods frequently used in Operational Research, including linear programming, integer programming, stochastic analysis, queuing theory and compartmental modelling. Students will also be introduced to the practical problem solving methodology of Operational Research and the processes involved in developing a mathematical modelling structure.
This is a 30-hour introductory course on stochastic calculus for continuous semimartingales with applications to continuous-time finance. Some fundamental concepts of mathematical finance will first be treated in discrete time and on a finite probability space, to avoid subtle issues typical of the general setting.
Mathematical models are used extensively in many areas of the Biological Sciences. This course aims to give a sample of the construction and mathematical analysis of such models in Population Ecology. The fundamental question to be addressed is: what natural (or human) factors control the abundance and distribution of the various populations of animals and plants that we see in Nature? No special knowledge of Ecology is required or assumed. However, an interest in, and willingness to learn about, concepts and problems in this area are essential. Mathematical techniques used include calculus, mathematical methods and linear algebra, and those developed include the important qualitative technique of phase plane analysis which the course uses extensively. The course is independent of MATH0082 (previously MATHM505).
This course considers the processes of library collection development including selection and acquisition principles and methods; retention, preservation and security policies; storage policies and planning; use and users; access to and promotion of collections; service provision; information literacy; evaluation and retention of collections; preservation strategies and conservation options. Issues relating to acquisition, access and preservation of electronic material and special issues relating to serials, interlibrary loan and document supply, financial issues, co-operation and resource sharing will be discussed.

Students taking this core module will examine in detail the key issues around library collection management as "the process of planning, delivering, maintaining and evaluating a programme of stock acquisition and management which meets current objectives and builds a coherent and reliable collection to allow for future development of the service". (CILIP PKSB 2012:26) 

By the end of the module, students will:

appreciate the importance of an agreed library collection management policy and understand how to develop and follow such a policy; 
 have knowledge and understanding of a range of budgeting techniques relating to collections; 
 recognise issues around equality, diversity and inclusion and understand the value of engagement with users and other stakeholders in terms of managing and making collections accessible; 
 identify various types of resources and appreciate the differences between their management; 
 appreciate the impact of digital content including repositories, serials and e-books; 
 have an understanding of the importance of successfully marketing a collection; 
 have an awareness of the processes around disaster and change management and preservation.
This module will introduce you to the key elements of epidemiology:

measurement of the distribution of diseases and other health outcomes within a population or community of people,
	design of epidemiological studies
	interpretation of data from epidemiological studies
	critical appraisal of evidence
You will learn about the history of epidemiology and its importance to public health, consider different approaches to measuring the health of populations and interpret associations between risk factors and health outcomes. You will be introduced to different approaches to sampling populations and to a range of epidemiological study designs from observation to interventions including cluster RCTs. You will develop your understanding of the types of error and bias that occur in epidemiological studies and strategies to overcome them. You will consider and discuss strengths and limitations of different study designs in an international context of public health decision-making. You will learn about applied epidemiological methods which can be employed in rapid or emergency situations including qualitative and mixed methods. Drawing on all your prior learning in this module, you will interpret epidemiological data and critically appraise epidemiological evidence for both its methodological rigor and relevance to public health decision-making.

Aims: 

The aim of this module is to introduce students to epidemiological concepts, measures of disease frequency, research design, and skills needed for the interpretation of epidemiological data and critical appraisal of evidence. This is a core discipline for public health and underpins learning throughout the MPH programme.

 
The module aims to:

impart an understanding of scientific computing
	give students a grounding in the basic principles of algorithm development and program construction
	to introduce principles of computer-based image analysis and model development
The module will cover:

Introduction to Jupyter notebooks
	Computing in Python
	Computing for image analysis
	Computing for environmental modelling
	Data visualisation for scientific applications
See: https://github.com/UCL-EO/geog0111

Learning Outcomes:

At the end of the module, students should:

have an understanding of the Python programming language and experience of its use
	have an understanding of algorithm development and be able to use widely used scientific computing software to manipulate datasets and accomplish analytical tasks
	have an understanding of the technical issues specific to image-based analysis, model implementation and scientific visualisation
 
This module equips students with an advanced ability to conceptualise, investigate and analyse academic and public debates on geopolitics. It focuses particular attention on the ways in which geopolitical issues and events are constituted and contested as matters of public concern.

Linking with GEOG0084 Geopolitics and GEOG0085 Environment, Politics and Practice, the module brings together:
1) engagement with academic thinking on geopolitics, publics and publicness;
2) investigation of recent and current geopolitical issues and events; and,
3) analysis of how these issues and events are constituted and contested through public practices.

The course aims to:
1) enhance critical understanding of current scholarship on geopolitics;
2) develop in-depth knowledge of specific case study topics; and,
3) enhance appreciation of how geopolitical issues and events are positioned as matters of public concern.

The course begins by considering geopolitics in relation to ideas of sovereignty, security and secrecy. It then looks at how geopolitical issues and events are constituted and contested via practices such as public and parliamentary inquiries and forensic, criminal and open source investigations. The course focuses particularly but not exclusively on examples relating to the UK but the specific content varies from year to year; in recent years the course has concentrated on issues relating to the UK’s involvement in the 2003 Iraq war and its relations with Russia. Students should contact the convenor for more information about the course content for the current year. The course is taught through weekly seminars.

 
This introductory course deals with changes in our physical and biological environment on a variety of timescales, looks into the causes of natural environmental change and examines the progressive environmental impact of people from the last glacial stage up to the present. The aim of the course is to place present-day environmental issues such as climate change, evolution, biodiversity and human-environment interactions in a long-term temporal perspective, arguing that an understanding of the present and prediction of the future both require an examination of the past. It also emphasises the complex interplay between geological, climatic, ecological and human factors in shaping our present environment.

The main course topics include change on long geological timescales and the evolution of plant and animal species, including humans; environmental change during the glacial-interglacial cycles of the past few million years; changes since the last glacial maximum; human impacts on climate and the environment; future climate change projections and their potential impacts.

The lectures are organised into four themes, namely tectonics and evolution; Quaternary environments; Holocene environments; the anthropogenic interval. 

 
The module focuses on the specific skill of translating French literary texts into English. It aims to develop skills both in critical reading and in interpretation, and an advanced understanding of the translation process. Teaching takes the form of practical translation and of written commentary on the problems of translation encountered. Whilst the emphasis is on the practical, students will also be acquiring a basic understanding of theories of translation as well as the technical vocabulary appropriate to the area.
This module is concerned with the translation from French into English of literary texts, both in poetry and in prose. The aim is to provide students with the techniques required for this challenging form of translation and to give them the opportunity, on a weekly basis, to apply those techniques to a range of literary texts. To this end, students will make translations of prose passages and of short lyric and prose poems; they will also write extended ‘translation commentaries’ that focus on those aspects that were most problematic and/or interesting for the translator.
This module examines differing conceptions of Europe, the history of the EEC and EU, and the attitudes of individual states to the process of European integration. It covers topics such as war and reconstruction, planning and liberalization in post-war economies, and Europe's relationship with both East and West. No previous knowledge of European history or politics is required. Available to: First years, second years and affiliates Prerequisites: None
The primary objective of this module is to equip you with a set of practical research skills to be able to perform self-directed research in linguistics, from identifying sources of evidence and designing experiments, to evaluating empirical results, engaging critically and integrating results with existing literature. In order to demonstrate these research skills you are expected to be able to produce pieces of academic writing throughout the module.

Research Methodology additionally teaches the writing process, from structuring pieces of writing appropriately to citation of references and effective literature reviews. You are expected to gain a basic understanding of scientific argument, including developing an ability to identify meaningful baselines and testable hypotheses, visualise data with confidence intervals, and to be able to summarise these results in written prose. You should also be able to display an ability to critically engage with your own research, e.g. to identify possible alternative hypotheses for their results and consider potential methods for eliminating these explanations, to address inconclusive research results, etc.
Aims:
This is a graduate course in macroeconomic policy. It looks at how macroeconomic policies – monetary policy and fiscal policy – affect the economy and at their roles for fluctuations in the economy. The course also considers issues of optimal policy design. The course will consist of lectures and tutorials.

Objectives:
This course will provide students with tools that enable them to understand the current literature and undertake independent research. The course will provide students both with skills that enable them to examine data and with tools for the analysis of modern macroeconomic models.

Students that take this course should at the end of the course be familiar with the following topics:

Measurement of monetary and fiscal policy shocks and their effects;
Models of monetary economies and the determination of equilibrium inflation;
Determinacy of the price level;
Optimal monetary policy design and monetary policy rules;
Ramsey optimal fiscal policies; Monetary – fiscal interaction;
Liquidity traps;
Monetary and fiscal policies in liquidity traps;
Banking and monetary economies.

Prerequisites: ECON0066
In this module you will learn about effective communication between the clinician and patient/client. You will learn written, verbal and non-verbal communication skills and when they are appropriate to use. You will also explore different ways to communicate effectively with hearing impaired and deaf people. The importance of active listening in patient centred care and when supporting decision making will also be discussed and you will learn the basic counselling skills used in audiology clinics.
The aim of this module is to enhance clinical practice in the assessment and rehabilitation of children with hearing loss. The curriculum introduces the framework for screening assessment and management within current NHS provision and the impact of hearing loss on developmental, educational and social outcomes for children.

This is a compulsory module in the MSc / PG diploma in Audiological Science, and in Audiological Science with Clinical Practice.
The aim of this module is to provide you with the basic theory and application relating to audiology diagnostic testing, and will underpin the Clinical and Professional Practice Module (EARI0013). It will cover adult clinical audiology including normal function and ageing of the auditory system, aspects of test techniques, detailed assessments and differential diagnosis in adults with audiovestibular disorders.

The module will fulfil the adult audiology requirement of the MSc / PG diploma in Audiological Science, and Audiological Science with Clinical Practice.
An advanced translation course combining reflection on the translation process with regular exercises in translating from Dutch into English covering a variety of text types. All students learn to develop a translation strategy, analyse texts for translation and also published translations of literary texts. An important aim of the course is to encourage and assist students to develop their own approach to translation. Time is also devoted to improving practical skills such as revising and proofreading translations, and accessing a range of printed and online lexicographical and bibliographical resources. 

Please note that MA students may attend classes together with final-year BA students. 
The aim of this module will be to build on the student’s research skills developed at the Diploma level and to recognise the importance of research in the delivery of high-quality patient care. This will be achieved by providing the students with an opportunity to undertake a research project, which has been designed by the head of the Implant Programme and deputy head for the Master’s module, under the guidance of experienced supervisors. Students have the chance to learn about clinical research techniques during a four-day introduction to clinical research methods and then apply the fundamentals of statistical data collection and analysis, qualitative data collection and analysis to answer their research questions. Continuous feedback of either a formative or summative nature supports the students during their year-long master’s degree.

 
This module is compulsory and needs to be taken by all students completing the MSc in Dental Hygiene.
Aims:

This module focusses on designing and building software systems, which these days are often large, complex and long-lived. They are worked on by teams of engineers and changed constantly over their lifetimes. We will look at principles and patterns of software design, where to apply them, and how they may inform our design choices. We will also look at techniques for ensuring that systems you build behave correctly. We show how the application of these makes it possible to evolve systems effectively in a rigorous way.Learning outcomes:

On successful completion of the module, a student will be able to:

Appreciate the wider engineering context that forms the background to developing complex, evolving software-intensive systems.
	Apply a range of design patterns and principles to solve particular design problems.
	Apply a range of refactoring techniques to improve code quality.
	Use a range of tools and techniques for automated software testing, including test-driven development.
	Manage risk in making changes to an existing software system through rigorous engineering practices.
	Reflect on the appropriateness of different software engineering techniques in different circumstances, and on the quality of the design of an application.
Content:

OO Design Principles.
	Design Patterns.
	Software Architecture.
	Testing.
	Tools and Processes.
Requisites:

To be eligible to select this module as optional or elective, a student must: ​(1) be registered on a programme and year of study for which it is a formally available; and (2) have taken a module or course in Java programming.
This is an introduction to structural engineering. It teaches students to determine the expected behaviour under loading of several simple yet fundamental structural typologies such as statistically determinate frames and pin-jointed trusses. The module gives students an appreciation of how structural fit into the bigger picture of civil engineering design and provides them with fundamental tools and knowledge necessary to analyse and design structures.

Learning Outcomes

 

Understand Newton’s laws

Understand principles of equilibrium and draw ‘Free Body Diagrams’

Differentiate between statically determinate and indeterminate structures

Understand the notion of linear elastic behaviour

Understand the behaviour of different structural members and the forces they are subject to

Analyse statistically determinate pin jointed trusses

Calculate and draw shear and bending moment diagrams in statically determinate beams

Calculate stresses in beams due to shear and bending

Calculate the deflection of statically determinate beams

Understand the principle of virtual work

Apply the principle of virtual work to calculate deflection of trusses

Calculate and draw shear and bending moment diagrams in statically determinate frames

Apply the principle of virtual work to calculate deflection of statically determinate frames

Understand the methodology followed in the design of structural members

Understand Elastic Buckling and Euler’s Theory
Urban Investigations is a core module of the MRes in Interdisciplinary Urban Design, and builds upon the wide-ranging research and professional expertise in urban design found across The Bartlett. It exposes students to the series of urban scale research projects / problems being examined at UCL (and beyond) and offers the opportunity to discuss and experiment with the latest urban research theories and methodologies, processes and practices. These provide a fundamental underpinning for the production of an urban design research proposal later in the year.
The module has two primary aims. First, introduce students to and reflect upon the role of industrial ecology and industrial symbiosis in moving towards more sustainable industrial systems, including discussion of key challenges and obstacles. Second, equip students with relevant methodological and analytical tools for the practical implementation of industrial ecology principles to the design of industrial parks, industrial systems and urban areas. By the end of the module, you should be able to understand the concepts of industrial ecology and industrial symbiosis as well as Circular Economy, have a basic knowledge of main methods and tools for the practical implementation of these approaches such as Material Flow Analysis and Life Cycle Assessment and have the ability to apply them to real world and business problems, be able to understand opportunities but also challenges to increase resource efficiency in industry, as well as have the ability to define strategies to turn waste into resources and exploit business opportunities associated with it.
This module focuses on the practical aspects of methodology and research design, including the framing of a research question, choosing and specifying methods, ethical procedures and requirements, project management, the realization and dissemination of research outputs and anticipation of audiences and impacts. Students produce a portfolio documenting, contextualising and critically evaluating practical exercises and fieldwork. Students will be supported to design and pilot a piece of urban research that is experimental, collaborative, considers local and global scales, and bridges between traditionally separate domains of knowledge and expertise. Seminars, workshops and assessments will prompt participants to put into practice their learning from Engaged Urbanism (pre-requisite module) about how researchers are approaching the variety and dynamism of contemporary cities and urban experience, creating original knowledge. In line with the UCL East ethos the focus will be on learning about and designing hands-on, engaged urban research that takes risks and, in collaboration with communities, seeks to intervene towards fairer cities and outcomes from urban development. Students submit a portfolio for critical appraisal including their proposal, research design, indicative sources and pilot research completed during the course.
All buildings exist as environments experienced by inhabitants and users. Architects and the design team deploy materials, structures and services to create these environments. This module is an introduction to environmental design and associated fields including climate, energy and sustainability. The aim is to provide students with the basic skills and concepts needed to address environmental design as an integral part of the architectural design process.

On successful completion of the module you will gain a knowledge of core environmental physics concepts and units. Key environmental aspects of building design including thermal, airflow, day lighting and acoustics design, and how these aspects relate to the specific needs and desires of occupants. An introductory knowledge of energy sourcing and use in buildings. An introductory knowledge of the environmental impact of material and construction specifications. An overview knowledge of climate on a global and local scale and the key anthropogenic impacts on climate.You will also gain an understanding of how buildings respond to and are affected by their particular environmental context and an understanding of the role buildings play in moderating climate and providing comfortable conditions for occupants, via building fabric and building services design.

Students completing this module will learn how to gather climate data relevant to a specific design project as a part of site context research; Represent climate data on architectural drawings specific to the project at a microclimate scale; set out environmental design intentions and targets relating to a project brief and develop simple environmental strategy diagrams resulting from the synthesis of environmental and broader design considerations.
Module Content

Topics will be tightly focused on the theories, issues, cases, and methodological questions of specific relevance to the study of digital culture. The core theory course provides a grounding in the major debates informing the field of digital anthropology and the key topical areas that digital anthropologists study. The practicals provide applied training in doing social research on digital practices and the place of digital technologies in people’s everyday lives and other anthropological research settings. In Term One, Students will be required to find a small “field”, where they will undertake repeated observations of digital activities. During the practical sessions we will plan the observations, analyse different aspects of the data collected, and design an online platform for presenting the results. The practicals are also intended to foster reflexivity and creative experimentation with anthropological modes of inquiry, analysis, and representation.

 

Learning Outcomes

To understand and be able to explain the key debates informing digital anthropology.
	To understand the main ethnographic topics of study in digital anthropology (e.g. social media, virtual worlds, digital protest, digital archives etc.) and to be able to explain the anthropological implications of these phenomena.
	To gain skills in a wide range of ethnographic and qualitative research skills oriented to the study of digital culture, including e.g. social media analysis, sensory ethnography, mapping.
	To develop the skills to creatively communicate ethnographic research findings to a non-specialist audience.
 

Delivery Method

One 2 hour seminar per week and one 2 hour practical every other week.
This module will give you an in depth understanding of common lower limb sports injuries and biomechanics of the musculoskeletal system, and injury prevention strategies. It will include:

- Aetiology of common musculoskeletal tissue injuries to bone, cartilage, ligaments, tendons, nerves, muscles.

- Clinical presentation, aetiology / mechanism of injury, clinical diagnosis, imaging, management and outcomes of common acute and overuse lower injuries, including the hip, groin, knee, ankle and foot.

- Injury prevention concepts, models and evidence.

- The kinetic chain, biomechanical assessment, and functional movement assessment as part of an injury assessment or screening.

- How intrinsic biomechanical factors may interact with extrinsic risk factors to predispose common musculoskeletal injuries and pathology.

- An introduction to the principles and basic practice of musculoskeletal joint and soft tissue clinical examination.

- Principles of sports injury assessment and management.
The MPA Group Project is a major experiential component of the programme, enabling students to work as a group on a real-world policy challenge with the support of UCL STEaPP faculty. Each MPA Group will work with a partner organisation that has a genuine need to solve a particular policy challenge. Through experience-based learning that runs over terms 2 and 3 and the summer, students will integrate, apply and deepen the knowledge and skills acquired during the MPA curriculum. The groups will work with the partner to understand the challenge; develop a work plan that includes problem definition and framing; explore and assess options relevant to the problem context; and deliver a final product that meets the partner’s needs and expectations. The MPA Group Project will run for about nine months (equivalent to an individual research thesis in an academic Masters programme). The groups will usually be multidisciplinary and comprise a balance of students with policy/social science and natural science/engineering backgrounds. Over the course of the project, students will sharpen their capability in engaging with team work, designing projects, strengthen their data collection and analysis skills, hone their critical thinking, develop their written and oral communication, and develop an appreciation of the art of presenting evidence-based knowledge products that address real needs. Overall, the module aims to provide students with the opportunity to integrate the taught portions of the MPA with a relevant problem-solving experience, as well as work constructively in interdisciplinary teams on complex, potentially open-ended projects. The Group Project is the default option for the final project, a major component of UCL STEaPP’s MPA programme, and offers candidates the full MPA experience.
This course will enable students to learn about:

the place of the Sun in the evolutionary progress of stars
	the internal structure of the Sun
	its energy source
	its magnetic fields and activity cycle
	its activity, including flares and coronal mass ejections
	its extended atmosphere
	the solar wind
	the nature of the heliosphere
This module introduces students to the study of crime as a social issue. It begins by considering how definitions of crime change over time and across cultures. The main socio-demographic correlates of crime are presented and some of the key explanations for offending are examined. Lastly, the formal structures and machinery in place to respond to crime and security problems are examined. The module covers the role and functions of the police, courts, and corrections as the chief components of the criminal justice system, as well as the role of government in setting crime policy. Students will be encouraged to critically assess the strength of different theoretical approaches throughout the module.
Clinical Skills 2 aims to utilise experiential learning, giving students the opportunity to practice and develop their clinical skills. As such the module will involve role plays of clinical scenarios, practice using clinical tools and critical discussion around the clinical literature. The module will consider the clinical implications of working with a range of different ages, presentations, life circumstances, cultures, races and clinical settings. Student’s will be required to adopt a reflective and critical stance throughout as they develop their skills for working in different situations. Guest speakers who are active clinicians working in varied settings will be invited to share their experiences with the students.
In Clinical Skills 1, a range of clinical presentations and professional issues are explored. The main aim is to build on the knowledge and skill gained in Year 1 and help students to make theory practice links in their respective placements. In order to develop their clinical and reflective skills, students will engage in small and large group discussions, as well as role play and experiential exercises.
Recent years have seen a debate about the waning of war, though for millions of people around the world, wars and violence are part of their everyday lives—with implications far beyond the war-torn states’ borders. This module introduces students to major trends in warfare (types of wars, the actors engaged in wars, targets in wars, funding of warfare, technology of warfare), theories explaining these trends, the relationship between warfare and state-building, and ethical questions concerning how wars are fought.

By the end of the course, students will be able to do the following:

Provide a theoretically and empirically informed discussion of trends in warfare over time, as they pertain to causes of wars, dynamics of warfare, targeting in warfare, the actors engaged in warfare, and technologies of warfare.
	Critically review different theoretical, policy, and ethical debates surrounding key questions about warfare.
	Through class discussions and written assignments, systematically analyze empirical cases.
The MPhil Stud theses is due in on the first working day in September following your second year of the programme. The word length is 25,000 - 30,000 words
The aim of the course is to enable students with a good basic knowledge of Spanish to develop the four skills further.  Students should then be able to communicate in all situations within Spanish speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters.  This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. 

On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.  

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters.  This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  

 On completion of the course students should be able to communicate in and understand Spanish on many practical everyday matters related to various aspects of Spanish and Latin Amercian culture. Cultural awareness will be developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students with a good basic knowledge of Italian to develop the four skills further.  Students should then be able to communicate about all situations within Italian speaking countries. On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters.  This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.  

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters.  This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  

 On completion of the course students should be able to communicate in and understand Italian on many practical everyday matters related to various aspects of Italian culture. Cultural awareness will be developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
Module Description: 

This module examines the birth, developments, and end of Futurism in Italy. The Futurist movement (1909-1944), under the leadership of Marinetti, welcomed the new in its battle against the past and presented the world with a stream of manifestos for change on every subject. The module focuses on literature, the visual arts, photography and music; by looking at a variety of primary sources (manifestos and creative outputs), students are encouraged to reflect upon the notion of avant-garde and issues of canon formation, cultural tradition, and innovation in the arts. A variety of secondary sources help students develop an awareness of the different approaches in scholarship on Futurism. 

 

Aims and Learning Outcomes: 


	gain a critical understanding of Italian Futurism 
	
	
	become familiar with primary and secondary sources on the subject 
	
	
	learn to apply key tools for literary and visual analysis 
	

	develop skills in identifying and using good-quality studies to support a critical analysis of prescribed topics or problems, and in structuring a sustained and original argument 
	
 

Suggested Reading: 

In preparation for the module, we advise reading the following text. This can be found in the UCL Library; in case you cannot access the library and get this title, please contact the module tutor. 


	Guenter Berghaus, “Introduction” (all sections, excluding the last one on “Toward an Avant-Garde Conception of the Performing Arts: Alfred Jarry and Wassily Kandinsky), in Theatre, Performance, and the Historical Avant-Garde (New York-Basingstoke: Palgrave McMillan, 2005), pp. 1-45 
BSc Population Health Sciences with Study Abroad students can find details of their Study Abroad options on the UCL Study Abroad website.
This course teaches complete beginners to speak, understand, read, and write Ladino (also known as Judeo-Spanish). Ladino is the traditional language of the Sephardim, the descendants of the Jews exiled from Spain in 1492. It is a Romance language that has a high degree of similarity to Spanish but it is written in a form of the Hebrew alphabet and has significant Hebrew, Greek, and Turkish components as well as differences from Spanish in both pronunciation and grammar.  

Throughout most of its history, Ladino was spoken and written by Sephardic Jews living in the Ottoman Empire (especially Turkey, Greece, Serbia, Bulgaria), as well as in North Africa (chiefly Morocco). Over the centuries it developed a rich oral and literary tradition including Bible translations and commentaries, ballads, folktales, and narrative. In the 19th century it also became the language of a thriving press, and novels, short stories, and plays in Ladino became widespread.  

The Holocaust combined with emigration away from the traditional Sephardic heartlands in the historical Ottoman Empire resulted in a severe reduction in speaker numbers in the 20th century, and Ladino is now severely endangered worldwide. However, in the 21st century there is a renewed interest in the language and its literature and culture, which is leading to a resurgence with a particularly strong online presence.  

 This course offers a rare chance to engage with this fascinating language and its rich culture and history. It will familiarise you with both spoken and written Ladino by means of conversation, audio materials, and a wide variety of written texts including stories, folktales, extracts from novels, plays, and more. No prior knowledge of Hebrew or Spanish is required.
This module provides students with a solid understanding of the politics of Japan by analysing various political, social, economic and environmental issues which have shaped the island nation. The module will encourage students to look beyond stereotypes and learn about the politics of Japan in a nuanced, contextualised way.
Japan is classed alongside North America and Europe as part of the developed world, yet the Western imagery of Japan is a prime example of an exoticising, Orientalist discourse. With this contradiction in mind, this module investigates Japan's modernisation with an emphasis on how it managed the transition from a closed country to one of the world's pre-eminent economies. In doing so, the module will touch upon Japanism as a form of Orientalism, deconstruct narratives of Japanese exceptionalism and contextualise its politics in both international and domestic contexts, paying particular attention to a multi-layered and anti-hegemonic reading of Japan.

 
This alternative first year Dutch Language course runs across both terms and is aimed at students with previous knowledge of Dutch. Following the language level test during induction week, a programme will be put together in collaboration with the student based on their individual learning needs.

Its main aim is to maintain and strengthen their academic and language skills in order to prepare them for the second-year language course. Students are expected to work independently on listening, reading and written work with regular tutor feedback and tutorials, as well as attend weekly conversation classes. This course also includes an introduction to the field of linguistics, which will prove useful in the student’s further language career.
This module is designed to enable the postgraduate to develop the underlying scientific principles underpinning implant treatment. Topics will include anatomy, implant design, implant surfaces, bone physiology and healing.

 
Education can be viewed as an industry, a product, a philosophy, a process or a project. In this module, you will be given the opportunity to explore these different perspectives on education and to develop a response to them that is informed by your own educational context and experience. The module is based around the following questions posed by Fielding and Moss (2011) that are fundamental to understanding education:

• What is education for, what is its purpose, both here and now and looking to the future?

• What should be its fundamental values and ethics?

• What do we mean by knowledge and learning (including formal and informal contexts)?

• What is our concept of education?

• What is our image of learners, educators, learner contexts, and of community/society?

• Who is responsible for education, and what does it mean to be responsible?

This module will use these questions to explore a range of educational contexts, sectors and phases. Students will critically explore the questions in the light of readings, arguments raised by leading experts in the field of education and their own experience. The module can be taken either fully online or face-to-face. For students choosing the fully online option, the module will include a series of synchronous and asynchronous on-line activities.
Biology of Ageing covers evolutionary and mechanistic theories of ageing; comparative biology of ageing; the new model organism genetics of lifespan (eg C. elegans, Drosophila, mouse); methods in ageing research (eg functional genomic analysis); the biology of dietary restriction; cellular senescence and senotherapy, telomeres and cancer; ageing-related disease; the biology of insulin signalling, energy handling and associated diseases (eg diabetes and obesity); stem cell ageing; prospects for treatments for ageing; and social and ethical issues relating to research on ageing. As well as lectures there are three small group tutorials, some lead by researchers at UCL’s Institute of Healthy Ageing.

Learning objectives

To attain a good grasp of the various facets of the biology of ageing and longevity (evolutionary biology, biodemography, genetics, biochemistry, cell biology, endocrinology, etc) and the relationship between them.
	To understand the main theories of ageing, in terms of evolutionary and proximate mechanisms.
	To understand some of the major diseases of ageing, and their etiologies in the underlying biology of ageing.
	Discuss controversial ethical, philosophical and social issues relating to this work.
Indicative lecture topics – based on module content in 2021/22

Introduction to ageing
	Mechanistic theories of ageing
	Damage and maintenance
	Evolution of ageing
	Comparative biology of ageing
	The biology of immortality
	Genetics of ageing in model organisms
	Functional genomic analysis of ageing
	Dietary restriction
	Theories of ageing: Damage or programme?
	Programmatic ageing (advanced)
	Cellular senescence and cancer
	Genetics of human ageing and neurodegeneration
	Stem cells and ageing
	Immunosenescence
	Age-related metabolic diseases
	Inflammaging and age-related disease
	Ageing and the microbiome
	Psychosocial influences on ageing
	Translation: Treatments for human ageing
	Impact on human society of ageing research
‘Design Practice 3’ is the third and final major design studio to develop knowledge, skills and abilities in architectural, structural and environmental design synthesis. This interdisciplinary vertical design studio approach will enhance the students’ ability to address complex design challenges in the built environment by bringing together ‘know what’ of science and ‘know why & how’ of open design. Pedagogically innovative, this module will harness and evolve the design studio model to utilize engineering tools in the creative design process to augment design proposals with advanced fabrication facilities, engineering laboratories, with world class design teachers to put innovation, exploration and experimentation at the heart of the ‘design practice’ studio.
This is the second of three major design studio modules to develop knowledge, skills and abilities in architectural, sturctural and environmental design synthesis. This interdisciplinary design studio approach will enhance the students' ability to address complex design challenges in the built environment by bringing together 'know what' of science and 'know why and how' of open design. Pedagogically innovative, this module will harness and evolve the design studio model to utilise engineering tools in the creative design process to augment design proposals with advanced fabrication facilities, engineering laboaratories, with world class design teachers to put innovation, exploration and experimentation at the heart of the 'design practice' studio.
This is the first of three extensive ‘design practice’ modules aimed to develop skills in design, architecture and engineering synthesis enhancing students’ ability to address complex design challenges in the built environment by bringing together ‘know what’ of science and ‘know how’ of design. The ‘Design Practice 1’ is undertaken within a relatively open design studio structure, where all students undertake projects in response to a brief that is set across the whole year, with weekly tutorials and regular events including seminars and peer assessments, crits and reviews.
This description relates to the full year version of the module. Only the topics and content that is taught in Term 1 will be covered in this module.

This module is intended to provide an introduction to the principles of biomechanics and the structures of biological tissues. It covers the basic anatomy and physiology of the human body, the hierarchical levels of the structures of biological tissues, the mechanical behaviour of the human body. It also discusses the structure and functional relationship in tissues, and the applications of stress and strain analysis applied to biological tissues.

Lecture topics include:

Structural Organisation of the Human Body
	Fundamental Mechanics
	Biomechanics of Bone
	Articular Cartilage
	Skeletal Muscle
	Spine, Friction/Lubrication/Wear at the Joints
	Biomechanics of Joint Replacement
	Basic Cell Biology
	Histology
The nature of the ancient economy has long been a matter of debate between radically opposed schools of thought, and this is especially true of the economy of the Greek city-states in the archaic period (750-450 BC). After an introduction to the theoretical questions involved, as well as a survey of scholarship on these questions, the course examines Hesiod’s Works and Days and a number of other key sources of information on economic matters. This is followed by a series of thematic classes on patterns of consumption, production and exchange. Throughout, the central problems to be addressed concern the nature of ancient economic motivation, the scale and organization of production and distribution, the relative autonomy of an economic sphere in ancient Greece, the extent to which we can see structural changes occurring during this periods, and the peculiarities of the available source material.
The nature of the ancient economy has long been a matter of debate between radically opposed schools of thought, and this is especially true of the economy of the Greek city-states in the archaic period (750-450 BC). After an introduction to the theoretical questions involved, as well as a survey of scholarship on these questions, the course examines Hesiod’s Works and Days and a number of other key sources of information on economic matters. This is followed by a series of thematic classes on patterns of consumption, production and exchange. Throughout, the central problems to be addressed concern the nature of ancient economic motivation, the scale and organization of production and distribution, the relative autonomy of an economic sphere in ancient Greece, the extent to which we can see structural changes occurring during this periods, and the peculiarities of the available source material.
Term 1 only.

Modern Hebrew is the language spoken in Israel today. This module is designed for students with no prior knowledge of Hebew.

Students will learn the Hebrew alphabet; they will learn to speak, listen, read and write. Basic vocabulary on a range of topics (e.g. home, family, daily activities, shops, classroom) will be rapidly acquired. 

Students will learn basic syntax and Hebrew grammar, including all three tenses of different verbs.

Teaching will be carried out mainly in Hebrew. The textbook used will be ‘Hebrew from Scratch’ (part 1). Students will be encouraged to use the facilities of the UCL Language Centre. At the end of the module, students will be able to communicate in Hebrew about everyday matters.
This module gives students the opportunity to undertake an individual supervised design project, which will involve collection of primary data, planning, decision making and production of either a practical research model for training in MIS  and/or VR software model for using or diagnosis in the field of minimally invasive surgery. A written report will also be required in addition to oral demonstration/exam to present the model. The choice of projects will be limited to the existing faculty’s current research track in line with the connected curriculum goals of UCL. Students will be offered a choice of up to 3 projects and will be able to use the supervisor’s existing research team as a resource.

 Aims of the module

  This module aims to develop a student's skills in planning, design, production and critical evaluation of an assistive/rehabilitative artefact drawing on their acquired knowledge from other modules in the MS programme.
 
  In addition, the module aims to develop student's communication skills to enable them to communicate their findings in written and oral form.

 Learning outcomes

  Learning outcomes on completion of this module, the successful student will be able to do some of the below: 
 
  Plan data collection and development relevant to their MS programme 
 
  Conduct requirements analysis and project planning   
 
  Produce design/software/hardware to a given quality specification 
 
  Critically test and evaluate their own work and work published by others in the context of the current project 
 
  Propose future areas of development
 
  Ability to present their work in written and in oral form to a critical audience
This core MPA module focuses on the tools and processes that contemporary governments at every level use to manage and implement policies and achieve results. It examines how leading governments in every part of the world implement policies and programmes; how they monitor; how they use data; how they learn; how they partner with business and civil society; and how they innovate.  

 

Throughout the module, students will have the opportunity to reflect on how governments are not only handling longstanding tasks such as distributing welfare or regulating companies but also how they are responding to increasingly complex challenges, from pandemics to climate change. 

 

The module links contemporary dilemmas to the history of government – from China, Rome and Persia two thousand years ago to 19th century administration and contemporary use of platforms.   It shows how governments are grappling with new tasks, such as the regulation of social media; and how they manage money, structures and processes to achieve results.  

 

Students will be introduced to the main tools and techniques of contemporary public management and governance, the rationale behind them, and their intended and unintended consequences.   We’ll also look at leading examples of public sector innovation and issues such as the management of risk.   In class students will be able to dive deeper into specific cases and to draw on examples from their own countries.  By the end students will have a firm understanding of how government works in the real world – and what the frontiers of effective government look like today. 
Aims - This module aims to introduce the statistical package R with particular application to statistical modelling and a selection of computational techniques. It is intended for students registered on the Masters degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should be able to use the statistical package R to input, edit and manipulate data, produce appropriate graphics and implement statistical methods taught in other modules. In addition, the student should be familiar with some basic principles of programming, and should be able to carry out simple programming in R with application to a variety of computational and numerical techniques.

Applications - the generic programming skills acquired in this module are applicable across a wide variety of scientific disciplines as well as in the IT sector. More specifically, the R programming environment is gaining popularity among many research communities as well as in specialised areas of business and industry, such as finance and reinsurance, where non-routine statistical analyses are increasingly required. 

Content - Using R: expressions, assignments, objects, vectors, arrays and matrices, lists and data frames, functions, control structures, graphics. Efficiency considerations. Statistical modelling in R (in collaboration with STAT0028 and STAT0029): linear, generalised linear and non-linear modelling. Unsupervised learning: dimension reduction and clustering.  Computational techniques: function minimisation (in particular for mle’s and in non-linear modelling), quadrature, simulation (general methods, Monte Carlo).

Key texts - Available from ReadingLists@UCL.
Researching Childhood will introduce you to a range of current social research about childhood and with children in global contexts. The module enables participants to critically reflect on the relationship between theory and research methodology as a basis for the appraisal of the politics and ethics of childhood research. Analysing contemporary methodological developments and debates in childhood research (e.g. creative and participatory methods; ‘voice’; power relations; ethics in research with children) will lay the foundations for participants to design and conduct their own research, both as part of this module and in their dissertations. The course covers the following: introduction to research and paradigms of childhood research; ethical issues; differing methods used in research with children and on aspects of childhood, with a particular focus on qualitative methods, including interviewing, observation, visual and creative methods, documentary, historical and policy-related research and research with children and young people in majority world countries. Each session involves input from an experienced researcher, followed by active learning, group exercises.
This module is an introduction to the ways history has been and can be written, examining some of the main issues, trends and controversies in the writing of history in the twentieth century, especially in the context of central and eastern Europe. Its aim is to encourage you to approach the writing of history critically, by assessing the many varieties of history and by analysing the intellectual and other presuppositions of the historians.
This module aims to introduce students to the field of Security Technologies and educate them in the fundamental scientific principles and processes, and associated mathematics underlying the operation of security technologies commonly found in urban environments. It will also allow students to understand the systems engineering approach which must be taken to translate these theoretical concepts in the implementation of effective and ethical security systems.
This course provides students with perspective on how policies are put into practice after being passed by legislative or executive bodies. Students begin by learning about broad, basic theories of top-down and bottom-up government, as well as the role of organizational design on the implementation of public policies. We then examine several case studies in key policy areas and investigate how policy implementation is influenced by a number of factors, such as overlapping and conflicting pieces of legislation, goal coherence in agencies, agency collaboration, the presence of performance targets, the ability to observe agency outputs and outcomes, relationships with private contractors, changes in agency managers and changes in agency organization.

The course offers an applied, problem-based approach blending theory and practice and incorporating reading materials, case studies, research, presentations, and examples on a variety of public organizations and policy domains. The active participation of each student in class discussions is integral for the design of this course. Therefore, it is crucial that students prepare the assigned material for every class.
The student will undertake a systematic literature review as their research dissertation.
The module covers core concepts and research in biological psychology. It explores the history of the field, neuroanatomy, methods used in the study of biological psychology and core topics which form the majority of this research area. These include sensory / motor systems, decision making, memory, planning, emotion, stress, reinforcement, and social information processing.

Students will be expected to develop knowledge and understanding of:

Historical and current models of biological psychology
	Research methods in neuroscience
	Basic neuroanatomy
	How the brain senses and acts on the world
	How the brain adapts to stress and helps form social and parental bonds
	How many systems operate
	How we make decisions and plan for the future
The dissertation requires students to carry out independent research under supervision. It is an opportunity to identify a research question, generate hypotheses and identify appropriate methods, collect and analyse data, report the work in an article format with 10,000-12,000 words. Students can choose a supervisor and a topic from a list. The topic can be in any area of IO/B broadly defined. Your supervisor will advise in the following areas: Choice of topic and methods,  access to relevant sources,  thesis plans and scholarly presentation of ideas. The dissertation a substantial part of the course and will contribute 30% of the final overall weighted mark for the programme. The research is typically conducted at the end of term 2 and during term 3, after you have been familiarised with domains, concepts and methods in cognitive and decision sciences. Part-time students should also decide on a project by the end of their first year.
The aim of this module is to equip pharmacists with research and evaluation skills needed to initiate, design, and lead pharmacy research projects. Pharmacists completing this module will develop a critical understanding and gain practical experience of: how to identify research and evaluation projects; define/refine research questions from initial ideas; design studies using appropriate research methods; data collection, data management and data analysis. Through completion of all stages of a research project, pharmacists studying via this route gain an in-depth understanding of the practicalities of conducting research, including meeting local research requirements, and engagement with local research experts and networks is strongly encouraged. Pharmacists are strongly encouraged to identify an area of research in collaboration with relevant individuals or teams in their workplace. One-to-one academic supervision is provided by leading UCL pharmacy practice researchers.

This module is completed by pharmacists on the pharmacy practice research route of the MSc in Advanced Pharmacy Practice, and can be completed in one to two years.
This module will provide a perspective in pharmacogenomics applied to clinical and pharmaceutical research, with particular emphasis on patient-centric medicine. The focus of the module will be on the development and use of personalised medicine for the treatment of diseases. The module will also provide an introduction to the use of personalised medicine for prevention and diagnosis of diseases. Students will develop a theoretical knowledge and understanding of personalised medicine in pharmaceutical sciences alongside drug discovery, clinical pharmacology, pharmacogenetics, pharmacokinetics/pharmacodynamics, tailored drug delivery, epidemiology, ethics and governance of individualized therapies.

 List of lectures:

  Defining personalised medicine
 
  Use of formulation sciences in personalised drug product development
 
  Use of pharmacogenetics and pharmacogenomics in personalised drug product development
 
  Use of PK/PD modelling in personalised medicine drug product development
 
  Use of biomarkers in personalised drug product development
 
  Integrating pharmaceutical science into personalised medicine: 3D printing
 
  Integrating biochemical science into personalised medicine: (chronobiological) anticancer personalised medicine
 
  Integrating pharmacogenetic science into personalised medicine: gender and drug response 
 
  Integrating pharmacy practice into science: paediatric medicine
 
  Clinical translation in personalised medicine from lab scale production to clinical product
Outline:

This module aims to provide students with an understanding of modern techniques and approaches in computational physics, and how physical problems can be modelled in practice. Students will gain skills in a modern, structural programming language (Python3) and the principles of coding. Analytical and mathematical results underlying approaches to computational physics will be understood, and applied to different areas of physics. Students will be able to start from the statement of a simple physical problem, and create a computer program to model the problem and explore the physics related to it. The module will provide students with a deep understanding of the strengths and weaknesses of numerical simulations in physics.

Aims:

To introduce physicists to the techniques and approaches of computational physics
	To teach a modern, structural programming language (Python3) and principles of coding
	To show how the mathematical techniques introduced in PHAS0026 are implemented in practice
	To provide students with a deep understanding of the strengths and weaknesses of numerical simulations
Teaching and Learning Methodology:

The course is based on interactive sessions formed from a mixture of lectures and practical problem solving and programming.

In addition to timetabled sessions, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
Outline:

Environmental Physics is the study of the application of physics in the natural world. The course covers the physics of the atmosphere, winds, water and weather, along with energy production and conservation and an introduction to the physics and issues of climate change.

Aims:

This course aims to provide:

An introduction to the application of fundamental principles of physics to the environmental sciences
	A treatment of the basic physics establishing thermal and chemical balances in the Earth’s atmosphere
	An explanation of the physics underpinning the topical problems of ozone depletion and global warming
	A description of the physics underpinning terrestrial weather patterns including cloud formation and wind patterns
	A discussion of current climate models and their predicative power for short and long term weather patterns
	To provide a description of the physical principles involved in the development of the technologies for adoption of renewable energy schemes
	Provide an explanation of heat transfer in current buildings and how they may be improved
	A description of the causes and consequences of pollutants in the atmosphere, ecosystems and human health
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of problem solving tutorials and additional discussion.

In addition to timetabled lecture and PST hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
This module provides students with a theoretical and practical understanding of the principles of Investment Management in the current and future environments.

It sets out and considers the essence of decision-making and subsequent management processes relating to Investment in Equities, Bonds, ETFs, and Alternatives. It examines the nature of these assets and their roles and management within an Investment portfolio. It also explores the use of Derivatives within an Investing environment.

The module will make use of readings from relevant case studies as well as current news from the financial markets, always from the Investor perspective.
The course aims to equip students with an understanding of the main issues in innovation management, an awareness of the key features of success, and an appreciation of the relevant skills needed to manage innovation. The module is intended to provide the skills and knowledge students will need in order to work more entrepreneurially in a range of contexts, including established businesses as well as new start-ups.
The module aims to equip students with an understanding of what data is, why and how it is converted into information and used as business intelligence to drive business strategy and business decision making. The module will cover sources of data, how that data is managed and cleansed to provide the basis for business intelligence. It will cover traditional sources of business intelligence as well as Big Data, Open Data and Business Intelligence in the Cloud. Students will use commercial tools for discovery and visualisation of data and will gain an appreciation of reporting findings to management.
Ultrasound is the most widely used clinical imaging modality, and its application to therapy has grown rapidly over the last decade. This module provides an introduction to the physics, mathematical modelling, and applications of biomedical ultrasound, both diagnostic and therapeutic. The content briefly covers the historical beginnings of ultrasound, then progresses through the physics and mathematical theory of wave propagation, ultrasound generation and detection, image formation, therapeutic mechanisms, and ends with a brief introduction to the emerging ideas that may play a significant role in the future. Students who take this course will have a solid grounding in ultrasound physics, modelling, and instrumentation to take into research or applied work.

A video description can be found at the UCL Media Central.
The research project is an opportunity for the students to develop their research skills and comes as a natural final step of their MSc degree.  

The dissertation has an appropriate structure for the type of research problem, and the type of methods used.  

The project will be expected to answer a research question or test a hypothesis and the student will be expected to write this up as project dissertation.  

Students should produce a report which is equivalent in structure and tone to a scientific journal article.   

The dissertation should:  

- Examine a tightly focused question or hypothesis relating to a topic of significance.  

- Address a knowledgeable reader with a view to enhancing their understanding of the topic.  

- Argue from a position whilst critically assessing the issues and literature bearing on the question or hypothesis 
Aims:
This module introduces the applied mathematical and computational aspects of Quantitative Finance;Learning outcomes:
On successful completion of the module, a student will be able to successfully apply the necessary probability and differential equation based approach to the pricing of financial derivatives; using both quantitative and numerical techniques;

Course content:

A practical mathematical finance course centering on probability and differential equation approaches to price financial derivatives; starting with an overview of financial products and markets. Delta hedging and no arbitrage is introduced via the Binomial model. Stochastic calculus is presented which serves as a starting point for the Black-Scholes framework; both European options and early exercises features are detailed. The relevant PDE and simulation based computational schemes are studied. Further advanced topics in fixed income (using stochastic interest rates) and exotic options are also presented.
The representation theory of finite groups, which solidifies one's knowledge of group theory, is perhaps the easiest part of the general theory of symmetry. It goes back to F. Klein who considered the possibility of representing a given abstract group by a group of linear transformations (matrices) preserving the group's structure, leading mathematicians such as G. Frobenius, I.Schur, W. Burnside and H. Maschke to follow and develop the idea further. Essentially, it is a formal calculus designed to give an explicit answer to the question "What are the different ways (homomorphisms) a finite group G can occur as a group of invertible matrices over a particular field F?". The link between group representations over a field F and modules is obtained using the concept of a group ring F[G], thus an essential step is the systematic study and classification of group rings (the so-called semisimple algebras) which behave like products of matrix rings. Therefore, the story of the representation theory of a group is the theory of all F[G]-modules, viz modules over the group ring of G over F. The ultimate goal of this course is to teach students how to construct complex representations for popular groups as well as their character tables which serve as invariants for group rings. In addition to the obvious applications to physical symmetry, the theory leads to significant insights into the structure theory of finite groups.
This is a first course at the advanced undergraduate level in mathematical finance; centring on the mathematics of financial derivatives which relies on both probability theory and PDE based approaches. It assumes no prior knowledge of finance. The module begins with an introduction to the type of language and terminology used in the investment banking arena, followed by the essential elements of probability theory and stochastic calculus required for the pricing of options later in the course.
This course concerns the geometry of smooth curves and surfaces in R3. We will begin by looking at local properties, i.e., properties such as curvature, which are defined using a small neighbourhood of a point. We will go on to prove global results in which we study the curve or surface as whole. For example, the Gauss-Bonnet Theorem relates the geometry and topology of a surface. We will study special surfaces such as minimal surfaces, which are natural models for soap films.
The delivery of content and information online is becoming increasingly dynamic and device-driven. This module reviews the history of the internet and of the web, introduces students to the concepts of markup for web pages, website structuring and design, and the issues involved in generating, delivering and evaluating content effectively. Topics include the design, construction and delivery of valid online content; best practice and standards for technical, accessibility and usability 
issues; information architecture and user experience; and emerging technologies on the web.
Learning outcomes: by the end of the module, students will have an understanding of how content can be ported across different online environments thorough adherence to  standards; be able to assess and evaluate the effectiveness of website 
design and implementation, especially with regard to usability and accessibility for different audiences; have a practical understanding of the real-world applications of content covered in the module.

Core module for: MA and MSc in Digital Humanities.

Optional for:  MSc in Knowledge, Information and Data Science

Prerequisites: There are no formal prerequisites for this module, although some familiarity with HTML is assumed.
The module will introduce students to the basics of Sumerian grammar, which will be applied to a selection of Sumerian inscriptions and historical texts. Students will be expected to read Sumerian in the original script.

No language pre-requisites.
The course will introduce Akkadian language to students of ancient languages, ancient history, and archaeology, who would like to become more familiar with Mesopotamian culture and literature.  Students will learn to read Akkadian in cuneiform script, to acquire a grasp of the grammatical structures and ability to read a selection historical and literary texts.

The course will follow a standard grammar of Akkadian which includes a variety of sample texts from different periods and text genres.  Students will have the opportunity to visit cuneiform tablet collections in the British Museum.   

Students will acquire a working knowledge of cuneiform script and acquire the tools for using the language in relation to other ancient languages and to its historical context.  The course will provide an introduction to the language which will allow students to comprehend scholarly literature on Akkadian and to assess cuneiform writings more effectively than can be done through translation.
This module is designed to make the student conversant with the geochemistry of a broad range of surface environments that exist now, existed in the distant past, and are predicted to exist in the future. A brief introduction to thermodynamics is followed by application of thermodynamic principles, and of unidirectional reactions, to reveal the origin, transport, and fate of elements in modern continental and marine waters. From this modern perspective, the geochemical evolution of the Earth since Precambrian times will be examined, followed by consideration of recent anthropogenic perturbations and projections of future climate from a geochemical perspective.

By the end of this module students will become conversant in:

The geochemical processes and pathways that have led to the composition of past and present environments on the Earth's surface;
	the consequences of element cycling, mineral-fluid reactions, and chemical transport in natural systems;
	and the relevance of geochemistry for understanding and mitigating human-induced challenges such as pollution and climate change.
Some first and/or second year Geology modules plus GCSE Maths or equivalent are prerequisites for this module.
The aim of the dissertation is to enable you to undertake original research in any aspect of environment, science and society issues, applying and extending the critical thinking developed in taught modules. A range of topics and research methods are appropriate. The dissertation offers an opportunity to learn how to construct a piece of research from scratch, synthesizing reading and independent research into a coherent exploration of a specific issue. In doing so it is vital to recognise some constraints (such as time and word limits) in relation to the practicalities of investigating the chosen topic – but this is, in itself, part of the exercise. The course aims to foster an ability to work independently and see a complex project through from start to finish. The model for the dissertation is an academic research paper. You formulate the research problem, situate it within existing academic literature and justify the choice of problem and approach in intellectual and practical terms. Research dissertations should report findings from original fieldwork, such as interviews, or documentary research or analysis of primary source material of a textual, numerical or visual nature.

Students taking this module should develop the following transferable careers skills: critical thinking, academic writing, qualitative and/or quantitative field work in social sciences, awareness of sustainability issues.
Aims: To provide students with a thorough and up-to-date understanding of research in selected topics in public microeconomics.

Module Outline: Household welfare measurement: costs of children, within household decision making. Social welfare measurement: inequality and poverty. Issues in optimum tax design. Commodity taxation and consumer demand. Income taxation and labour supply. Public economics grounds for intervention: public goods and other market failures.

Suitable for: Graduate students.

Prerequisites: ECON0065 
The aim of this module is to enhance your clinical practice in the assessment of children with hearing loss.

To understand the principles behind newborn hearing screening and early intervention for neural plasticity
 To optimise the auditory potential for life long communication and social integration
 To establish skills in behavioural and objective methods of hearing assessment in infants and children as the basis for appropriate audiological management
 To integrate speech-based assessments into the protocols for evaluating hearing
 To develop coherence in the roles of all professionals in the paediatric audiology team
 To assess and address the hearing needs of the child within his/her family context
 To introduce a culture of reflective practice, service evaluation and professional learning
 To apply new techniques in clinical placements and implement change within departmental practice if appropriate
 To constructively evaluate and recognise constraints in observed clinical practice
 To understand the responsibility conferred by professional training in paediatric audiology and importance of continually developing knowledge and practice
This is an optional module in the MSc / PG diploma Advanced Audiology.
The aim of this module is to provide you with management strategies and techniques for the  diagnosis and rehabilitation of patients with hearing and balance problems. The syllabus is designed to allow you to develop generic and patient management skills by integrating the knowledge and clinical skills you have acquired over the two years of the course.  The ultimate aim of the module is to improve and integrate your skills and knowledge so that you are able to work as an audiologist as soon as you graduate.

This is a compulsory module in stage 2 of the MSc / PG diploma in Audiological Science with Clinical Practice.
Aims:

Students will learn the fundamentals of database systems: what they are, how to use them, and how they function to achieve their purposes. Contemporary database technologies will be used to illustrate these concepts, and students will learn how these technologies are exploited to build effective information systems of different scale.

Learning outcomes:

On successful completion of the module, a student will be able to:

Understand the theories and methods of database systems.
	Have competence with applying the theories and methods of database systems in creating effective information systems.
	Understand current and emerging database technologies and the application settings in which they are used.
Content:

Relational databases and SQL.
	Database design and normalisation.
	Database implementation and optimisation.
	Distributed databases.
	Non-Relational databases.
Requisites:

To be eligible to select this module as an optional or elective, a student must be registered on a programme and year of study for which it is formally available.
Aims:

This module aims to advance students' education in the professional skills and awareness (e.g., project management, professional ethics, teamwork, contemporary software practice) that they will need to undertake successful careers in software engineering.Learning outcomes:

On successful completion of the module, a student will be able to:

Assess the effectiveness of solutions presented and to question them in an intelligent way.
	Synthesise solutions to, and discuss, general open-ended and contemporary professional issues and problems.
	Adopt reasoned ethical standpoints.
	Apply appropriate project management techniques.
	Appraise the utility of individual project management techniques within a given environment and originate new techniques within a sound framework.
	Outline the difference between use of project management techniques in small-scale activities such as the group project and those in industrial scale activities.
Content:

Professional ethics.
	Regulation and law.
	Contemporary practice.
	The nature of projects.
	Basic financial assessment and the business case.
	Project planning, monitoring, control, and reporting.
	Risk and opportunity management.
	Project teams.
	Project processes and process improvement (including agile).
Note that not all topics are covered to the same depth.

Requisites:

To be eligible to select this module as an optional or elective, a student must be registered on a programme and year of study for which it is formally available.
This module is an intensive and practical study of the technical, analytical, and professional aspects of modern surveying.

This first-term module provides students with a solid foundation in the understanding and use of modern positioning equipment such as Total Station, Automatic Level, Laser Scanner and Satellite Receivers. Students will learn how to design and simulate robust control networks using least squares adjustment.

The course covers data management and error analysis, and aids as a practical complement to the mathematics covered in CEGE0044 Data Analysis.

Learning Outcomes

Fluency in the understanding and practical use of survey equipment
	Ability to accurately determine the location of points with respect to local or global coordinate systems
	Ability to understand and process spatial measurements, including an understanding of error management and data presentation
	Ability to design and execute a measurement project.
Reading List:

Surveying for Engineers

J. Uren, W.F. Price
This module aims to provide students with knowledge and understanding of different environmental systems and how they interact with each other, as well as practical skills to monitor and assess environmental quality. This is an introductory course where students will learn the basics of environmental engineering sciences and the methods to analyse and manage environmental problems. In this course, we focus on five different environmental systems: air, energy, water, land and waste. Students will learn practical skills such as air quality assessment and visit environmental sites to learn how complex environmental problems are managed with a systems approach. Through guest lectures from academics and industry, students will also learn how theoretical knowledge can be applied in practice with case studies in particular environmental problems.

Learning Outcomes

Discuss how environmental pollutants impact on ecosystems
 Discuss how different environmental systems interact with each other
 Explain the sources and characteristics of key air pollutants
 Explain the factors that drive air pollution
 Discuss environmental management options for energy systems
 Discuss energy supply issues, energy sources and technologies
 Perform basic indoor air quality sampling techniques
 Write a technical laboratory report
 Explain the framework used in life cycle assessment
 Explain the concept of microbiological risk assessment and why it is necessary
 Explain the hydrologic water cycle, water availability and sources
 Explain the causes and consequences of eutrophication and acidification of natural waters
 Discuss water supply strategies and water treatment technologies
 Describe the characteristics of contaminated land, and contaminated land remediation technologies
 Describe the characteristics of contaminated groundwater and remediation technologies
 Discuss sources and management options for municipal and industrial solid waste
The ‘PropTech Introduction’ module will explore the various types of property technology that are transforming international property markets. The aim of the module will be to develop an understanding of the main types of PropTech to create an enterprise proposal. The module will provide a broad conceptual framework to support the development of your enterprise approach based on a three part classification scheme for these platform technologies – information, transaction, and management. You will use the ‘business model canvas’ as a means of developing an enterprise proposal as the assessment for this module.
‘Computational Biology’ introduces the students to advanced statistics, applied to the biological sciences. It builds on first year modules and introduces more advanced linear and generalised linear models, as well as approaches to model building and comparison. It also covers applications of linear models to large-scale genomic data, programming, permutation-based tests, power analysis and multivariate statistics.

In addition to providing the theoretical background of the approaches covered, the module puts much emphasis on practical implementation. Lectures are accompanied by weekly practical sessions in which you will work through analyses in the statistical software R, the standard in much of biological computing.

The module is assessed via online quizzes and two homework assignments. The quizzes focus on theoretical knowledge and the use of R. The homework assignment provide you with the opportunity to independently analyse larger datasets, interpret the results and write up their methods and findings in publication format.

This module will provide you with analytical skills that are essential for research across disciplines of biology and other branches of science and professional activities.

Indicative lecture topics and learning objectives:

Basic programming in R
	Introduction to probability
	Regression and linear models
	Analysis of Variance
	Multiple Regression and model diagnostics
	Model comparison
	Logistic regression, Generalized Linear Models
	Statistical power and simulation
	Matrices
This module provides an introduction to the tools of lighting: natural daylight, lighting technologies and design calculations. It addresses the human response to lighting, fundamental definitions including basic lighting engineering calculations for both daylighting and electric lighting.
This course seeks to instruct in the various stages of vaccine development and commercialisation. As many vaccines are administered to healthy individuals, the regulatory requirements shape development unlike any other biopharmaceutical. Students will learn about the historical importance of early vaccines, the modification to the ‘regulatory lock,’ and process development challenges for vaccine manufacture.

Upon completion of the course, a student should be able to:

Identify active and passive immune therapies
	Understand the regulatory burden for vaccine manufacture
	Distinguish between process choices for bacterial and viral vaccines
	Understand antigen design
	Distinguish between the multiple methods of action for an adjuvant
	Appreciate vaccine development within a closed ‘artificial’ market
	Make cost bases analyses on process changes
	Understand ‘production at risk’
The recovery, purification and formulation of biological products from complex sources such as fermentation or cell broths represents the major challenge to the provision of safe and effective materials e.g. for therapeutic use. The course emphasises a physical understanding of the unit operations important to bioprocessing, sufficient for the design of efficient steps that can be combined to produce efficient bioprocesses.

Upon completion of the course, a student should be able to: Learn the principles of design, selection and operation of unit operations for the processing of biological products, Use realistic design equations to describe quantitatively many of the critical post-bioreactor steps including filtration, centrifugation, cell disruption, affinity chromatography, liquid-liquid extraction, and precipitation, Understand how and when to use scale-up and scale-down procedures, including ultra-scale-down methods
Capitalism is in crisis, with low and unstable growth, falling investment and living standards, widening inequality, financial instability and the climate and environment emergencies.  This module from the UCL Institute of Innovation and Public Purpose (IIPP), administered by BASc, will provide a critical perspective on these challenges by examining the underlying economic and political theories that helped to create them and introducing students to alternative theoretical frameworks and policy approaches. The module is loosely based on the book Rethinking Capitalism: Economics and Policy for sustainable and inclusive Growth (Wiley 2016) edited by Mariana Mazzucato and Michael Jacobs. The module will feature guest lecturers who are leading international experts on the topics, including staff from the IIPP. These will becombined with lectures by policy makers and advisers who will provide students with a 'real-life' insight in to dealing with these challenges.
Students are asked to investigate the themes of the Unit by designing a speculative building, installation, device, or other mode of investigation in Term 1. Every Unit will have a different approach to this. The investigation can extend beyond the field of architecture into, for example, art practice, literature, philosophy, psychology, sociology, science or technology. Students are, however, advised to always critically examine ideas from outside the field of architecture to find their design implications. Some ideas will suggest the gathering of empirical data, making analytical studies and conducting observations of people, place, context and materials that are appropriate to the project at hand. Again, students are advised to always critically examine their investigations to seek their design implications.

Some ideas will suggest the gathering of empirical data, making analytical studies and conducting observations of people, place, context and materials that are appropriate to the project at hand. Students are advised to always critically examine their investigations to seek their design implications.

A wide range of projects are expected across the units, varying from 1:1 installations to material testing, speculative drawings, animations and models, either digital or physical.
BARC0076 is designed to impart skills in new forms of research dissemination, focusing on the development of new-media practice as a method of framing arguments and posing questions in relation to specific sites. Mediated Environments addresses the intersection of media theory, contemporary technology and architectural practice, charting the development of the contemporary mediated spatial paradigm. This module will explore the complex interplay of spatial, sonic, filmic, networked and performative practices through early manifestations of Mediated Environments, through the work of Xenakis, Charles & Ray Eames, Dan Graham, Stan Van Der Beek, Steina & Woody Vasulka, Joan Jonas, Wodiczko, etc. The module will then progress to examine the impact of the development of networked environments and the pervasive spread of personal media devices, apps and the impact of social media and new forms of publishing in the present day.
This module will give you an in depth understanding of common upper limb and spine sports injuries and biomechanics of the musculoskeletal system, and relevant injury prevention strategies. It will include:

• Relevant anatomy and pathology.

• Clinical presentation, aetiology / mechanism of injury, clinical diagnosis, imaging, management and outcomes of common acute and overuse upper limb and spine injuries, including the shoulder, elbow, wrist, hand, cervical spine, thoracic spine, lumbar spine and sacro-iliac joints.

• Injury prevention concepts, models and evidence relevant to common upper limb and spinal sports injury.

• The kinetic chain, biomechanical assessment, and functional movement assessment as part of an injury assessment or screening.

• An introduction to the principles and basic practice of musculoskeletal joint and soft tissue clinical examination.
This module will introduce how imaging has become a central part of surgery. How imaging and interpretation is required for successful outcomes. The evolution of high-resolution imaging specific to cancer surgery and how imaging can be used to predict clinical outcomes – the concept of imaging biomarkers.

The use of imaging-based modalities such as fluorescence will be introduced and how these can be used intra-operatively to exploit anatomy.

 To understand how imaging modalities form the basis of training models and Virtual Reality.

Aims of the module:

To understand the role of imaging in surgery
	To develop a systematic method to interpret high-resolution imaging
	To understand how anatomy can be exploited using imaging techniques such as fluorescence
	To understand how to use imaging to develop training models.
Learning outcomes:

Understanding the concept surgical imaging
	To understand the importance of innovative imaging technologies in MIS
	Understanding the radiological staging of cancer
	Understanding the role of fluorescence in surgery
	Understand how imaging can be used to develop training models and VR
This is a post A-level first year Spanish language module, consolidating level B1 and exploring level B2 of the Common European Framework of Reference for Languages (CEFR). By the end of the second term, students are expected to master complex structures of written and spoken Spanish. You should be able to communicate fluently in a variety of contexts and deal with most situations likely to arise when travelling in a Spanish-speaking country. The Grammar and Communicative Language Skills class provides a friendly atmosphere where you can practice and build up confidence in spoken and written Spanish whilst exploring a range of varieties of Spanish. The Translation classes equip you with the relevant competences to tackle translations from both Spanish into English and vice versa. You will work with different types of texts including audio visual resources. You will be acquainted with key aspects of the Hispanic culture(s) across the globe, especially in the Additional Contents and Skills classes.
Populations globally are ageing rapidly. Consistently lower birth rates and higher levels of life expectancy are transforming population structures, and the proportion of older people has surpassed that of younger people in many countries. Advances in life expectancy are a testament to human achievement, and growing numbers of older people are a cause for celebration. However, continued squeezing of dependency ratios, with fewer people of working age available to support younger and older people, presents a challenge to decision-makers in (re)developing social policies that transform traditional notions of ageing and older age across a range of policy areas. This module will critically explore the challenges of population ageing from a number of standpoints, and will encourage students to consider the extent to which policy-makers are also responding to the opportunities that increasing numbers of older people in society can bring.
This module aims to provide a competent reading knowledge of Czech and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Czech language skills to work with original Czech texts and to enable them to undertake study and/or research in Czech. The module provides an intensive introduction to Czech grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Czech in straightforward situations, translation and information retrieval skills, using Czech texts in Czech and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study including learning and practising independently beyond the contact hours.
In this module students will gain the core knowledge and skills necessary to police the road network safely and effectively. Students will learn the key police powers involved in roads policing and how to exercise them, the legislation that police commonly use in enforcing and regulating the use of the roads by drivers and others, and how to investigate offences and incidents that happen on the road network. Students will also learn the importance of roads policing for preventing injuries on the roads and for responding to the use of the road network by offenders (including organised crime groups). Students will become familiar with government and police strategies and priorities for ensuring road safety and denying criminals use of the road network.
This module forms the logical continuation of Intermediate Old Norse and will combine advanced translation with the in-depth analysis of prose and poetic texts.
Policy-makers face day-to-day choices about how to achieve their objectives. They need to know about how to use the resources under their command to get the best results. This module is about how policy-makers can use these tools of government effectively, and what evidence is there about what works most effectively. Methods of evaluating public policy are covered, with a focus on the use of experiments, such as randomised controlled trials. Different tools of government, like regulation and finance, may be considered. There is a focus on practical examples, which may include policies on the use of illegal drugs, local economic development and performance management. The final part of the module examines behavioural economics or the ‘nudge’ policy agenda, which is currently often used by governments across the world to improve public policy. At the end of the course, there is usually a class visit to a policy-maker to examine how the tools can work in a practical context.
Throughout the duration of the course, students will be working on a research project. This will allow students to develop the research skills and competence that are needed in the modern world of research. This includes the capacity to design and implement a research study, to select and apply appropriate analytic methods, to integrate and understand the project’s research in the context of other research and theory, and to coherently describe this orally and in written form in a manner which effectively communicates the findings as well as explores the strengths and limitations of the project whilst demonstrating what has been learnt by conducting the project.



The empirical study may be a stand-alone study or part of a larger research project. It can be qualitative, quantitative, mixed-methods in design, or it may also be a systematic review.
Throughout the duration of the course, students will be working on a research project. This will allow students to develop the research skills and competence that are needed in the modern world of research. This includes the capacity to design and implement a research study, to select and apply appropriate analytic methods, to integrate and understand the project’s research in the context of other research and theory, and to coherently describe this orally and in written form in a manner which effectively communicates the findings as well as explores the strengths and limitations of the project whilst demonstrating what has been learnt by conducting the project.



The empirical study may be a stand-alone study or part of a larger research project. It can be qualitative, quantitative, mixed-methods in design, or it may also be a systematic review.
This course is an advanced exploration of one or more issues in syntactic theory. We will discuss seminal papers on and current approaches to some issue or issues of current interest in generative grammar. Teaching will be delivered as a mix of lectures and student led seminars.
The main module objectives are:

To enable students to understand current issues in syntactic theory.
 To enable students to evaluate conflicting proposals critically.
 To enable them to formulate and test their own proposals.
This intermediate level module aims to introduce students to a range of problems, positions, and arguments in the philosophy of mind - the philosophical study of mental phenomena and their relation to the rest of reality. The first half of term (weeks 1-5) will focus on the mind-body problem - in particular the Problem of Consciousness. The theme for the second half of term (weeks 6-10) will be Self and Other - Where am I? Where is my mind? Can I know the minds of others? Weekly live online lectures will be accompanied by in-person seminars.

Provisional syllabus and readings:

(1) What is the mind?

* Rorty, Richard 1979 Philosophy and the Mirror of Nature Ch 1 ‘The Invention of the Mind’

(2) Mind-brain identity

* Smart, J.J.C 1959 ‘Sensations and brain processes’ Philosophical Review


(3) Consciousness I

* Nagel, Thomas 1974 ‘What is it like to be a bat?’ Philosophical Review


(4) Consciousness II

* Jackson, F. 1982. ‘Epiphenomenal Qualia’ The Philosophical Quarterly 32: 127-136


(5) Consciousness III

* Montague, Michelle 2017 ‘What Kind of Awareness is Awareness of Awareness?’ Grazer Philosophische Studien


(6) Where am I?

* Dennett, Daniel 1978 ‘Where am I?’ in his Brainstorms

(7) The Extended Mind

* Clark, Andy and David Chalmers 1998 ‘The Extended Mind’ Analysis

(8) The Extended Self

* Olson 2011 ‘The Extended Self’ Minds and Machines

(9) Other Minds I

* Duddington, Nathalie 1919 ‘Our Knowledge of Other Minds’ Proceedings of the Aristotelian Society


(10) Other Minds II

* Kripke, Saul 1982 Wittgenstein on Rules and Private Language Postscript

Philosophy Area A
Outline:

An introduction to the science of climate change, the physics of energy generation and the possibility of intervening in the Earth's climate. Climate change, energy science, energy production, renewable energy sources, nuclear power, electricity generation, the future of energy and climate intervention will be discussed.

Aims:

The aim of the course is to provide an introduction to the science of climate change, the physics of energy generation and distribution by various means, and the possibility of intervening in the Earth’s climate.

Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.

Indicative Topics:

The course is typically divided into eight sections. The approximate assignment of lectures to each indicative topic is shown in brackets.

Climate Change (4)
	Energy Science (3)
	Energy Production (3)
	Renewable Energy Sources (8)
	Nuclear Power (4)
	Electricity Generation, Transmission and Storage (2)
	Energy: The Future (3)
	Climate Intervention (6)
This module discusses modern methods from Computer Science and Statistics for the analysis of large datasets. Those “Machine Learning” or “Statistical Learning” methods have become essential tools for the exploration and evaluation of data for scientists and practitioners in many fields, including Economics and Finance. Various approaches for data inspection, inference and prediction will be discussed both from a theoretical and applied perspective. The course will in particular cover cluster analysis, dimensional reduction methods (like LASSO and principal components), artificial neural networks, and other related topics.
During the module, students will explore different strategic management approaches and learn how concepts and frameworks used in this discipline can be applied to make sense of the strategic development of different types of organisations in uncertain, new, or rapidly changing environments.
This module explores current topics in human frailty and ageing.

Topics will include:

      1)   Ageing and nutritional epidemiology

      2)   Different theories of ageing

      3)   Defining frailty – physical and cognitive

      4)   Nutritional requirement in older adults

      5)   Malnutrition in older adults, the ‘anorexia of ageing’ and dysphagia

      6)   Sarcopenia and cachexia

      6)   Osteoporosis and fractures

      7)   Physical activity and exercise

      8)   Nutritional management in care homes

      9)   Dementia and specialist feeding approaches
The aim of the study abroad module is to familiarise the student with the learning of engineering in a foreign culture.
The aim of the course is to enable students who already have a good knowledge of Portuguese to acquire a better advanced fluency in the language. Students should be able to communicate in everyday-life and in specific situations within Portuguese speaking countries (different types of discourse, register). Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures. Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills relating to students' degree programmes will also be covered and the confidence in using these skills in a variety of situations will be improved.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Portuguese to develop the four skills further. Students should then be able to communicate in most situations within Portuguese speaking countries. Students will be able to converse reasonably fluently with native speakers and discuss personal, practical, social and current issues using appropriate structures. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.   

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Students should be able to communicate in and understand Portuguese on many practical everyday matters related to various aspects of Portuguese and Brazilian culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics). Students should be able to communicate in and understand Portuguese on a number of practical everyday matters. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.   

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students with a good basic knowledge of Mandarin to develop the four skills further.  Students should then be able to communicate in all situations within Mandarin speaking countries. 

The course covers additional Chinese characters and on completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters.  This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. 

On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.   

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters.  This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  

On completion of the course students should be able to communicate in and understand Mandarin on many practical everyday matters related to various aspects of Chinese culture. Cultural awareness will be developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students with a good basic knowledge of Japanese to develop the four skills further.  Students should then be able to communicate in all situations within Japanese speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. The course is designed for intermediate level students requiring the language for studying abroad for a short period (e.g. 2-3 months). The course comprises knowledge and understanding both of the structure of the Japanese language and its use in academic environments, such as attending cultural events and taking notes related to their studies.  The course covers academic culture and university life to prepare students for a short study period in Japanese-speaking countries.  Students will develop critical thinking and read academic texts.  This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics).  Students should be able to communicate in and understand Japanese on practical everyday matters. The aim of the course then is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Students should be able to communicate in and understand Japanese on practical everyday matters related to aspects of Japanese culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
EU law is a fast-moving, expanding, and highly relevant field of law, much influenced by economic and political developments in Europe and beyond.  It has developed its own jurisprudential foundations, making it a unique legal system shared between now 28 sovereign European countries.  Most importantly, it determines directly, what the law is and what rights persons or companies have in many different walks of life. 

The overall objective to build on the grounding in the foundational doctrines of EU law acquired during the first-year Public Law module: on the democratic deficit, division of competences, supremacy and direct effect of EU law.  The module then introduces the substantive law of the EU, in particular the free movement of goods; the concept of EU citizenship; and the protection of human rights in and by the EU. It concludes with a critical overview of a number of key law and policy topics, such as the 'democratic deficit' debate and the economic governance of the EU. One of the aims of the module is to equip you with the legal skills and knowledge to study EU law further, or identify a specific area for future research or practice. We encourage a critically informed approach to studying EU law.

On 23 June 2016, around 53% of the UK electorate voted for the UK to leave the EU (Brexit). The Brexit question is integrated into the study of EU law, including in relation to the constitutional aspects and the substantive aspects of EU law.

Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.
Business decision-making depends on understanding and analysing data. In order to turn the data into purposeful information, organisations and users need to know how to manage data in a database system.The purpose of this module is to provide an overview of the theory and practice of database systems: data and database analysis, design use and management, with particular emphasis on relational systems. Students will also develop basic applied proficiency in using Structured Query Language, or SQL, which is a standard database management language widely used for manipulation of data in relational databases.
Scientific research does not occur in an ethical vacuum. Researchers around the globe and in every discipline are expected to be ethical in their work. This module examines the fundamentals of ethics as it applies to science, and it provides opportunities for students to test ethical thinking in new settings. Core ethical theories are surveyed together with current cases, selected by students each year. Much of the teaching is discussion-based, with students analysing their chosen cases using the ethical theories. Students are assessed by written work, and they are encouraged to develop the case they personally choose, in discussion with the tutor. No prerequisites.
What is disease? How have our ideas about disease changed over time and across different cultures? Have people’s experiences of disease also changed over time? This module will survey the history of medicine and health across a wide time frame. We will consider the history of specific diseases, such as cholera, tuberculosis, smallpox, plague, malaria and AIDS. We also will examine their social and medical impact during the past couple of centuries. In doing so, we will trace the interplay of scientific, clinical, social and moral judgments invested in 'framing' a disease. No prerequisites.
In the first half of the last century, Sociology was fundamental in defining the analytical boundaries of early media studies, from the study of the production of news, communications and entertainment to media effects and the shaping of public opinion, youth identity etc. Since then, the development of the Internet has led to major transformations in the ownership of media, types of media and the effects of media, and the links between media and race, gender, and class. These significant changes have led to new theoretical questions and thematic priorities as regards the analysis of media emerging in Sociology. The aim of this module is two-fold: to take a retrospective view to trace the evolution of media sociology, and a prospective view to assess current challenges confronting sociological analyses of the new media paradigm – monopoly-owned and user-driven digital platforms – the business models which underpin them, including algorithmic journalism, and their perceived ‘surveillance’ effects.
The aim of this module is to provide an opportunity for students to work collaboratively to identify the way in which sociological theory and empirical research can become a resource to assist organisations (small, medium and large) in urban environments and the communities they serve, to tackle issues they are grappling with. To do so, students will work on problems chosen from a menu set by a Programme Team-employer panel. This will involve students working off-site in project teams and visiting a number of work environments to conduct an inquiry to identify solutions to their chosen problem.
The thesis workshops provide an opportunity for all students in the thesis stage of their EdD to explore key issues and concerns about the research process in a supportive peer community.  The great majority of the topics listed will be looked at in connection with analysing specific sections of previous thesis candidates’ work.  On occasion, contributions from recently successful candidates, talking about their own EdD journeys are presented.

Additionally, the workshops will:

Provide regular opportunities for participants to informally present their ‘work in progress’, and to benefit from constructive criticism by peers and a tutor who is a very experienced supervisor. This particular activity can be viewed as an important component in developing your confidence in talking about your research and, in the traditional phrasing ‘defending your thesis’; in other words, you will essentially be preparing for the challenge of your viva.
 On demand, address issues around such important practical elements of the thesis stage as the contribution of the Independent Reader.
This module is designed to enable the postgraduate to develop fundamental and applied scientific principles underpinning implant dentistry as well as the clinical evidence based upon which the discipline is founded. This is development on from the Implant Science 1 module. Topics will include: Evidence based Implant Dentistry, Clinical decision making to save or extract teeth, Case assessment and treatment planning criteria, Hard and Soft Tissue Interfaces, Clinical implications and significance of Implant design, Applied Dental materials 2, Biomechanics 2, Advanced occlusal concepts, Restorative Procedures 2, Laboratory techniques and procedures, Maintenance and management of mechanical and biological complications

 
This module introduces students to the history and theory of architecture with the new Sir Banister Fletcher’s Global History of Architecture (21st Edition, 2019) edited by The Bartlett’s Professor Murray Fraser. Students explore the content of the book through seminars, which are linked to physical journeys of exploration around London. Students then map and describe a personal journey of exploration.
At The Bartlett the Design Studio is the basis of design teaching and learning. Landscape Architecture design teaching is delivered by Design Studios each taught by two or more design professionals who are part-time academics. Each studio presents an individual design programme that reflects their studio pedagogy and approach to innovative Landscape Architecture.

You will attend introductory lectures, seminars, individual and group tutorials and crits (where you will present you work in an open forum, for comment and discussion). Site visits to natural areas and constructed sites introduce site analysis and understanding of a range of design outcomes.

As the year progresses you will undertake a series of projects that increase in scale and complexity. Design projects are informed by and developed alongside the Landscape Inhabitation and Environmental Systems (BARC0115) module for which students are required to produce a Design Project Review.

Landscape Design 1 - is the first of three design studio-based modules. It will give you an introduction to:

landscape and site appraisal via site visits
	processes of making and forming natural and constructed landscapes via introductory lectures and design projects
	techniques of landscape representation and design processes
	mapping and data handling using GIS, open source data handling, ArcView or similar are introduced in an intensive workshop
Landscape Design 1 

The aims are to:

provide an introduction to landscape design
	provide an introduction to representation and design techniques including 2 and 3D visual and manual skills
	to introduce techniques of iterative and reflective design development which synthesizes professional and technical and environmental issues
You will gain:

knowledge and understanding of the visualization of proposals including two dimensional and three-dimensional and time-based contexts
	skill in presenting design work in a portfolio
This final-year module is compulsory for single-subject, Modern Languages and Modern Language Plus students and optional for ESPS and History with a European Language students. Three skills are focused on: résumé in French of a passage of discursive French; translation from English into French (literary); translation from French into English (non-literary). The module is taught in French.

This module aims to teach the skills of written French to an advanced level, as well as to provide training in analytic and interpretative responses to written French texts. The summary is an exercise in both comprehension and expression; it also enables students to develop the practical skills of synthesis which are crucial for any kind of research. The prose exercise is designed to help students consolidate their technical command of the language (grammar, vocabulary, syntax) as well as their capacity to draw on their knowledge and experience to find idiomatic alternatives when confronted with a difficulty. The translation into English requires students to consolidate their understanding of the close workings of the language and their sensitivity to cultural differences in order to render a complex, discursive, non-literary passage into fluid and idiomatic English.
This second-year module requires students to respond in French to a variety of texts and other stimuli in linguistic situations such as dialogue, group presentation, synopsis, judgment etc. A variety of topics (all linked to French or francophone culture and actualités) will be covered.

The aim of this second-year module is to develop further the grammatical, comprehension and writing skills acquired in first year. Work on French texts will focus on grammatical and syntactical skills, comprehension and interpretation. Students will also work on translation. The module is taught in French.
Infection, inflammation and repair underpin much of human pathology, and the study of these processes is an essential part of understanding human disease. This module will explore the body's response to bacterial, viral or parasitic infection, and how infections are eradicated. Inflammation is caused by a variety of insults, and may be acute or may become chronic leading to fibrosis and scarring of tissue. This module will cover these processes with direct clinical examples e.g. the formation of an abscess, pneumonia or the development of cirrhosis to illustrate how they lead to certain diseases. This module will also cover basic immunology. Students will learn about the use of drugs including antibiotics, anti-inflammatory drugs and immunosuppression. The compulsory Molecular Basis of Disease module will cover these processes in greater depth in Year 2.
Infection, inflammation and repair underpin much of human pathology, and the study of these processes is an essential part of understanding human disease. This module will explore the body's response to bacterial, viral or parasitic infection, and how infections are eradicated. Inflammation is caused by a variety of insults, and may be acute or may become chronic leading to fibrosis and scarring of tissue. This module will cover these processes in detail and help students gain insight in how all these separate components integrate into an immune network and how the process unfolds. Students will learn about the use of drugs to combat infections and inflammatory diseases including antibiotics, anti-inflammatory and immunosuppressive drugs. The compulsory Molecular Basis of Disease module will cover these processes in greater depth in Year 2.
This module explores stressors and mental health matters across the arts and how these affect and drive practice and performance. Topics explored are performance anxiety, career transitions, talent, perfectionism among many others. The module aims to give you the necessary background evidence-based knowledge in identifying psychological aspects and in facilitating the application of this knowledge in performers’ care in the future.

The module is taught by a variety of experts.

This module is also available for the Distance Learning PGCert.
Summary of the content of the module / component:

1. Genetics and development of musculoskeletal structures a. Skeletal dysplasias b. Physeal injuries and disorders

2. Developmental disorders of the hip, foot and lower limb

3. Musculoskeletal tumours and infection in children

4. Gait analysis

Intended learning outcomes:

1. Be able to describe and discuss the genetics and development of the musculoskeletal system.

2. Be able to discuss the epidemiology, aetiology and clinical consequences of musculoskeletal conditions affecting children.

3. Be able to describe and discuss the surgical and other treatment possibilities for the above conditions.
The module covers core concepts and research in personality, individual differences and intelligence. It explores approaches to measuring, understanding and explaining individual differences in personality including psychometric theory, trait approaches, behaviour genetics, neurobiological approaches and developmental pathways and how these affect health, mental wellbeing, occupational and other life outcomes. It also covers historical and current models of intelligence, measurement of intelligence and malleability of abilities through education.

Students will be expected to develop knowledge and understanding of:

Historical and current models of personality and intelligence
 Psychometric theory and measurement approaches to personality and intelligence
 The contribution of genetic, neurobiological, cultural, familial and environmental factors to individual differences
 The stability vs malleability of individual differences over the lifespan
 The impact of individual differences on health, mental wellbeing, educational and occupational outcomes
This module aims to introduce students to the field of affective neuroscience, i.e. the neuroscientific study of emotion. We will discover ways to experimentally conduct neuroscientific research into emotions and will critically analyse current theories. Topics covered will be e.g. emotion regulation, love and rejection, key brain regions in emotion processing and depression. Each week a speaker will present on their area of expertise.
Summary: The module provides a broad introduction into the field of cognitive neuroscience. The module is roughly divided into three parts. The first part concentrates on explaining what cognitive neuroscience is, what the field intends to investigate, and what techniques are available to study the structure and function of the human brain. The second and third parts cover what is currently known about how particular cognitive functions are supported by the brain. The second part covers fundamental research topics (vision, memory encoding, memory retrieval, emotions and executive functions) and the third part more applied research (consumer neuroscience, ageing and autism).

Learning objectives: You will develop knowledge and understanding of: conceptual issues that arise when relating the mind to the brain, how the human brain can be studied with neuroimaging and lesion techniques, the pros and cons of different techniques, designing and interpreting cognitive neuroscience studies, the neural bases of a number of cognitive functions, how to apply knowledge from cognitive neuroscience to answer practical questions and how to disseminate findings and critically evaluate research.

Assessment: The module is assessed with 100% coursework that you complete at home. The coursework consists of a written scientific poster in which you answer a cognitive neuroscience question using evidence from the literature. The written poster is complemented by a recorded narration of maximally 4 minutes in duration.
This module examines major debates in the field of international security. Many important issues in international politics relate to the use or threat of military force and political violence, and the insecurity this threat poses to states, communities, and individuals. This module is organized into two parts. The first part will introduce students to key questions in the field of international security and the theoretical and empirical approaches scholars use to answer them, such as the causes of war, whether democracies are more peaceful than autocracies, and how international norms and institutions shape the behavior of states. The second part will examine a number of contemporary international security issues, including nuclear proliferation, civil conflict and terrorism, military intervention, and shifts in the global balance of power. Particular focus will be given to the research methods and empirical strategies commonly used by scholars in the field.


While there are no formal prerequisites for this module, students would benefit from taking an introductory international relations module (such as POLS0001 or equivalent) prior to this module, as the module will build on introductory politics knowledge.
This is a laboratory module on experimental phonology, focused on getting students involved in conducting current experimental research in the field. Each year, a topic closely aligned with the lecturer’s own research will be chosen. Students will be divided into small groups, each responsible for designing, planning, implementing, and analysing their own original experiment under the lecturer’s supervision. The first two weeks will be devoted to reading and discussing background literature on the topic, including dominant experimental paradigms. Subsequent weeks will be spent developing, implementing, and analysing the experiments.
This module will focus on the theory and practice of clinical pharmaceutics: it will consider how the properties of a formulation affect its performance in patients, and will use examples and case studies to illustrate the concepts discussed. In the context of developing new medicines and treatments, we will discuss the unmet clinical need and potential clinical use of a medicine.

 List of lectures:

  Introduction clinical pharmaceutics
 
  Pharmaceutical equivalence and bioequivalence
 
  Pharmaceutical quality
 
  Dissolution: influence of excipients and polymorphs
 
  Pharmaceutical manufacturing and production
 
  Oral preparations –impact of approved medicines on formulation science
 
  Oral preparations –recent developments
 
  Oral preparations – oral formulations and the microbiome
 
  Oral preparations – personalised medicines
 
  Fixed-dose combinations
 
  Liposomal formulations
 
  Microspheres/depots and implants
 
  Topical and transdermal delivery
 
  Radiopharmacy and radiopharmaceuticals
 
  Sub-cutaneous administration as an alternative to intravenous administration
 
  Pulmonary delivery
Module information

This is a largely practical module, which aims to develop experimental skills. A selection of practicals and follow-up sessions designed for students taking Pharmacology PHAR0004 provide reinforcement of the material in that module. This module is not capped.

On completion of the module students will be able to

Conduct simple experiments on in vitro preparations and present their findings in a written account,
	Understand the use of animals in medical research from the standpoint of animal welfare and ethics.
	Set-up tissue preparations and use transducers and computers to measure tension or length changes in smooth muscle preparations.
	Understand the experimental conditions required to maintain tissues in vitro and of the requirements to achieve stimulation of nerves using pulse generators.
	Perform dilutions of stock drug solutions and calculate appropriate volumes to add to organ baths to achieve the desired final concentrations.
	Follow experimental protocols accurately to generate reproducible results
	Quantify results and present them clearly in graphical form.
There are no additional costs for this module – you will be provided with a lab coat and all the necessary laboratory equipment and consumables.

Indicative practical list:

Practical 1: Concentration-Response Curves Practical

Practical 2: Drug Antagonism Practical

Practical 3: Daphnia Practical

Practical 4: Tachykinin Practical

Practical 5: Cutaneous Blood Flow Practical

Practical 6: Stimulated Ileum Practical

Practical 7: Calcium Channel Blockers Practical

Follow-up tutorials will be held after each practical as well as on curve-fitting, report writing, literature searching and ethics.
In consultation with the Programme Director students choose four modules that are representative of at least two of the following topic areas:

Auditory processing
Speech processing (Perception and Production)
Phonetics and phonology
Syntax and morphology
Semantics and pragmatics
Language development
Language processing and pathology
Cognition and communication
Neurobiology of language
Theory construction and modelling

Students will then work with a member of academic staff to construct their own essay questions and complete two cross-disciplinary essays which draw on knowledge gained during the two lecture modules that they have followed during each term. students will be able to choose from all PLIN and PALS modules.
The lectures in this module cover metabolic neuroscience research at an advanced level. They will be given by research-active experts in the respective areas and provide a thorough understanding of the physiology of metabolic regulation based on current ongoing research in this area. The lectures cover metabolic disease and discuss current and novel treatment strategies. Emphasis is placed on the key technical approaches applied in metabolic neuroscience and their critical evaluation. This will be addressed in a series of Journal clubs and Seminars where each student will be taking the lead in turn. Their presentations will form part of the in course assessment together with the preparation of a 'News and Views' style review article selected from a variety of topics.

After taking this module you will be able to:

Understand how the brain controls body homeostasis and to be able to give detailed descriptions of pathways sensing and controlling the metabolic state of the body.
	Explain technical approaches used in metabolic neuroscience and to be able to devise research plans using the appropriate techniques.
	Discuss the most common metabolic diseases and the role of the nervous system in their aetiology. Critically evaluate research publications in metabolic neuroscience and give a clear, complete and logical account of a research paper or research question.
Indicative Lecture topics:

Introduction to Electrophysiology
	Molecular Techniques in Metabolic Neuroscience
	Neuromodulators of Feeding Behaviour
	Techniques
	Brain Imaging
	Feeding and Wakefulness
	Thermoregulation
	Viral gene transfer
	Obesity and Food Intake Circuitry
	Gut regulation and 5-hydroxytryptamine
	In Vivo Monitoring
	Neuroscience of Eating and Energy Control
	Autonomic Dysfunction
	Metabolic Dysfunction
	Gut-brain axis
	Glucose control
	Diabetes
This module covers econometric and statistical methods that are essential for analysing financial data. Topics covered include linear regression, endogeneity and other issues and caveats (e.g. omitted variables, measurement errors, selection bias, etc.) and formal tools to deal with these. This course will also cover empirical exercises and computations using a statistical software.
This module introduces students to algorithms and how they are programmed and used in a management context. Algorithms describe how problems can be solved using sequences of instructions, selection rules, iterative processes and control abstractions. This module is concerned with understanding how algorithmic software is designed to solve problems and how thinking in this way can help structure and solve problems generally. Students will learn to program in Python as a tool to aid understanding algorithm design.

Students will be introduced to a range of algorithms, including exhaustive and heuristic AI search algorithms, mathematical optimisation algorithms (linear programming), and stochastic algorithms, including Monte Carlo simulations. We will also be formalising and coding some of the matrix-based and machine learning algorithms that the students have already studied in Mathematics II (Linear Algebra) and in Data Analytics I.

This module will also introduce students to analysing the complexity of algorithms and the time required to complete computations. This will introduce important concepts to understanding the challenges and limits of processing big data.
This course develops rigorously the important notions and theorems of analysis in R^n. The aim is to unify the classical theorems of vector analysis, applications of which the students have already seen in electromagnetism, with the modern terminology of differential forms.
In order to understand anthropology’s applicability to the field of humanitarianism and current affairs, as well as its relationship to the wider social sciences, this module will introduce students to the some of the major theoretical approaches in social anthropology. In doing so, students will learn about the relationship between ethnography and theory, and how different theoretical approaches influence the ways in which social situations are framed and understood. Some of the major theoretical approaches students will learn about include functionalism, Marxism, structuralism, post-modernism and post-structuralism. Throughout the module, the historical and political backdrop to these theoretical approaches will be contextualised. In particular, students will learn about the roles of colonialism and imperialism, as well as feminist, post-colonial, anti-racist and decolonial thinking in shaping theory, anthropology and, consequently, humanitarianism. 
Enabling access to information through the effective indexing and organization of materials is one of the core competences of information professionals. This module focuses on subject-related knowledge organisation (KO), using a theoretical lens in order to understand practical classification systems and real-life issues. Students will consider the conceptual ideas and theories that underpin knowledge organisation, such as grouping, order, facets, and much more. The idea of the knowledge organisation system (KOS) is introduced and dissected. The module focuses on two specific types of KOSs -- the classification scheme and the thesaurus – while other types of KOS are also introduced, such as ontologies and scientific taxonomies. Students will analyse examples of KOSs such as the Dewey Decimal Classification (DDC), and will explore ideas such as how classification schemes evolve over time, the reception of classification schemes, and global versus local classification schemes. Students will also gain practical skills in building their own KOS: they will learn how to create a faceted structure and thesaurus. Ethical considerations, such as the knowledge organisation of marginalised groups, thread through the module, alongside the imperative to think critically about KO ideas and KOSs.

By the end of the module students should be able to:

explain some of the foundational principles in organising knowledge;
 identify different types of knowledge organisation systems and use some specific knowledge organisation systems to classify knowledge;
 evaluate some knowledge organisation systems, including any ethical considerations;
 critique some of the key theoretical ideas in knowledge organisation literature;
 create a simple knowledge organisation system for a domain of their choice.
The course considers the theory and practice of Information Governance (IG). IG is an emerging multidisciplinary field which straddles four domains:

Information management 
	Information security
	Information law and ethics
	Information economics 
This module explores the key information governance concepts, theories, standards and models, including their development. Through the critical analysis of these principles students will be provided with strategies and tools for establishing an information governance framework in the workplace to meet legal, regulatory, organisational and societal needs. The course is designed to develop workplace skills for a range of occupations including compliance officers, data managers, information and records managers, information security managers, IT, lawyers, librarians and risk managers. 
Public services, and their digitisation, have moved from a plaything of the R&D lab, to the multibillion-pound project phenomenon of the technology vendors and system integrators, to the realm of digital design. The provision of digital services is now a key policy enabler for most Governments globally, and for many, are the central transformation lever for entire national economic policy. This module will cover the rise of digital services, and trace their journey through public institutions. We will trace the cultural, technological and organisational routes they have taken, to explore why digital public services take their current form. The students will come out with a historic model of how we got to here, and why, and have a clear understanding of the threats, opportunities and challenges facing citizens and Governments the world over.
The grand challenges of the 21st Century – whether transitioning to a greener, more sustainable economy, decreasing inequality or offering better and inclusive public services – require rethinking capitalism and its growth engine, innovation. This requires building new forms of dynamic capabilities and capacities inside public institutions. While in terms of theoretical foundations, methodological soundness and empirical validation there are plenty of studies and courses of how dynamic capacities evolve in the business sector, there is little solid research and discussion on how public organisations develop and sustain dynamic capacities and capabilities. Indeed, Public Choice Theory, and its applications via New Public Management (NPM), has made many policy makers more fearful of government failures than market failures, and in the process reduced the ambition of policy. This has in turn caused public policies to be more about administering contracts (often outsourced) than creating, and in the process reduced the need for investing in policy making capabilities.

In governance and public management, waves of new public management reforms in 1980s and 1990s hollowed out capacity in public organisations through misguided reforms (e.g., massive outsourcing of technical expertise). Subsequent attempts to create alternative conceptual frameworks for public management reforms (e.g., new public governance) have failed to deliver a viable concept of dynamic capacities in public organisations. The module develops a new framework – public sector dynamic capabilities – to show how public organisations can shape markets, create new growth opportunities and help solve grand challenges of the 21st century.
This module provides an introduction to the processes and mechanisms that cause and contribute to meteorological hazards and considers their potential socio-economic impacts. Topics covered include atmospheric and hydrological processes, inland and coastal flooding, tropical and extra-tropical cyclones, windstorm engineering, temperature extremes, drought, wildfires, tornadoes, hail, and loss modelling.
Tectonic Geomorphology examines the teleconnections and feedbacks between tectonics, surficial processes and climate. This includes examination of Earth surface topography, mountain building, and causes and consequences of changes in surface elevation that combine isostasy, erosion, orography and climate change.

By the end of this module students will have a knowledge and understanding of:

physical processes that influence the Earth’s geological, atmospheric and chemical evolution;
	qualitative and quantitative methods used to characterise landscapes, processes, and to detect change
	connections between tectonics and landscape development;
	processes and controls that govern landscape evolution over the short to long-term.
GEOL0004 Dynamic Earth is a prerequisite for Undergraduate students.
This module is designed to enable the postgraduate to the theoretical and clinical skills to be able to restore and maintain dental implants in straightforward cases. Topics included impression techniques, restoration design and delivery, and maintenance.

 
This module covers the following areas: principles of research governance, phases of drug development, data management and safety measures in early phase clinical trials, biomarkers and surrogate markers of pharmacodynamic action and efficacy, pharmacokinetic, emerging technologies and examples of innovative trials in key neurological and neurodegenerative diseases.

The aim of this module is to provide you with an understanding of the challenges in undertaking early phases clinical trials for neurological indications and how to overcome them. This module will train you to have a rational approach to clinical research and the correct design and implementation of early phase clinical trials aiming at:

Evaluating the therapeutic potential of putative new drugs in the most appropriate patient populations
	Optimising dosing regimen through established PK/PD relationships
	Demonstrating that the molecule under testing has the desired pharmacology therefore is capable of confirming the biologic hypothesis underpinning its development
	Increasing confidence in the scientific and clinical basis for the potential efficacy of new therapies and their likely impact on the mechanisms of disease.
	This material provides the theoretical basis for topics explored in other modules on the programme.
At the end of the module you will have an understanding of the principles and regulations underpinning clinical research, as well as the roles of multidisciplinary research teams and how to design and implement a clinical trial from protocol development through implementation, data analysis and reporting.
This course provides a foundation in programming in the context of geospatial science and technology. Using Python as the main language, students will learn the principles of programming, including but not limited to: languages and syntax, paradigms, variables, control flow and functions. Students will apply their programming skills to geospatial workflows, such as map production, geospatial data processing and analysis. Finally, students will learn the principles of object-oriented programming and how it relates to geospatial science. The aim of this module is to equip students with the programming skills required for a successful career as a geospatial scientist, GIS professional, data scientist, academic researcher, or similar.

Learning Outcomes

To understand the principles of programming
 To be comfortable with scripting geospatial analysis workflows
 To understand the principles of object-oriented programming and how this relates to representation and modelling of geospatial data
 To be able to write object-oriented programming code
An introduction to building the internet of things for people and the environment. In this module students will be introduced to concepts and technologies underpinning connected environments and the role technology can play in trying to measure and understand the built and natural world. Through a series of 10 practical workshop sessions students will be introduced to IoT prototyping tools, existing sensor systems in UCL East and the Queen Elizabeth Olympic Park and will build a simple sensor system to monitor the environment for the duration of their course. 

Aim: The aim of this introductory module is to: 
* Introduce the “learn, build, critique” approach to be used throughout the course 
* Expose the students to the building blocks of creating a connected environment 
* Establish a shared ‘connected environment’ they will curate throughout the programme.
The computational analysis of space, structure and other aspects of architecture facilitates an understanding of the complexities of the built environment. A number of methods are introduced in this module, including the simulation of natural vision, machine learning algorithms and intelligent systems, with an emphasis on their application in design-related domains from agent simulation to structural engineering. This content is presented in the context of its implications in the creative process, emergent behaviour and relevance to design. The module forms an important theoretical basis for the creation of architecture via the generative methods presented within the Computational Synthesis module.
Placement year
The rationale of this theory-based module is to give the students an understanding of the history, concepts and rational behind MIS and how we have reached the current state of play in surgery.

This will include a thorough understanding of the literature and to critically appraise the evidence behind the adoption of minimally invasive surgery (MIS), and to understand why certain MIS techniques are not adopted.

This course will equip the students with a detailed understanding of how MIS benefits patients, healthcare systems and the risk involved in such surgery. Moreover, students will be taught how to develop these concepts into building and assessing MIS training models.

Aims of the module:

For students to understand the generic principles of MIS and how it evolved
	To demonstrate knowledge (theoretical and clinical relevance) on the benefits and potential pitfalls of MIS
	To critically appraise the current evidence of MIS and how MIS can be used in different surgical disciplines
	To demonstrate knowledge on the implementation of safe training programmes and how affiliated imaging technologies can improve surgery
Learning outcomes:

The students will learn the fundamental theories governing the use of MIS
	The advantages and disadvantages of MIS different approaches
	The understand the current literature regarding MIS
	To understand how to build and assess training programmes in MIS 
This is a second-year Spanish language module consolidating your proficiency at level B2 and exploring level C1 of the Common European Framework of Reference for Languages (CEFR). In the Grammar and Communicative Skills lectures, you will expand your vocabulary and learn to use increasingly more sophisticated language in a variety of contexts and registers, as well as idioms, expressions and colloquialisms. Different varieties of Spanish will be explored. The Translation classes will help you enhance your translation competences already acquired in the previous year in order to tackle a wider variety of texts in both English into Spanish and vice versa. You will improve your knowledge of the Hispanic culture(s) across the globe, especially in the Additional Contents and Skills classes, which will prepare you for the Year Abroad.
This module explores gender and how it plays a role in everyday lives across the life-course. The module will take students through the various academic conceptualisations of gender and sex – what these terms mean – and the ways in which gender cross-cuts with other social and cultural identities, such as ‘race’, ethnicity, age, sexuality, class, and religion. During the module, students will explore the relationship between gender and social structures (including sociology itself), and on relationships and experiences. They will learn to challenge ‘common sense’ understandings of gender using theoretical frameworks and drawing on empirical examples from across the world. The module will cover the following themes: Sex/gender debates; Feminist histories; Femininities and masculinities; Intersectionality and gender; Gendered bodies; Gender and religion;; Transgender and intersex; Gender and (neo) colonialism; Gender and parenting and contemporary digital activism around gender inequality.
This interdisciplinary module introduces students to the family as a social institution and a site of personal life across time and place. The module examines critical factors that make and shape families drawing on theoretical and empirical insights from anthropology, demography, psychology, and sociology. Themes include: kinship and family structures; new forms of couple intimacy, sexual and relational diversity; families across cultures; parenting and child development; gender and family life; ethnicity and faith in families; families, poverty and inequality; elder life and intergenerational obligations in families. The module draws on examples from societies and cultures across the world.
The course begins with an introduction to the basic skills that are essential for the successful study of history at university. We shall look at how to take notes, use the library, prepare a bibliography, plan an essay and conduct close textual analysis. In particular, we will use primary and secondary sources to consider how the writing of history has been shaped by context and ideology. 

All students will compile a portfolio of tasks they have completed during the course (worth 50% of the final mark) and submit a short essay at the end of the term
This module aims to provide a competent reading knowledge of Polish and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Polish language skills to work with original Polish texts and to enable them to undertake study and/or research in Polish. The module provides an intensive introduction to Polish grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Polish in straightforward situations, translation and information retrieval skills, using Polish texts in Polish and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study including learning and practising independently beyond the contact hours.
This module is meant as a broad introduction to Polish literature after 1939. It includes fiction, drama and poetry written in Poland and abroad and topics such as the role of tradition, the moral responsibility of an individual, the individual and the society, the persistence of Romanticism in Polish contemporary culture, the ethical consequence of W.W.II and communism, the role of the Borderlands, the concept of home and spiritual homelessness and finally, issues of gender, esp. relations between men and women, the masculine and the feminine, the concept of home, homelessness.
In this module, students will carry out supervised projects in the broad domain of policing. They will have the opportunity to practise different research methods and apply the knowledge they have gained over the course of the Security and Crime Science programme. Starting with a project brief, students will learn how to: 1) organise a project into a set of tasks 2) critically assess different research methods that might be applied to achieve project objective(s) 3) develop instruments effectively to scope the problem and collect necessary data and 4) apply relevant statistical methods to generate the sought-after outcomes. Finally, students will learn how to interpret the results of their work, and communicate findings effectively. The contact time for this module will be compressed into a one week block, through short lectures and briefing sessions, field work and lab sessions.
Aims: This module will provide an overview of behavioural genetics in psychology. Objectives: Students will develop a basic understanding of behavioural genetics methods and will learn to interpret research findings in this area. Students will learn to appreciate how genetically informative study designs can improve our understanding of both genetic and environmental contributions to individual differences in behaviour. Summary of module: This module will provide a good overall understanding of the contribution of behavioural genetics research to the understanding of psychopathology and cognitive development. Various methods used in behavioural genetics research will be overviewed. Particular emphasis is given to how genetically informative study designs can be used to understand the way in which both genetic and environmental risk operates. The module will also cover the ethical implications of behavioural genetic research.
One of the big challenges in psychology is to understand how relatively "dumb" elements like neurons can co-operate to produce high-level mental operations like thinking and consciousness. The aim of this module is to introduce you to the study of the neurobiology of behaviour.  It consists of five parts. Part 1: “Historical Perspectives, Neurons, Neuroanatomy and Methods” introduces foundational ideas that are built on in subsequent lectures. Part 2: “Sensory and Motor Systems” introduces core ideas and experiments in the study of sensation and action. For example, describing the visual and other sensory processing streams and how the motor system works, including the operation of ‘mirror neurons’ that respond during observation of a movement and making the movement. Part 3: “Emotion, Stress and Social Behaviour” covers these topics at the large-scale population level to specific neural circuits. Part 4: “Learning and Memory” explore research examining how we and other animals remember the past and learn new information. Part 5: "Disorders and the Prefrontal Cortex" covers research on neurological disorders such as Alzheimer’s disease and mental health disorders such as schizophrenia and post-traumatic stress disorder, and concludes with the role of the prefrontal cortex in controlling behaviour. By the end of the module you will, hopefully, have gained insight into how low-level processes can constrain theories about how the high-level processes operate.
This module aims to introduce students to normative and descriptive theories of various types of decision making, and to enable students to understand basic processes of memory encoding, organization and retrieval.
This is a placeholder module to allow accreditation of the modules studied at the host university by BA Linguistics International Programme students while on their year abroad. This module carries no credits and will not count towards the final degree result. Students will be supported in designing an appropriate programme of study while abroad by the UCL Study Abroad team and the Study Abroad Tutor at UCL, and their counterpart at the partner university.
This course deals with some of Aristotle’s most influential ideas. We will begin with one of his ethical works, the Nicomachean Ethics, and then move on to his metaphysics in the Categories. The rest of the term will be spent looking at Aristotle’s ideas about nature, causation, the infinite, place and self-motion in his Physics. Throughout the course, we will consider questions of interpretation, try to understand how Aristotle’s ideas fit together and engage with his views and arguments critically.

Schedule:

Week 1: Conceptions of happiness in the Nicomachean Ethics

Week 2: Friendship in the Nicomachean Ethics

Week 3: Relatives in the Categories

Week 4: The four causes in the Physics

Week 5: Teleology in the Physics

Week 6: Chance in the Physics

Week 7: The infinite in the Physics

Week 8: Time in the Physics

Week 9: Place in the Physics

Week 10: Self-motion in the Physics

Philosophy Area C
Our thoughts, feelings, perceptions and actions are all products of the workings of the human brain. But our brain and its related nervous system is housed in our body, and like the rest of the body is also influenced by the activities of chemical messengers called hormones. This module takes a biopsychological approach to understanding how the nervous and hormonal systems interact to produce human thought and behaviour. Through a series of varied topics, we will consider how such systems allow us to monitor, understand and interact with the world around us.
The aim of this module is to develop the student's independent research and problem-solving skills, by requiring them to plan, undertake and present an extended open-ended research project, conducted over two full terms. Topics can be chosen from a range of research areas in Physics and related disciplines, both theoretical and experimental.

All Physics Laboratory courses within the Department contribute to a continuing development of students’ practical skills extending throughout the four/three years of the MSci/BSc degrees. Collectively the courses have the overall aim of equipping the student with those practical skills which employers expect to find in graduates in physics whether they are employed in scientific research or development, or in a wider context. Taken in their final year of study by some students following Physics-related BSc degrees, course PHAS0048 contributes to this aim by bringing the skills acquired in earlier years to bear on an open-ended project of two-term duration.
Outline:

This module aims to lay a secure foundation for the understanding of the underlying principles of the structure of crystalline solids, determination of their structures (and defects therein), and to establish an understanding of the relationships between structure and thermal, mechanical, electronic and magnetic properties.

Aims:

To show how the diverse properties (structural, electronic, magnetic) of solid materials can be related to interactions at the atomistic level, using theoretical models.
	To provide a sound foundation for the advanced condensed matter options in the third and fourth years.
	To show how the study of condensed matter plays a vital part both in other areas of physics and, more generally in science, technology and industry.
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture and supplementary hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
Outline:

This module aims to provide students with developing confidence and skills in practical physics, through a selection of guided experiments and observations that are appropriate to our degree streams and core physics. These tasks provide experience in practical techniques, including data recording, data analysis and report writing.

Aims:

All practical modules within the Department contribute to a continuing development of students’ scientific, technical and transferable skills, extending throughout their degree programmes. Collectively, these modules have the overall aim of equipping the student with those practical skills which employers expect to find in physics-related graduates, whether they are employed in scientific research or development, or in a wider context. Course PHAS0008 builds on the foundations of course PHAS0007 “Practical Physics and Computing 1”, and by further practice reinforces and extends practical and investigative skills.

Teaching and Learning Methodology:

In the practical sessions, students work by following guidance scripts. Great emphasis is placed on the formation of good habits in the keeping of a notebook for which students are given detailed advice. Demonstrators not only help students understand the experiments and observations and overcome difficulties as they arise, but also inspect students’ notebooks to provide formative feedback to help develop good practices.

Students will conduct experiments and observations that will emphasize the need for to develop critical and analytical thought processes and creativity within a physics context.

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of studying the material, practicing analysis, preparing for laboratory sessions, writing up reports and further reading in textbooks and online.
The module will develop a student’s professional skills and clinical practice to a level to safely and competently contribute to a telemedicine and virtual clinic service with an emphasis on eye care.  Students will be introduced to the terms and concepts of telemedicine, electronic medical records, national electronic health records, standards and interoperability, telemedicine’s areas of use and technologies, ESA activities in Telemedicine for downstream eHealth applications and E-Health in Hospitals. The content for this module will reflect issues that are of current professional interest both from a workforce perspective as well as a patient. Relevant published research and evidence will be critically appraised to determine the likely impact of developments in a telemedicine service. The role of telemedicine in the patient pathway will also be explored
This module aims to provide a substantial understanding of the scope of the science driving the translational biomedicine field. This includes our current state of knowledge about the biological mechanisms that underlie the most relevant disease as well as the currently available options for diagnosing and treating such diseases.

Core topic areas will include

What are the most important diseases?
	What diseases offer commercial opportunities?
	What are the pathobiological mechanisms that lead to disease?
	How can we diagnose diseases?
	How can we treat diseases?
Content will include the Pathobiology of common diseases, the Technological approaches in diagnostics and the science underpinning common therapeutic approaches (small molecules, biologics, and gene and cell therapy)

The module will be based on a mixture of traditional lectures, tutorials, eLearning and flipped teaching.

This module aims to provide students with the

core scientific background knowledge to enable them to understand the rationale and priorities which drive R&D strategies in the current biotech and pharmaceutical industry
	sound understanding of how science informs therapeutic approaches to disease and the intersections between technology, diagnosis and pathobiology
	technical knowledge to assess the underlying scientific approaches and paradigms which enable the identification of potential entrepreneurial opportunities.
The course starts with the basics of general topology. The fundamental group is then defined and studied, with an emphasis on examples: graphs and their fundamental groups, free groups, are especially motivating. Fundamental groups of general complexes are discussed, along with group presentations. Some applications will be given, such as winding number and the Brouwer Fixed point theorem. Students should finish the course able to compute: bases for the subgroup of a free group corresponding to an explicit covering space of a graph; presentations for fundamental groups of cell complexes; Cayley graphs of finite groups. The course could be taken as a complement to the course Algebraic Topology.
Geometry attempts to describe and understand the space around us. It is a central activity and main driving force in many branches of mathematics and physics. In this course we will meet some of the basic examples in geometry, build up fundamental understanding of curvature, and enhance familiarity with groups and group actions outside of pure algebra.
What are viruses? How do they replicate? Where do they come from? How do they enter the human population? How do they cause disease? Why do they cause epidemics? Why are some viruses much more dangerous than others? How do we control and prevent infections?

At a time when the importance of virology does not need to be emphasised, this module will address these questions by exploring the remarkable and intimate interaction between virus and host at many levels: molecular, cellular, host organism and population. We will discover how viruses have adapted to optimise survival and replication in the fundamentally hostile environment that their host provides and we will discuss the many effector mechanisms that hosts deploy to prevent viral infection or control it once established. The module is centred on the idea that an understanding of basic virology is essential for understanding viral disease. Drawing on a major strength in virology at UCL, the module will provide an advanced understanding of the principles of virus replication and structure, insight into the virus-host interaction and a broad knowledge of individual virus infections, their treatment and prevention.

Learning Outcomes

By the end of the module you will be able to answer the following questions:

What are viruses?
	How do they replicate?
	How do they enter the human population?
	How and why do they cause disease?
	Why do they cause epidemics?
	How do we control and prevent infections?
You will also become familiar with current thinking in virology through discussion and presentation of a journal article.
This module is designed for ab initio French students who have taken FREN0069: French Literature in Translation in their first year and FREN0070: French Literature for Beginners 2 in their second year. It will cover different aspects of French and Francophone literature, deepening knowledge and understanding of various genres and modes of writing (narrative, poetry, theatre, novels, life writing/autofiction among others), different periods and themes. It will build on the analytical skills acquired in year one and year two to study literary texts and to reflect critically on the question of reading in translation. Students will be expected to engage with the original text in French so that they evaluate the translations and also advance their reading skills in French. The teaching will focus on specific texts representative of literary periods, movements or genres and deploy literary and translation theory to read them. Possible blocks include: Medieval and Renaissance Literature; 17th-century Theatre; The Enlightenment; the 19th-Century Novel; Avant-garde Poetry; Post-colonial Literatures; Experimental Writing in 20th/21st century
Module Content and Indicative Topics

This module aims to introduce first-year students who are taking French for beginners to aspects of French and Francophone literature by considering various genres of writing (narrative, poetry, theatre), different periods and themes. It also will equip them with the analytical skills they will need in subsequent years to study literary texts in greater depth and get them to reflect critically on the question of reading in translation. The teaching will be organised around two five-week blocks (20 hours in total) which will focus on specific texts representative of literary periods, movements or genres. Possible blocks include: Medieval and Renaissance Literature; 17th-century Theatre; The Enlightenment; the 19th-Century Novel; Avant-garde Poetry; Post-colonial Literatures; Experimental Writing in 20th/21st century.

Teaching Delivery

The module will be taught through two-hour weekly seminars across one term. Students will be expected to read the primary texts and to prepare notes on questions and points for discussion available on the module’s Moodle site for each seminar. Seminars may involve group work and/or student presentations.

This is a compulsory module for first-year students studying for the BA in Comparative Literature with ab initio French as their chosen language. Post-A-level French students should take FREN0006 Reading French Texts instead; this module is for students with either beginners or GCSE-level French.

 
Beginning in 1895 when the Lumieres first exhibited their new 'cinematographe' in a café on a Parisian boulevard, the French cinema has astonished through both its originality as will as the artistic innovations deployed to put the "real" world on display.  Shortly after this first presentation, the magician and theatrical showman Melies offered another king of spectacle, this one made of illusions and special effects, whose metamorphoses endured long after the "voyages to the moon" experienced by the audience.  FREN2109 will; explore these two traditions, beginning with the late nineteenth century 'cinema of attractions', with a primary emphasis on the period between 1914 and 1960.  We will especially examine the formative years of French filmmaking when this national cinema served as a path breaker for every avant-garde artistic movement and when the French broke every record for technological advances.
The Romantic period was a time of profound social change and of an extraordinary richness in writers of genius. The module attempts to do justice to both aspects with lectures and seminars on individual authors and works as well as those that address important historical movements, genres, and themes. In the Autumn term lectures situate the literature of the period historically and introduce a number of key works by the period’s most important and influential writers, such as Wordsworth, Coleridge, Wollstonecraft, Blake, Austen, Keats, Byron, and M.W. Shelley. Each Autumn term seminar leader selects four of these works that students in their group will have the opportunity to discuss and examine closely over the course of the term. You are encouraged to use the seminars as a basis for exploring the period more widely, and to read in Romanticism: An Anthology (edited by Duncan Wu), as a good sampler and guide to further reading.

In the Spring term lectures introduce a number of crucial cultural issues, such as the impact of revolutionary politics, constructions of gender and sexuality, the role of literature in times of crisis, and the influence of empire. They also discuss a number of genres and modes, which may include the essay, the Gothic novel, autobiographical writings, or the sublime. Seminars in the Spring term are organised into courses that address a single author (such as Austen), genre (such as life-writing), or theme (such as Romanticism and ecology). Students have the opportunity to express a preference for the course that interests them most.

Examination is by means of an exam paper, or by Course Essay, if preferred and if no other Course Essay is being submitted by the candidate in that year.
This module aims to provide a rigorous treatment of data science methods, ranging from classical statistical methods to modern machine learning methods. The module provides a detailed mathematical explanation of a number of methods, including supervised and unsupervised learning techniques such as linear regression, logistic regression, additive models, neural networks, random forests, and ensemble learning.

 
This module introduces routine clinical processes completed in the audiology clinic and teaches the importance of health and safety processes. You will learn how to perform calibration and daily checks on the equipment used for routine hearing testing. You will also learn how to take a basic history of hearing difficulties, complete questionnaires and routine tests of hearing function, how to instruct people using hearing aids for the first time, and basic hearing aid troubleshooting and repairs. You will learn how to explain test results to patients. You will perform these techniques on other students and on volunteers, and will have tests performed on you.
This module will present students with the key ethical debates related to some of the most pressing issues in contemporary global politics. The course will first provide an overview of the general approaches to ethics in international relations and political science, before applying these concepts to issues such as climate change, immigration, global health, economic inequality and so on. These will be presented as philosophical debates, as well as real world problems.
Summary 

This module focuses on the elements of the Department of Health's 'Healthy Child Programme', the early
interventions and prevention public health programme that lies at the heart of universal services for children 0-18 years and their families as an example of a universal public health programme for families and children.It includes the principles and practice of screening programme, health promotion, parenting and parenting support, the policy context relating to school aged children and young people, healthy schools, epidemiology of common causes of morbidity and mortality in school aged children and adolescents, and communication skills with children and young people.

Learning Objectives and Outcomes 

After completing this module, you should be able to:

Describe the content and methods of the Healthy Child Programme
	Describe some of the concepts and theories that underpin the Healthy Child Programme
	Describe the epidemiology of child health in the UK today
	Discuss the evidence supporting preventive programmes in childhood
	Identify theories underpinning behaviour change
	Have the understanding and skills in collaborating with partners
	Know and apply evidence on public health priorities within the HCP i.e. obesity, and injury prevention
Who is this module for? 

This is an optional module for the MSc Paediatrics and Child Health and the MSc Infant and Early Childhood Development.

Teaching and Learning Methods 

Teaching will be mainly through face-to-face lectures.

Assessment 

This module will be assessed by a 3000 word essay.

Selected Reading List 

Healthy Child Programme: Pregnancy and the first five years of life- Great Britain. Department of Health and Social Care.

Healthy Child Programme: 5 to 19 years old - Great Britain. Department of Health and Social Care.

Healthy Child Programme: rapid review to update evidence - Public Health England.
This practice-oriented module provides an introduction to digital game design. Through the application of theory-based game design concepts, such as game loops and procedural rhetoric, students will have the opportunity to explore various aspects of digital videogames production, including coding, UI design, animation controllers, and asset production. Students will be empowered to develop playful artefacts targeting diverse platforms, including Virtual Reality, Mobile, PC, and Mac. This critical engagement with theory and practice enables students to create, modify, and critique videogames as informed designers.
The module seeks to equip students with the basic principles for real estate financial analysis. Students will be introduced to the linkages between real estate, credit and capital markets; learn the financial tools for evaluating lending and borrowing decisions and apply them to real estate investment decisions. Furthermore students will study recent innovations in real estate finance and investment, and be introduced to real estate private equity. Students will be provided with opportunities to hone their analytical, innovative, interpretative, collaborative and communication skills and be empowered with tools and skills for success in a sophisticated and dynamic real estate business environment.
The aim of the module is to guide students to design and plan their own pilot plant study and then execute the project by training and supervising a group of UG/PG students over a week. In addition students on this course will assess the outcome in terms of research aims and supervisees’ learning. The module is designed to build upon the experiences of Pilot Plant Unit Operations course. In this module students, working in small groups, will plan, manage and execute their own pilot plant study, providing a unique opportunity for large scale verification of data and for supervision of and UG/PG group.

Upon completion of the course, a student should be able to:

Plan a week-long original research project involving one or more unit operations at scale;
	Organize research as well as training activities for the UG/PG group;
	Be confident in executing the project, in collaboration with the designed UG/PG group;
	Report on the project aims and how these were met both in terms of research objectives and students (UG/PG) learning.
Module Aims: 

This unit will introduce you to the realities of the construction industry and its processes and to the technical aspects of the building process.

It will also introduce you to the managerial and professional aspects of running construction projects and to the managerial and professional aspects of running a construction organisation.

Objectives:


 To consolidate and underpin the academic concepts and knowledge acquired by the student during Year 1 and Year 2 with evidence of practical application.
 
 
 To enable you to contextualise academic learning acquired in Year 1 and Year 2, and to prepare the student for the integrative nature of the final year studies.
 

 To help you discover an area of study for the final year dissertation.
 
 
 To provide the opportunities for the development of your personal skills and competencies.
 
 
 To help you to be reflective about the situations you have experienced.
 
 
 To allow you the opportunity to demonstrate a willingness to accept responsibility for work.
 

 To enhance your employability.
 
 
 To enhance your ability to communicate
 
Nature of Placement:

The sandwich placement will be subject to a formal agreement between you, the employing organisation and UCL. This arrangement will confirm that the employing organisation will provide appropriate opportunities for you to experience the construction process. Your role is to be discussed and agreed with the Unit Tutor.

Reading List:

You should be familiar with the skills and competencies identified at:

www.ucl.ac.uk/keyskills/

www.ciob.org.uk

www.rics.org.uk
To become a professional scientist you are required to develop many skills in the laboratory. However, many further skills are required: time and project management; the preparation and dissemination of posters, papers and presentations; data and reference management, written and verbal communication skills. The aim of this module is to provide you with the transferable skills necessary for planning research and for the effective communication of science. The module will consist of seminars, workshops and discussion sessions.
Taking Poles as a case study, but also considering other nationalities, the module will explore the nature and significance of the East European presence in contemporary Britain. In recent years, Poles from all walks of life, of every age and from every corner of Poland have moved to the UK. The module considers the implications of this transplantation for Polish migrants themselves, for UK society and politics, and for Poland (understood as a transnational social space, not confined within the state borders of the Republic of Poland). Concepts important in the module will include transnationalism, ethnicity, diaspora, social cohesion, community and civil society. The first half of the module will focus mainly on Poles, examining e.g. civil society (the rapid construction of a web of non-political community organisations cf. much more limited trade union and political activism); employment, social mobility and socio-economic integration; and individual experiences of transnational lives and acculturation in the context of highly diverse UK society. Although less has been published about other nationalities, as far as possible comparisons will be made with other Central and East Europeans. The second half of the module will look at broader issues around social cohesion, attitudes towards migrants in the UK and the political context, and finally open still further to compare the experiences of Central and East Europeans in the UK to those in other countries in Western Europe and other continents.
Only for affiliate students at UCL in Term 1 only.

 Comprehension of Russian (Year 4) is designed to further advance comprehension skills in two key areas: translation from Russian into English and summary of a Russian text in English. Both components will be practiced in class throughout the year, drawing on a wide range of texts and styles. Texts for translation will be drawn primarily from literary works; texts for summary from contemporary journals and newspapers.
Comprehension of Russian (Year 4) will advance final-year comprehension skills in two key areas: translation from Russian into English and summary of a Russian text in English.

Both components will be practised in class throughout the year, drawing on a wide range of texts and styles. Texts for translation will be drawn primarily from literary works; texts for summary from contemporary journals and newspapers.

Formative assessment: Students' work will be discussed and assessed in class each week. Written work will be marked every two weeks. Vocabulary tests will be held at regular intervals.

Summative assessment: The module is assessed by a two-hour examination comprising ONE text in Russian for translation into English and ONE longer text in Russian for summary in English; both elements are weighted equally. The mark-schemes for both components award credit for comprehension of the original text and for the quality of English. 
All students on degrees with Russian take both modules on the Year 2 Russian Language programme:

SERS0020: Comprehension of Russian (Year 2A) (Russian-English Translation, Aural Comprehension)
SERS0022: Use of Russian (Year 2A) (Grammar, Writing Skills, Oral)

 The two compulsory 15-credit modules build on the thorough base in Russian achieved in the Year 1 Russian language programme through further study at upper intermediate level and leading towards a more advanced level of Russian.

Aims of Comprehension of Russian (Year 2):

To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills.

To develop a range of comprehension skills, including translation from Russian to English, reading fluency, and aural comprehension.

To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
The Year 1 Russian language programme ('Comprehension of Russian' and 'Use of Russian') is aimed at students with A level Russian or equivalent. The module will build your skills in Russian in all four skill areas (writing, speaking, reading and listening), and consolidate and further develop your knowledge of Russian grammar, lexis, register and style. You will develop your skills in working with a wide range of authentic language materials.

Module aims:

To develop skills of reading and translating.

To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills.

To acquaint students with a wide range of authentic language materials, to develop skills of working with texts.
This description relates to the full year version of the module. Only the topics and content that is taught in Term 1 will be covered in this module.

Overview:

The aim of this module is to apply the basic principles of fluid mechanics to the scientific understanding and modelling of fluid flow in physiological systems.

Most of the module is devoted to the study of the blood flow in the cardiovascular system, but other fluid flow systems in the body may be analysed.

The first part of the module provides an introduction to fluid mechanics and its application to physiological models, to the rheological properties of blood, and an insight of the cardiovascular system and its modelling.

The second part of the module aims at analysing the interaction between physiological flows and artificial systems, identifying the most important parameters to control in the design of medical devices.

Applications to cardiovascular implantable devices such as artificial heart valves are examined.

Emphasis is placed on a physical rather than mathematical understanding of the relevant phenomena, to allow a realistic appraisal of flow dynamics in the body. By the end of the module students will have a sound knowledge and understanding of fluid dynamics in physiological systems, and the interaction between physiological flows and medical devices.

Topics covered:

Cardiovascular physiology and disease
	Fundamentals of fluid mechanics
	Modelling
	Cardiac fluid mechanics
	Flow measurement techniques
	Rheology
	Medical devices
This course aims to enable students to analyse the role played by political ideas in the Roman Republic and early Principate and to understand Rome's place within the study of intellectual history. By the end of the course students should have acquired a good knowledge and understanding of 1) The role played by political ideas in the Roman Republic and early Principate within the context of Roman contacts with the Greek world in the south of Italy and the Greek mainland. 2) The place of Rome within the study of intellectual history 3) The iconography and literary evidence for political ideas in Roman society.
In the long-running debate about the nature of the ancient economy, classical Athens occupies a special place as a relatively complex society with an economy that may have been more ‘modern’ than anything found in other Greek city-states. After an introduction to the theoretical problems and scholarship, the course investigates a series of key aspects of the Athenian economy in the period 450-300 BC, with particular reference to the most important bodies of source material, which each receive a class to themselves. On the basis of a close analysis of these sources and further study of specialist scholarship, the basic patterns of consumption, production, exchange and public finance will be assessed in terms of their scale, complexity and ‘modernity’, before we ultimately turn to the question of how exceptional the classical Athenian economy really was in its time.
In the long-running debate about the nature of the ancient economy, classical Athens occupies a special place as a relatively complex society with an economy that may have been more ‘modern’ than anything found in other Greek city-states. After an introduction to the theoretical problems and scholarship, the course investigates a series of key aspects of the Athenian economy in the period 450-300 BC, with particular reference to the most important bodies of source material, which each receive a class to themselves. On the basis of a close analysis of these sources and further study of specialist scholarship, the basic patterns of consumption, production, exchange and public finance will be assessed in terms of their scale, complexity and ‘modernity’, before we ultimately turn to the question of how exceptional the classical Athenian economy really was in its time.
Was the late Roman Republic a democracy? This course examines this controversial question by investigating Roman politics through the lens of classical political theory, applying ideas about liberty, citizenship, equality, and form of government to the real political practices of the Romans of the first century BC. The module commences with a survey of the everyday political environment of first-century Rome, which provides the context for an in-depth analysis of republican ideology. The course then explores the political thought of influential ancient authors such as Plato, Aristotle, Polybius, and Cicero, before examining the ways in which the image of the Roman Republic and its associated political ideology have been constructed and applied in political theory across the centuries, tracing their metamorphosis in the writings of Machiavelli, 17th-century English republicans, the defenders of the American constitution, and the French Enlightenment.
This module is designed specifically for students on the first-year Single Honours History of Art, or History of Art, Materials and Technology programmes. It comprises a number of historical and topical seminar options, which are designed to provide students with smaller group teaching and direct engagement with art objects in museums, galleries and historical sites. Students take one out of the several options on offer during the academic year. The module is taught as a mixture of informal lectures, seminars and/or gallery visits, accompanied by weekly reading projects and group discussion of key issues.
This module is designed specifically for students on the first-year Single Honours History of Art, or History of Art, Materials and Technology programmes. It comprises a number of historical and topical seminar options, which are designed to provide students with smaller group teaching and direct engagement with art objects in museums, galleries and historical sites. Students take one out of the several options on offer during the academic year. The module is taught as a mixture of informal lectures, seminars and/or gallery visits, accompanied by weekly reading projects and group discussion of key issues.
The module aims to provide an understanding into the following areas of abdominal organ transplantation:

Indications for transplant (kidney, pancreas, liver), including:
	Diagnosis options
		Suitability criteria
	
	Surgical techniques in multi-organ retrieval
	Surgical techniques in kidney, liver and pancreas transplantation
	Pathways of allorecognition and effector response mechanisms, including:
	Why transplants fail: acute and chronic rejection
	
	Mechanisms to increase transplantation success, including:
	Peri-operative organ preservation, machine perfusion, bioengineered organ technology
	
	Bio-ethics in transplantation
	Immunosuppression and associated complications e.g. malignancy, viral infections etc
This module uses interactive-lectures, group exercises and case studies to explore how business design can be developed to enable successful transformation. The module includes a discussion of the fundamentals of business design, including its importance and its key aspects. Architecture, technical design and design integration are introduced, with successful transformations being shown to bridge customer and supplier concepts of value. Models of organisation, information technology and finance are discussed in the context of the organisation to that is to undergo the transformation. Design thinking and the concepts of design integrity and design authority are introduced.
European Macroeconomics is a module in intermediate macroeconomic theory building upon the level 1 course ‘Introduction to Macroeconomics’ and providing a core foundation for more advanced studies. Its objective is to further develop an integrated macroeconomic approach allowing for students to utilise a general macroeconomic model to analyse and understand the short-, medium- and long-run macroeconomy. The module equips the student with sound theoretical tools and techniques appropriate for discussing contemporary European and global macroeconomic issues. To this end the moudle emphasises the relevance of theory through drawing on it to shed light on what is happening around the world, whether it be European integration (or disintegration) through the single currency project, the global response to the 2008 financial crisis, or the rising economic powers of China, India and Latin America.
Taken over two terms, this is an intermediate course that builds on and consolidates previous knowledge of the Portuguese language. Students will develop skills in listening, reading and translating short literary and non-fiction texts in a variety of registers, including poems, short stories, novels, newspaper articles, and commentaries. Classes explore the conventions of European and Brazilian Portuguese, so that learners can continue to develop their preference for one or the other variant. This module consolidates linguistic ability at Level B1 of the Common European Framework of Reference for Languages (CEFR), with some aspects of Level B2 also explored. By the end of the second term, students are expected to 





 master complex structures of written and spoken Portuguese; 
 
 
 be able to communicate fluently in a variety of contexts; 
 
 
 deal with most situations likely to arise when travelling to or living in a Lusophone country. 
 



Connections are established with the materials studied on Year 2 PORT* content modules. Cultural aspects of the wider Lusophone world are also discussed, preparing students for the Year Abroad. Self-study over the summer is highly encouraged to ensure that language skills keep improving. Students will have access to a dedicated online platform that will allow them to continue honing their skills in the summer months.
This module surveys the field of humanitarian protection, in three parts. The first part discusses the origins of the humanitarian protection regime, including the development of international institutions and their growing role in the management of conflict and complex humanitarian emergencies. You will study the key pillars of international law providing protections for vulnerable populations, and the context out of which these provisions emerged. The second part of the module discusses the actors associated with the protection regime, including international organisations, regional organisations, and civil society organisations. The final part of the module, part three, discusses the responsibilities of international actors with regard to conflict management, civilian protection, and humanitarian assistance, including peacekeeping, peacebuilding, and international criminal justice. 
Different theories of human communication and utterance comprehension are discussed, including Gricean, neo-Gricean and relevance-theoretic approaches. The specific topics and data discussed vary from year to year but are taken from the following list: referring expressions and speaker’s reference, conversational implicatures, pragmatic enrichments of explicit content, word meaning modulation, unarticulated constituents, indexical saturation, non-literal uses of language (metaphor, hyperbole, metonymy, irony). The module is taught by ten weekly lectures and backup classes, with discussion continuing on moodle during the week. By the end of the module, students should have achieved the following:

 • An in-depth appreciation of the many ways in which what speakers communicate (and what hearers grasp) transcends linguistically-encoded meaning

 • An understanding of the different kinds of pragmatic processes required for full utterance comprehension

 • An understanding of the nature of different kinds of non-literal meaning and of different theoretical accounts of them

 • An ability to analyse the semantic and pragmatic components of utterances • An ability to critically assess pragmatic theories, claims and arguments
The quality of a pharmaceutical product cannot be assured simply by testing starting materials or finished products. However, the requirement to test analytically raw materials and products is fundamental to ensuring medicines are fit for purpose. In most cases, the results obtained from laboratory testing of samples should be analysed before batches are released for use or sale. Furthermore, the high cost of pharmaceutical materials and globalisation of the pharmaceutical industry has led increasingly to importation of both materials and finished products. European GMP legislates that every batch of either raw material or finished product must undergo complete qualitative and quantitative analysis upon importation from outside of the EU. To ensure this requires a sound knowledge of various analytical techniques used in analysing both pharmaceutical materials and products, such as traditional analytical chemistry as well as chromatography and spectroscopic techniques.
This module provides the necessary knowledge and skills to enable a student to understand the nature and characteristics of financial planning in the context of entrepreneurship. This involves the understanding of the key financial statements (Profit & Loss, Balance Sheet and Cash Flow), the financial planning process, the financial risks/rewards of entrepreneurship and innovation, new venture financial models and strategies, typical funding sources, the development of business presentations to attract outside funding, the due diligence process, and the strategies for negotiations for funding.
The module is divided into two parts. The accounting and finance part will enable students to understand all the key financial statements and concepts. The objective is to make students confident when talking to accounting professionals, bankers or venture capitalists about financial data. Classes are highly inter-active and short case studies and practical exercises are used to support the learning process. The financial assignment involves building a financial model in Excel, which can be used as a practical tool for a real-life start-up business, should the student wish. Students should be reasonably confident in using Excel if taking this module.
The accounting side of the course is designed for students with a limited understanding of subject. Hence any students who have previously studied accounting and finance may find some parts of the course simplistic.
The second part of the module - about fundraising, is focused on understanding the process of raising external capital. This covers areas such as valuations of start-ups, due diligence processes, term sheets and negotiations with investors. Several professional investors and entrepreneurs will be sharing their experience and knowledge with students. Students will be able to meet them and learn from their experiences.
This module explores environmental lawyers (including lawyering, litigation, and access to environmental justice) in a contemporary, communicative, and critical way.

The fields of environmental litigation and access to environmental justice are highly contentious for both legal and political reasons and this module will equip students with vital legal skills and knowledge to navigate contested social issues that manifest in environmental lawyering and dispute resolution. Students will explore fundamental concepts and concerns (which may include such topics as environmental ethics, environmental justice, environmental cause lawyering, the funding of cases, the law on standing) and then draw on those concepts and concerns in a variety of different local, national and global contexts (for example, climate change, the oil and gas sector, ‘toxic torts’).
This module explores environmental lawyers (including lawyering, litigation, and access to environmental justice) in a contemporary, communicative, and critical way.

The fields of environmental litigation and access to environmental justice are highly contentious for both legal and political reasons and this module will equip students with vital legal skills and knowledge to navigate contested social issues that manifest in environmental lawyering and dispute resolution. Students will explore fundamental concepts and concerns (which may include such topics as environmental ethics, environmental justice, environmental cause lawyering, the funding of cases, the law on standing) and then draw on those concepts and concerns in a variety of different local, national and global contexts (for example, climate change, the oil and gas sector, ‘toxic torts’).
This module aims to provide an understanding of printing using moveable type from the mid 15th century to the 1930s, of the printed book as object, and of the principles of bibliographic.

By the end of the module, students will have an overview of the history of the book printed with moveable type and of the materials that make it up (print processes, paper-making, format, bindings, illustrations, etc), some practical experience of bibliographic description of rare printed published materials, and knowledge of the major techniques for research, including provenance research. Topics will be approached from three perspectives: initial production technologies, the social, ethical and political context of production (censorship; book trade; geographical, religious and linguistic impact of the printing press), and the biography of a book after production (readership; annotations; provenance; sale and collecting history; hidden and marginalised voices; binding, cutting up and adding to books).

Classes are a mix of lectures, seminars, and practical hands-on sessions, some of which take place - when COVID restrictions allow – with library or museum collections. Current practitioners (many of them alumni of the module) sometimes share their expertise as workshop hosts and / or guest lecturers. The assessment for the module is an exercise in bibliographic description and an essay.
This course will address a variety of questions that are relevant in macroeconomics and for our current understanding of the global economy. 

We will cover five topics chosen in the following (non-exhaustive) list: 'The very long run and demographics', 'Business cycles', 'Hyperinflation', 'The liquidity trap', ‘ Income and wealth inequalities', 'Sustainable development and Easter Island economics', and 'Market Economy vs Planned Economy and USSR economic development’.
We will explore each topic using a three pronged approach.

Looking at data either current or historical ones and/or at some historical episodes
 Discussing how economists have addressed the topic in history
 Presenting a mathematical modelling of the topic using modern language and modern tools, and, where appropriate, using the computer to manipulate data, solve the model and/or give quantitative predictions.
Through this course you will develop your appreciation of the value of macroeconomic theory and mathematical modelling for the understanding of historical and current economic issues.

Suitable for: Final year Economics (L100 / L101 / L102), Econ/Geog (LL17), Phil/Econ (VL51) and PPE (4V86) students.

Pre-requisites: ECON0006/0010: Mathematics for Economics and ECON0016: Macroeconomic Theory and Policy (or equivalents).

Assumed knowledge: Students should have taken intermediate macro and micro modules and should be able to use basic mathematical tools (derivation, optimisation, difference equation). They should be able to use a spreadsheet. They should also be able to read economic papers/news and to summarise/discuss them.
The aim of this module is to enhance your clinical practice in the rehabilitation of children with hearing loss.

To establish core skills in managing hearing loss in infants and children to optimise life-long auditory potential
 To apply verification and validation techniques for amplification and listening technologies
 To integrate care across a team of professionals, centred around the needs of the family
 To be able to present and support early communication options around family choice
 To understand and derive functional measures of benefit for decision-making on developing listening and expressive speech options
 To introduce a culture of reflective practice, service evaluation and professional learning
 To apply new techniques in clinical placements and implement change within departmental practice if appropriate
 To constructively evaluate and recognise constraints in observed clinical practice
 To understand the responsibility conferred by professional training in paediatric audiology and importance of continually developing knowledge and practice
This is an optional module in the MSc / PG diploma Advanced Audiology.
This module focuses on advanced prosthodontics for patients with complex requirements. This includes patients from the hypodontia clinics, maxillofacial clinics, severe tooth structure loss and severe bone resorption in edentulous patients. This module builds on the clinical experience gained during the programme. The practical component is supported by tutorials in small groups to discuss and brainstorm effective management of complex cases.
This module is on theoretical introduction and practical experience in modelling and management of environmental engineering systems. We introduce system dynamics, mathematical model building, optimisation, decision theory under uncertainty and problem solving from nature. These are used for supporting decision making in environmental systems such as water, climate, air, food and energy.

Learning Outcomes

Be familiar with theory and practice of numerical optimisation, simulation technique, decision making for policy planning and the basics of several modelling approaches commonly used in the analysis of environmental system
 Be able to describe and recognise environmental resources as systems, select and build appropriate tools to analyse and manage environmental systems
 Be able to formulate, use and understand models of problem situations including, where appropriate, using state-of-the-art computer modelling tools such as GAMS and System Dynamic software in their assignments.
The course provides students who have limited life science background with a rigorous introduction to those elements of the biosciences likely to have most relevance to interdisciplinary work in fields such as engineering or applied chemistry. The course also aims to introduce students to the requirements of bioscience research and to encourage them to develop skills they will need to succeed when collaborating with life scientists, or themselves carrying out biological research, in their future careers. Upon completion of the course, a student should be able to: • Acquire knowledge of macromolecules such as DNA and RNA • Appreciate protein structure and function • Learn cell metabolism and analytical techniques required to measure specific compounds • Appreciate the biology of eukaryotic organisms utilised in the bioprocessing sector like stem cell, algae, mammalian cell and yeasts • Learn about vaccines and immunity
This module introduces a range of algorithmic techniques used for generating architecture, from parametric modelling to generative methods based on procedural rules. These are presented first as independent techniques, but also in the context of optimisation, which re-quires the framing of explicit design objectives and computational methods for evaluation of designs. Each session describes the theory and implementation of a particular algorithm or computational method. It exposes students to the potential for computation to be used to enhance architectural process, and gives an appreciation of the cutting edge techniques currently being developed, so that they form a basis for onwards research by the student.
Architectural Phenomena is a theory module that explores theoretically, morphologically, and politically the evolution of ideas that have influenced architecture and its relationship with the city from the 1960s to the present. It looks at the conceptual frameworks that attempted to radically rethink what it takes to produce architectural and urban projects, and how these frameworks fit within the disciplines of architecture and urbanism. The module equips students with skills for radically re-thinking canonical texts and contemporary ideas on how buildings and cities are produced, and the role of various agents in their production.

It is organised around a series of themes such as 'space', 'form', 'design intuition' and 'design logic', 'function', 'cognition', 'perception', 'consumption', 'power', 'narrative' and 'cultural meaning', and developed from a range of contrasting or complementary theoretical perspectives, historical and contemporary examples, live research and design projects. More than addressing what constitutes successful designs, it engages students in thinking how to redefine the discourse of architecture and urbanism.

Note: Architectural Phenomena is complementary to E-Merging Analysis and Design Project, BARC0028, which a studio-based module. It has no prerequisite modules and can be taken independently of BARC0028.
This module provides a broad introduction to the study of ceramics in archaeology and demonstrates their role in interpreting various aspects of past societies. The module is composed of lectures, museum visits, fieldwork and artefact handling.

Following a broad introduction to the wide spectrum of world ceramic types and traditions, the module will focus on the ceramic production sequence and the role of ethnography, experimentation and scientific analysis in interpreting past technology and its embedded cultural information. The key topics of distribution, use and discard will also be addressed. The module will provide practical guidelines for the recording and classification of ceramic sherds within archaeology, as well as an overview of the range of specialist laboratory analyses that may be applied to assemblages. The module provides a solid introduction for students interested in ceramics-based dissertations or wishing to study ceramics at post-graduate level.

Aims and Learning Outcomes

On successful completion of this module participants should:

• Be familiar with the different types of archaeological ceramics

• Be familiar with the role of ceramics in interpreting the past

• Be familiar with the physical processes of pottery production

• Be aware of the relevance of the societal context within which ceramic production,

distribution and consumption took place

• Have an overview of archaeological approaches to the collection, analysis and

interpretation of ceramics

• Be able to evaluate critically published work relating to archaeological ceramics

• Be able to evaluate the relevance and applicability of various methods of ceramic analysis

• Be able to devise an effective research plan for the analysis of archaeological ceramic

material

Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/archaeological-ceramics

 
Aims - This module aims to provide a continuation of the study of medical statistics, with emphasis on more advanced topics in epidemiological methods and the design and analysis of clinical trials. It is primarily intended for third and fourth year undergraduate students and taught postgraduate students registered on the degree programmes offered by the Department of Statistical Science, or jointly with other departments. The academic prerequisite for such students is STAT0014.

Objectives - On successful completion of the module, a student should be able to: model survival data using parametric regression models, develop and validate a risk prediction model, analyse clustered data using a regression model, design and analyse a cross-over trial, cluster randomised trial, equivalence trial and early phase trial, understand the issues concerning interim analyses and missing data, carry out a meta-analysis.

Applications - This module has applications in both medicine and epidemiology. Important areas include the design and analysis of medical research studies, including randomised controlled trials.

Content - Modelling survival data using parametric models; Risk prediction models; Introduction to clustered data including cluster randomised trials, repeated measures and GEEs; Hierarchical regression models for continuous, binary and survival outcomes; Interim analyses in trials; Equivalence trials; Cross-over trials; Early phase trials; Systematic reviews and meta-analysis; Missing data. In addition, there will be weekly practical sessions on many of the topics listed above.

Key texts - Available from ReadingLists@UCL.
This is an advanced Spanish language module designed for finalists, consolidating level C1 and exploring level C2 of the Common European Framework of Reference for Languages (CEFR). In the Grammar and Communicative Skills classes, you will consolidate your skills acquired in your Year Abroad. You will also improve your language proficiency by carrying out tasks at C2 level (the highest of CEFR levels). Therefore, you will be exposed and will have to use increasingly sophisticated language in a wider variety of contexts and registers. Different varieties of Spanish will be explored. The Translation classes will consolidate your translation competences already acquired in the previous years in both from language directions. You will be encouraged to make connections with your experience in the Year Abroad and broaden your knowledge of Hispanic culture(s).
CoS provides an advanced introduction to contemporary concepts of security, organised around three distinct logics of security (war, threat and risk). These concepts cut across different IR theories, and also shape public discourse on securty and the formulation of security policies.
	CoS seeks to explore the relationship between the practice and theory of security. This is not only to increase your awareness of the indispensable role of theory in the evaluation of security problems and strategies, but also to signal that security practitioners routinely deploy concepts of security in official documents, policy statements, and routine bureaucratic procedures. The course will highlight the conceptual, epistemological and methodological issues at stake in the analysis of security policies.
	By the end of the course you will be better equipped to understand and analyse various points of view – and especially your own point of view – regarding any security issue.
	The combination of lectures, tutorials, and online activities aims to increase your theoretical understanding and analytical skills, enabling you to formulate conceptually precise and empirically informed analyses.
This core course introduces students to history from the perspective of its ‘frontiers’. Students will firstly consider the frontiers of history as a discipline, exploring some of the ways it has overlapped with other disciplines (such as anthropology, sociology, politics, and literature). The goal is not to impose disciplinary borders but to challenge them, encouraging students to think critically and creatively about how historians have defined their topics, methods, and sources. The course will also use the concept of ‘frontier’ to explore how literal and figurative boundaries, such as region and nation-state, have shaped the writing of history and to develop alternative perspectives. Rather than viewing European history from a Western (Franco-British) perspective, moreover, the course begins from its frontiers to the East, (specifically eastern and south-eastern Europe, including Russia and Germany), and it emphasizes the importance of comparative, transnational, and global perspectives.

The course is organized into four five-week thematic units. This structure allows students to encounter a range of methodological and conceptual approaches through specific pieces of historical writing by practicing historians and to explore different time periods, places, and themes. Some of the core structuring themes (frontiers, state and society, violence, modernity, revolution) also cut across the disciplines to chime with topics discussed in the Politics and Economics courses.
The aim of this module is to examine the social, political and economic development of the fifteen post-Soviet states since 1991. It will examine why reform has been so much more difficult than in CEE, discuss whether ‘post-Soviet’ is still a valid concept and whether common patterns (corruption, oligarchs, informal politics, political technology) can still be found in the various successor states. The largely failed ‘coloured revolutions’ of 2003-05 will be examined; as will the crisis around Ukraine in 2014 as a turning point for would-be reformers, for the prospects for developing relations with the EU, and for Russia’s continuing influence in the post-Soviet space.
New Language: Russian is a very intensive and accelerated academic Reading module which includes an Oral component. The main purpose of this module is to provide students with the ability to use original Russian sources in their study, research and professional work. The module provides an intensive introduction to Russian grammar and broad knowledge of vocabulary as well as the ability to retrieve and translate information from original sources. The oral component of the module enables the students to communicate in Russian in everyday situations.

The module is design for beginners. It requires intensive and daily self-study beyond the contact hours.
This module aims to provide a competent reading knowledge of Slovene and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Slovene language skills to work with original Slovene texts and to enable them to undertake study and/or research in Slovenia. The module provides an intensive introduction to Slovene grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Slovene in straightforward situations, translation and information retrieval skills, using Slovene texts on regional as well as on international cultural, political, and social themes. The module is designed for beginners. It requires intensitve study including learning and practising independently beyond the contact hours.
This module aims to provide a competent reading knowledge of Finnish and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Finnish language skills to work with original Finnish texts and to enable them to undertake study and/or research in Finland. The module provides an intensive introduction to Finnish grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Finnish in straightforward situations, translation and information retrieval skills, using Finnish texts in Finnish and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study including learning and practising independently beyond the contact hours.
The module will introduce students to the domain of data science relevant to the field of crime and security science. It will give them a broad overview of (i) web data collection techniques using APIs and web-scraping, (ii) text mining (iii) machine learning principles and methods, (iv) as well as guest lectures on applications of natural language processing to crime and security science. The techniques covered in the module are taught within the context of their application to crime and security, but the course is suitable for students from other disciplines. The module consists of ten combined sessions (lectures + practical sessions).  During the weekly practical sessions, students will implement the techniques they have been taught in lecturers using R programming language. The module is suitable for students intending to learn about data science and acquire the skills to conduct a full data science project from start to finish. This is a practical module involving a considerable amount of practical programming and a large assessment requiring programming. It is not a pre-requisite for students to have prior knowledge of programming language, but they must have a willingness to learn R and do the preparation work for the module.
This module will provide you with psychological explanations of criminal behaviour. It covers a wide range of psychological approaches, arranged in a temporal sequence from distal to proximal causes of crime, progressing from factors that are present at birth, to factors that influence individuals over their lifespan and to factors that are present at the crime scene. Specific topics in this module are: evolution and human nature; genetics and heredity; brain structures and functions; personality theories; developmental theories; learning theory; cognition; and situational factors.
The module provides a conceptual overview and empirical illustrations intended to help students understand and analyse the key challenges, actors, and institutions of contemporary global public policy. Students learn how to think analytically and critically about topics in global governance, how to conceptualise problems, how to think through the incentives and constraints of policymakers, state and non-state actors, and the potential for and limitations of collective action and institutions. We typically cover these foundations in the first part of the course and then spend the second part of the course discussing specific issue areas. The module typically covers topics such as international security, international trade, development, human rights, democracy, and the environment.
This module examines the principal debates, features, and manifestations of Middle East politics in the twentieth and twenty-first centuries. The module also contextualises the Middle East as a region of the world that continually impacts on the wider international order. This module will situate the Middle East, not as a single unitary manifestation of politics, but as a wider diverse and dynamic region. Political dimensions of the Middle East such as the legacy of colonialism, the democracy deficit, political economy, and contemporary conflict, as well as the role of civil society, will feature as topics in the module.
This is a placeholder module to allow accreditation of the modules studied at the host university by BA Linguistics International Programme students while on their year abroad. This module carries no credits and will not count towards the final degree result. Students will be supported in designing an appropriate programme of study while abroad by the UCL Study Abroad team and the Study Abroad Tutor at UCL, and their counterpart at the partner university.
This is a placeholder module to allow accreditation of the modules studied at the host university by BA Linguistics International Programme students while on their year abroad. This module carries no credits and will not count towards the final degree result. Students will be supported in designing an appropriate programme of study while abroad by the UCL Study Abroad team and the Study Abroad Tutor at UCL, and their counterpart at the partner university.
This course deals with one or more topics that involve the interface between the syntax and a syntax-external system. The latter could be the interpretive system, the phonology, or the parser. The exact contents of the course change from year to year, to reflect developments in the field and the lecturer's own research. However, the course will always involve the reading of recent research papers and class presentations by students.

The aims of the course are: - To familiarize students with one or more problems at the forefront of current research into syntactic interfaces. - To train students in reading and evaluation primary literature. - To train students in presenting material before a group of their peers. - To train students in designing research projects. - To train students in carrying out research on an interface issue.

Intended learning outcomes: - Knowledge of (some) current theories about interfaces. - Ability to read, understand and evaluate primary literature in the relevant area. - Ability to present material before a group. - Ability to design research projects. - Ability to carry out and write up interface research.
The module addresses current debates within the field of pragmatics from the interdisciplinary perspective of cognitive science, linguistics and the philosophy of language. The specific topics may vary from year to year, but will fall within the following areas: the linguistic underdeterminancy of speaker meaning, the semantics/ pragmatics interface, pragmatic processes contributing to truth-conditional content, minimalist versus contextualist semantics, the role of context and the role of speaker intentions, similarities and differences in the aims of semantic theories and communication theories, relevance theory, lexical pragmatics and the nature of word meaning, the role of pragmatics in the interpretation of specific kinds of texts (e.g. legal texts, literary texts).

The main module aims are:

- To expose students to key current debates in pragmatics

- To ensure awareness of the distinction between kinds of utterance comprehension processes (semantic versus pragmatic, and various kinds of pragmatic processes)

- To establish understanding of some of the key theoretical positions in semantics/pragmatics (literalism, minimalism, textualism, contextualism, pragmaticism, relativism).

The main module objectives are:

- Understanding of key current debates in pragmatics

- Appreciation of the interdisciplinary nature of the field

- Grasp of the kinds of cognitive processes involved in utterance comprehension

- Ability to apply different theoretical positions to utterance data.
This module focuses on the principles of pharmaceutical care and the core knowledge and skills required of a general level pharmacy practitioner. The practitioner is required to apply these to a range of patients reflecting the scope of geenral pharmacy practice. In order to achieve this, practitioners will be required to apply a range of clinical and scientific knowledge to solve common, medication related, problems. Drug therapy for a number of common diseases states and associated surgical conditions will have to be explored and evaluated. This will require an understanding of the current treatment options, including the current evidence base, available to manage these conditions. A particular emphasis will be placed on minimising the risk assocaited with medication use. This module incorporates the first stages of the pharmacist prescriber training pathway.

Practitioners are expected to spend atleast 600 learning hours studying for this 60 credit module. This includes learning sets, assessment, work-based activities and private study. There are three elements to the programme: academic, work based assessment.
Clinical placements form an essential and integral part of the degree programme by allowing students to develop and apply theoretical knowledge learnt in lectures and from their own further reading. These placements encourage students to apply their academic knowledge to clinical Orthoptics and general ophthalmology. Students will rotate to different accredited clinical placements sites over the 2-year programme to ensure a good balance and breadth of clinical experience is achieved. Within the clinical placement an opportunity to visit other sub-specialty areas directly relevant to the course will be included i.e. theatre, stroke wards, screening, imaging departments.

This module will enable students to put into practice theoretical knowledge gained from Orthoptics I, II and Ophthalmology I modules.
The aim of this module is to teach the practical knowledge required for undertaking preclinical and clinical research. For understanding preclinical research, the module will cover a range of topics including research ethics, critical appraisal of manuscripts and the process of grant applications. For the clinical studies, the module will teach a range of relevant areas, including Clinical Governance, Clinical Trial Processes, Data Management and Pharmacovigilence.

Students will acquire a thorough grounding in the methods required to design and implement a research project from conception to end of study, including how to prepare study documentation, obtain ethical and regulatory approvals, and apply for sponsorship. The module will also cover the main principles of:

The regulatory framework overseen by the Medicines and Healthcare Products Regulatory Agency (MHRA), focussing on Good Laboratory Practice (GLP) and Good Clinical Practice (GCP)
 Bio-banking and the Human Tissue Act
 Critical appraisal of papers and systematic evaluation of published research
The module will employ varied teaching approaches. Lectures will be complemented by practical classes on reviewing a series of papers, writing abstracts and preparing posters. Specifically, students will learn how to carry out descriptive data analysis, and carry out and interpret hypothesis tests.

The students will have acquired the knowledge required to undertake clinical and preclinical research. This will include gaining an understanding of the various legal and ethical requirements, as well as the processes involved in study applications. They will also be able to critically appraise research studies, whether as published papers and/or grant applications.

The module will be assessed by one hour unseen written exam (abstract writing), a 30-minute MCQ and a poster presentation.
This module explores behavioural science and its application in two essential parts of business: management and marketing.

The discussion of behavioural science in management is organised around a framework that explains how individual factors (personality, perception, value, attitude, emotion, and motivation) interact with organisational factors to influence the employee decision-making, and includes methods, theories, and applications.

The discussion of behavioural science in marketing is organised around a framework that specifies the sequence of the consumer decision journey (attention, interpretation, memory, attitude, choice, and loyalty) that intervenes between the marketing mix (input) and purchase behaviour (output), and covers both metrics for assessing each step (methods) and drivers for influencing each step (underlying reasons).  Marketing research tools are also used.
The aim of the course is to provide students with the understanding of economic concepts, present them with applications, and develop strong quantitative thinking skills. The concepts and methods covered in the module will be applied in later modules and support the analysis of complex management problems and models.
The MSc research project is a compulsory part of the Physics and Engineering Medicine MSc programme in which students undertaken original research on a specific topic of their choice under the supervision of two supervisors with expertise in the field of the project. During the course of the project, students develop and apply a wide range of practical skills, including performing a critical review of the relevant scientific literature; defining the aims of the project and the problem(s) to be tackled; designing experiments; collecting and analysing data; interpreting experimental results; communicating and justifying methodologies, findings, and conclusions; and developing an awareness of ethical considerations and the real-world context of their project in a healthcare or industrial setting. Students generally choose a project that aligns with both their MSc specialisation route and personal interests. Most projects include elements of mathematics, physics, engineering and computing, but some have an emphasis on theoretical analysis and computer simulation, whilst others are strongly experimental in nature and involve building devices and/or using devices to collect data. Students following the Medical Image Computing route must select a research project with a substantial computing component (typically, software development). All students are required to submit a project plan and interim progress reports, and to present their research via scientific poster and oral presentations to an audience comprising other students and academic and research staff.
The material taught in this module is split in two parts: (a) an introduction to financial markets and the most important asset classes, and (b) an introduction to fundamental techniques and concepts in numerics used for, e.g., model calibration in finance. The lectures include, i.a., material on equitiy-exchanges, dividends, stock-splits, short selling, fixed-income markets, currency pairs, inflation-linkers, commodities, electricity, seasonality effects, and indices. Introduction to Python; Algorithms, approximation, errors and complexity; Solving linear equations (direct and iterative methods); Solving non-linear equations; Introduction to optimisation methods; (Pseudo) random number generation; Numerical integration: deterministic and Monte Carlo methods; ODE and SDE approximation; PDE approximation.
The aim of the course is to enable students with a good basic knowledge of Portuguese to develop the four skills further.  Students should then be able to communicate in all situations within Portuguese speaking countries. 

On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters.  This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. On completion of the course students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Cultural awareness will be further developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.  

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to give students who are complete beginners or who have had very little contact with the language an opportunity to cover ways of dealing with practical matters.  This includes the introduction and consolidation of vocabulary, grammar, morphology, syntax and phonetics.  On completion of the course students should be able to communicate in and understand Portuguese on many practical everyday matters related to various aspects of Portuguese culture. Cultural awareness will be developed.  Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced.  Some transferable skills will also be covered.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This is the Report for the MA Educational Leadership programme
The module involves the study and appraisal of the English law of marine insurance.

Marine Insurance Law represents the development of centuries of commercial practice and common law and is the foundation for the law governing all insurance transactions. The law is constantly evolving to meet new technologies and economic circumstances and remains influential in the development of general insurance law in England and other countries. This involves the consideration, amongst other things, of (a) the definition and requirements of a valid marine insurance contract, (b) the conclusion of the contract and the duty of utmost good faith (duty of fair presentation), (c) the categories of marine insurance contract, (d) the parties and their agents, (e) the principle of indemnity, (f) coverage focussing on marine and war risks, (g) the terms of the contract, (h) the measure of indemnity, and (i) the principles of subrogation and contribution.
The module involves the study and appraisal of the English law of marine insurance.

Marine Insurance Law represents the development of centuries of commercial practice and common law and is the foundation for the law governing all insurance transactions. The law is constantly evolving to meet new technologies and economic circumstances and remains influential in the development of general insurance law in England and other countries. This involves the consideration, amongst other things, of (a) the definition and requirements of a valid marine insurance contract, (b) the conclusion of the contract and the duty of utmost good faith (duty of fair presentation), (c) the categories of marine insurance contract, (d) the parties and their agents, (e) the principle of indemnity, (f) coverage focussing on marine and war risks, (g) the terms of the contract, (h) the measure of indemnity, and (i) the principles of subrogation and contribution.
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 20 bi-weekly PGTA-led seminars.

Content: The module aims to develop students' knowledge of the Latin language, starting from a level comparable to that achieved at the end of Intermediate Latin A. It aims to consolidate knowledge of Latin grammar and vocabulary and prepare students for higher-level studies in Latin language and literature, by reading two texts in the original classical Latin, one in poetry and the other in prose. 

Skills: Students will be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary and consolidating their knowledge of Latin grammar and syntax. By the end of the course, students are expected to have reached the end of the module textbook, Learn to Read Latin Book and to have read verse and prose excerpts from Cicero and Catullus.

Module Text: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin Yale UP; excerpts from Cicero and Catullus provided. 
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 20 bi-weekly PGTA-led seminars.

Content: This module aims to develop students' knowledge of the Latin language, starting from a level comparable to that achieved at the end of the Beginners' course, or Latin to GCSE standard. The module syllabus will cover chapters 8-12 of the Learn to Read Latin Textbook (sections 75-122). It will consolidate students' understanding of most grammatical constructions and introduce them to reading some continuous, original Latin texts. Two of the four classes per week will be split into two groups, each group taught by a Postgraduate Teaching Assistant.

Skills: Students will be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary, Latin grammar and syntax. By the end of the module, students will have reached chapter 12 (section 122) of the Learn to Read Latin textbook.

Module text: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin Yale UP.
This module will introduce students to ethical issues around publishing. The focus will be on Trade publishing but other sectors such as Academic and Educational will be discussed. Issues to be covered will include but are not limited to – the debate around having the freedom to publish versus cultural sensitivities, the responsibilities publishers have to support freedom of expression and the dilemma of working with authors whose works society might disapprove of, and the responsibilities publishers have to promote equality and eliminate discrimination and how artistic freedom sits with this ambition.
This module will look at the creation and capture of records and information within organisations in the course of their business. It will introduce students to records management approaches and techniques that can be applied to information created, received and used by organisations in a world of rapidly-changing digital technology. It sets records management in a wider risk, compliance and ethical context. It will consider who are the stakeholders in the creation of records, how records management processes can become human centred, and the ways in which records management can uphold social justice orientated work. In addition, it will establish and reflect on the records management responsibilities and accountabilities set within archives.

By the end of the module, students will be able to understand the role of a records management programme within an organisation, manage current and non-current records systems using professional techniques, understand the challenges of digital records and develop strategies for their management, and design systems for the retention and disposition of records. Be able to critically evaluate records management processes probing societal needs and information boundaries.
This module examines the activities of the ancients in attempting to understand, predict and control the world around them. The main focus is the Greek ‘investigation concerning nature and its philosophical, religious and social context. We investigate how they studied of the heavens (including theories of how the world came into being), medicine, mathematics and technology. We also investigate how the Greeks thought in subjects such as astrology and alchemy and how their activities related to magic. In addition to the Greeks, we also investigate Babylonian and Roman cultures, medicine, and technology as well as how they conceived of the world around them.
The early modern period, from roughly 1400 to 1800, experienced a radical transformation in Europeans’ understanding of the natural world. We explore these changes through a series of key moments in the history of early modern science, including the trial of Galileo, Newton’s experiments on light and gravity, Hooke’s studies with the microscope, and the creation of the first map of India. The module examines these episodes through critical perspectives developed recently by historians of science. These include studies of patronage; the place of magic and alchemy in science; the role of collecting and museums in the development of science; relations between science and art; and the connections between early modern science and religion. We also pay attention to the value of STS approaches for better understanding early modern science by examining issues of trust, gender, science as practice and culture, science and social order, and the public understanding of science. Using ideas from there approaches transforms our understanding of science in the early modern period.
This module will examine the history of Palestine and Israel from the nineteenth century until the present. Rather than studying Israeli and Palestinian history in isolation, the module explores the relationship between the two national groups and the emergence of the Israeli state alongside the prolonged statelessness of Palestinians.

Some of the topics we will consider include:

contrasting narratives of Palestinian and Israeli history
 the constituents of identity in late Ottoman Palestine and the formation of Palestinian and Israeli nationalism
 Hebrew culture and the Arab encounter with Zionism
 the impact of the Mandate period
 the Arab revolt of 1936-39
 the 1948 War and the birth of the Palestinian refugee problem
 the political disappearance of the Palestinian question in Israel’s early decades
 the rebuilding of Palestinian identity and institutions
 the fate of the two state solution.
This module aims to develop in students the knowledge and skills required to conduct research with human participants, with a particular focus on clinical populations (children and adults with speech, language or communication impairments). The module addresses essential issues of concern for clinically focused research including ethical and scientific quality of standards, public engagement in research, and planning for, and evaluating, research impact. The module brings together students' research interests with knowledge of research methods gained from companion modules and new learning in research governance, to support the transition from research ideas into concrete plans.
This module is aimed at students with little or no knowledge of German. The module introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Through diverse collaborative and individual tasks and exposure to a range of topics, text types, and different socio-cultural situations, students acquire basic strategies for reading, listening, and writing, and for participating in everyday conversations. In the process they will learn to use major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarises students with the German-speaking world while at the same time enhancing language learning.

We will work with the following textbook:

Motive. Kompaktkurs DaF, A1-B1, Kursbuch und Arbeitsbuch. (Ismaning: Hueber Verlag). Please get a copy before classes start.
Recommended other sources:

Paul Rusch/Helen Schmidt, Einfach Grammatik: Übungsgrammatik Deutsch A1 bis B1 (Berlin:
 Langenscheidt, 2007).
 Martin Durrell, Hammer’s German Grammar and Usage, 5th edition (London and New York: Routledge, 2011). This will prove an invaluable reference text throughout your German studies here at UCL.
 Sarah Fagan, Using German Vocabulary (Cambridge: Cambridge University Press, 2004)
 Susan Wilkin (ed.), Oxford German Wordpack, (Oxford: OUP, 2000)
Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
This is a compulsory core module for all first-year students on a degree with French. The aim of this module is to introduce students to different literary genres of writing in French (prose narrative, theatre, poetry) through the study of six representative works or selections of texts drawn from different periods of French literature, from the Middle Ages to the twentieth century, and to equip students with the analytical skills they will need in subsequent years to study texts in greater depth.

A list of prescribed texts and editions for the academic year 2021-2022 will be circulated to prospective first-year undergraduates before the summer. Texts studied in recent years have included Marie de France’s Lais (12th century); Marguerite de Navarre’s L’Heptaméron (1559); Molière’s L’Avare (1668); Denis Diderot’s Supplément au Voyage de Bougainville (1796); selections of nineteenth-century sonnets; Eugène Ionesco’s La Cantatrice chauve (1950).

Students will attend a series of lectures (13 hours over two terms) and small-group seminars (14 hours over two terms) delivered by various members of the French Department.
Aims: The aim of this not-for-credit optional module is to provide students with the opportunity to develop core skills required to do well in the degree, to be well prepared to participate in the Department's undergraduate conference Explore Econ and, perhaps most importantly, to work as a professional after graduation. The module complements other modules in the curriculum by providing further opportunity to consider and practice the skills peculiar to economics.

Suitable for: This module has been designed for 2nd year students taking some or all of their degree with the Economics Department at UCL. It is not open to students from outside the Department.
The aim of this course is to provide a comprehensive introduction to the modern theory of finance. The module will describe the functioning of the main asset markets, themost important theories explaining the formulation of prices of financial assets and the role of financial markets in the optimal allocation of risk bearing. Students will develop an understanding of the economics and characteristics of the main financial assets. On successful completion of the module, students should be familiar with the basic principles and concepts in finance, including: Decisions under risk; Equilibrium asset pricing and absence of arbitrage; Optimal portfolio selection and Factor Pricing Models; Introduction to Derivatives and Corporate Finance.

Suitable for: 2nd year BSc (Econ) Economics (L100, L101 and L102) students. Can also be taken by BSc Economics and Geography (LL17); BA Philosophy and Economics (VL51), BSc Philosophy, Politics and Economics (4V86), BSc Economics and Statistics (LG13), BSc Statistics, Economics and Finance (GLN0) and BSc / MSci Mathematics with Economics (G1L1/G1LC) students.

Prerequisites: Students should have taken ECON0002: Economics, ECON0010: Introduction to Maths for Economists and ECON0005: Statistical Methods for Economists, or equivalent modules in economics, maths and statistics if studying in a programme from another department.

Assumed knowledge: This module requires some knowledge of calculus, and students should be familiar with the concepts of marginal utility, marginal rates of substitution, computation of the competitive equilibrium in a static barter economy and welfare analysis.
In this module you will learn about human body systems and the effects of disease and ageing. You will also learn about ear, acoustics and the science of sound. An introduction to child development and the structure, function and development of the body systems related to speech production will be provided.
Aims:

Providing an advanced understanding of network and computer security vulnerabilities and countermeasures in real-world systems.

Learning outcomes:

On successful completion of the module, a student will be able to:

Think critically and creatively about advanced security topics.
	Understand how, when, and why to apply security technologies for the most benefit, vis-à-vis advanced network, software, and system issues.
	Design of attacks and defences to networks, systems, and software, both from a theoretical and a practical point of view.
Content:

Network protocols and vulnerabilities.
	Network defences.
	Network security tools.
	Intrusion and anomaly detection.
	Advanced software and system security: threats, vulnerabilities, and countermeasures via real-world examples.
	Malware and botnets.
	Denial of service.
	Advanced Web security.
Requisites:

To be eligible to select this module as optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have taken Computer Security I (COMP0054) or an equivalent module in Term 1.
The module will provide an overview of tumour viruses and some other microbial pathogens which cause human cancers. Infections with viruses including human papillomavirus (HPV), Epstein Barr virus (EBV), Hepatitis C virus (HCV), Hepatitis B virus (HBV), Kaposi’s sarcoma herpesvirus (KSHV), Human T cell leukaemia virus (HTLV-1) and Merkel cell polyomavirus (MCPyV) together with Helicobacter pylori and certain helminths can lead to cancers such as lymphoma, carcinoma and leukaemia. The initial part of the module will focus on how the research on tumour viruses advanced our knowledge on the concepts in cancer biology, such as the genetic basis of cancer, the multistep process of carcinogenesis, the cellular origins of viral oncogenes, positive and negative regulatory genes as cancer genes (proto-oncogenes and tumour suppressor genes) and the unification of the molecular basis of cancer. Students will be further introduced to human oncogenic viruses and the tumour types they promote, and the role of viral proteins that target common cellular pathways to promote tumourigenesis, the immune evasion mechanisms of these viruses, and the multifactorial nature of viral tumours. The final part of the module will focus on the clinical significance of cancers caused by viruses, and the novel approaches to treat and prevent viral tumours with a particular focus on vaccines against tumour viruses. In addition, this module will also incorporate the emerging therapeutic approaches to treat malignancies derived from considered virus-host interactions and tumour virology.
Description

Basic principles of operation, applications and integration of sensors used in smartphones and professional geomatic engineering equipment. Location technology with an emphasis on Global Navigation Satellite Systems (GNSSs), but also other radio signals, inertial sensors, digital maps (for map matching), vehicle odometers, compasses, sonar/radar and cameras. Context determination using smartphone sensors. Application of low-cost imaging and 3D imaging sensors to 3D reconstruction and positioning. Students will be introduced to the principles of citizen science and crowd sourcing and how low cost sensors and smart phones can be used to gather data about the urban environment. Strengths (e.g. ability to represent individual views) and issues (data quality, coverage) will be discussed in theory and validated via practical sessions. The aim of this module is to give students a broad understanding of the capabilities of smartphone and geomatics sensors and their application in location, context determination, image understanding and crowdsourcing for both geospatial professionals and consumers.

Learning Outcomes

A broad knowledge of sensors used both by geomatic engineering professionals and by consumers on smartphones, including their basic principles of operation and their applications.

Understanding of location technology, including global navigation satellite systems (GNSS) understanding of the strengths and weaknesses of the different location technologies and how to select different combinations of sensors for different location tasks.

Understanding of how to use imaging sensors for 3D reconstruction, how to determine context from smartphone sensors and how to crowdsource data.
This module provides a cross-disciplinary introduction to urban theory and science. We will discuss fundamental concepts and models developed by urban geographers, planners and social thinkers. Topics include urbanisation, systems and complexity theory, urban form and function, mobility, socio-spatial differentiation and urban governance.
This module focuses on teaching the practical programming skills required for analysis of energy Data sets. You will be taught the fundamental concepts of programming through the leading data science programming language R. You will also be exposed to other languages and software tools such as SQL, Python and Gephi and gain an understanding of when and where each is appropriate, for example using SQL for database access. The main topics covered will be:

· Fundamental concepts in programming.

· Working with data, manipulation and cleaning.

· Strategies for handling missing data.

· The art of data visualization.

· Deploying models.

· Using data creatively to innovate and find new solutions to problems in the energy sector.
Health and Wellbeing is a key area where we can successfully implement behaviour change. This module will examine behaviour change interventions in health and wellbeing at individual, community, organisation and population levels in a variety of different contexts using diverse methods. Students will learn about key principles, theories and methods in the field of behaviour change related to health and wellbeing.
The course will develop students’ ability to critically appraise evidence in behaviour change and provide a foundation for developing health and wellbeing-related behaviour change interventions. Topics covered may include smoking behaviours, alcohol consumption, professional health behaviours, physical activity, eating behaviours, digital health, mental health and wellbeing, and the environment. Lectures will be delivered by a range of experts each providing examples from their own research, with seminar activities planned to facilitate learning and engagement.
This module tackles the design stage of projects from a systems' perspective where significant value can be generated, but where problems frequently arise. Those involved in design are specialists: having been trained and educated to ‘think design’ they have specialist processes, tools and techniques. Appreciating the design challenge and what it entails will allow those involved in managing and leading projects to be able to assist and avoid hindering the creative process.

Aims:

Provide a systems-based insight into the ‘black-box’ of design.
	Explore the drivers and constraints of design, the way value is understood and managed during the design stage, and the product of good design.
Issues that the Module may tackle:

The content of the module will consider design within the chain linking basic human need and the desire for development all the way through to the management of the resulting project.
	It relates design to the constraints and opportunities of development.
	It locates this process within a complex procurement and management intervention system.
	It assesses design within increasingly sophisticated considerations of design life cycles.
Learning Objectives:

A better understanding of the forces that drive design.
	An appreciation of how design can be better managed and enmeshed within the process to produce desired outcomes.
	An exploration of how design can be better appreciated and valued.
The module aims at providing an overview of the relationships between computing systems and human beings, from a technological perspective.

The first weeks introduce the main theoretical and technical concepts of human-computer interaction (HCI), such as cognitive aspects of visual design, interaction design, persuasion, and user experience. This is fundamental to understanding the role of both users and designers of computer interfaces. Once equipped with the basic theoretical tools, the lectures will involve critical discussions around user-centered design issues. The students will analyze the risks and possibilities associated to computing interfaces, wearable technologies, and data visualization.

The second part of the module will focus on AI and algorithms, with a broad introduction to the main techniques and challenges involved, e.g., machine learning and data science. In this part as well, once equipped with the basic conceptual tools, students will focus on the ethical challenges of modern AI systems, with a discussion on the concepts of accountability and trust (e.g., should we trust news in a Deepfake world? Should we trust autonomous cars?).
This module has historically been popular. If you try to register on this module, we would advise exploring additional options, just in case.

The aim of this course is to analyse the interplay between global migration and health, whereby the latter encompasses physical, mental and social well-being. Patterns of migratory movement have an impact on individual physical and psychological health as well as on public health. The ability of migrants to integrate into a host society is based on combined mental, physical and social well-being. However, the structural inequalities experienced by migrants can have a significant impact on their overall health. Migrant health thus goes beyond the traditional management of diseases among mobile populations and is linked to the broader social determinants of health and unequal distribution of such determinant

Indicative Topics

The module will cover the following topics, which may be subject to variation depending on developments in academic research and the interests of the class:

• The relevance of migration and health

• Sociological and economic theories of migration

• Communicable diseases, sexual and mental health of migrants

• Health inequality and social determinants of health

• Access to health services and migration

• International migration of health workers

By the end of the module, you should develop:

1. Knowledge of the key theories and approaches to the study of migration;

2. Understanding of the relationship between migration and the physical, mental and social well-being of mi-grants;

3. Understanding of the economic factors in the relationship between migration and health;

4. The ability to distil information, present ideas and defend a theoretical position.

 
This module introduces students to the nature of written sources for ancient societies and to problems and methods of handling such evidence.

It is an integral part of the first year work for those archaeology degrees that concern societies and periods with written sources, and prepares students to handle archaeological and textual evidence together in years two and three.

The module will use case studies drawn from Egypt, the Middle East and the Mediterranean world, ranging in date from the 4th to 1st millennia BC. Topics explored will include texts as material culture; agency and audience; the impact of writing on society; the relationship between imagery, text, and landscape; and methodological issues of interpretation and use of textual data.

Some specific aims of the module are:

To introduce students to the nature of written sources for ancient societies
	To examine methods and approaches of working with texts in archaeology
	To consider how textual and non-textual approaches to the past can best be integrated
	To discuss and analyze specific case-studies of texts in archaeology, sampled from a wide range of past literate societies.
The module runs for Term I only. It is taught through a total of 20 hours of lectures and seminars. These are divided into weekly sessions consisting of a one-hour lecture, followed by a one-hour seminar later on the same day.

 
This module will train you in modern Russian language and follows on from Russian A. The module covers verbal aspect, further grammatical case endings (singular and plural), and expands the core vocabulary to about 1200 words, developing such spoken and written topics as “Health”, “Food and Eating”, “Friendship”, and ”Family life”. The textbook is supplemented by additional materials including Russian news video clips, Russian cartoons and popular songs. Equal emphasis is paid to speaking, writing, reading, and listening skills. There are regular tests and students are expected to use on-line resources to reinforce their knowledge.

Students are required to take a Russian test to ensure that this level is correct, unless they have taken Russian A in the previous year.
This is an introductory module in modern Russian language, designed for students without previous knowledge of Russian who would like to speak Russian or use the language for reading and research. All four major communicative skills (speaking, listening comprehension, reading, writing) are stressed during the academic year. This module introduces the Russian Alphabet, pronunciation rules, verb conjugations, grammatical case endings, basic vocabulary. It prepares students for continued study of Russian in levels B, C and D. There are regular tests and students are expected to use the on-line workbook to reinforce their knowledge.
All students on degrees with Russian take both modules on the Year 2A Russian Language programme:

SERS0016: Comprehension of Russian (Year 2A) (Russian-English Translation, Aural Comprehension)
SERS0018: Use of Russian (Year 2A) (Grammar, Working with Texts, Writing Skills, Oral)

The two compulsory modules build on the thorough base in Russian achieved in the Year 1A Russian language programme through further study at intermediate level and leading towards an upper intermediate level of Russian.

Aims:

To develop students' command of Russian at an intermediate level and leading towards an upper intermediate level.
To develop skills in reading, translating and listening
To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
Aims - This module aims to teach basic concepts of programming using Python. It complements STAT0004 by focusing more generally on algorithms and programming logic with illustrative algorithms for data manipulation. The module also introduces concepts that aid software engineering and effective computation, such as notions of error handling and object-oriented programming. It is intended for first and second year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should be able to make effective use of a Python programming environment, produce algorithms for basic data science tasks, with a respective implementation in Python, productively organise code and make use of existing libraries, develop a general understanding of procedural and object-oriented programming that goes beyond just Python coding.

Applications - An understanding of computational thinking, and in particular an ability to program, are essential skills for data scientists. This module introduces techniques that will provide students with a solid basis for conducting practical data analyses in a wide variety of application areas.

Content - Introduction to Python. Elementary data types, arrays and matrices, principles of data manipulation. Control structures: if/then, loops. Illustrative numerical and string manipulation algorithms. Functions, packages and scope. Debugging and exception handling. Built-in data structures: Python collections. File handling. Examples of packages for data science: pandas and numpy. Principles of object-oriented programming.

Key texts - Available from ReadingLists@UCL.
In this module students will gain first-hand experience of professional practice through a series of workshops and a 70-hour project with a partner organisation. The aims of those activities will be to: Provide them with a broad understanding of professional practice within or outside the criminal justice and security sectors (e.g., workplace culture, organisation structure, management style and commercial awareness). Encourage the development of transferable skills (e.g. CV writing, project planning, time management, technical communication). Prepare them for lifelong learning through independent project work and student-led e-learning activities.
This module introduces students to the practice of management, to what managers do. Different management activities and roles are explored from both a practical and theoretical perspective. Key management responsibilities such as strategic thinking, analyzing the business environment, marketing, and motivating self and others, will be explored alongside real-world contexts. The aim of the module is to not only introduce students to the essence of management and to the tools managers use, but importantly, will provide an insight into the role of the manager, managing in today’s dynamic and exciting business environment.
The course provides an in-depth understanding of the theory and practice of transducers and monitoring techniques in physiology and medicine and covers most of the commonly used methods in medical practice.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0488, for the full module description.

Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).

If you require any further information, please contact the History Taught Programmes Team.
This module explores the complex and contested knowledge practices at the heart of contemporary environmental science and politics, examining how social scientists have contributed to understanding the processes of environmental knowledge production, consumption and articulation. The module explores issues like the relationship between nature, environment, and government; notions of waste and repair; urban environmental politics; and the dynamics of environmental knowledge controversies.

The course aims:

To introduce students to the social and geographical study of environmental knowledge
	To foster understanding of a range of contemporary approaches to the study of environmental knowledge like the risk society, co-production, expertise, actor-network theory,urban political ecology, local and indigenous knowledge, and techniques of counter-mapping and controversy mapping.
	To encourage critical understanding and reflection on a series of key issues in the study of environmental knowledge.
Compulsory for all 3rd year ESPS students.
Aims:

The module uses Python to give a grounding in programming such as loops, if/else statements, lists and files. It will also cover key object-oriented concepts such as classes, objects and inheritance. Material focuses on practicing object-oriented programming to be better prepared for future modules, including Algorithmics (COMP0070) and Software Engineering (COMP0071). This is an intensely practical module and full student engagement outside of lectures and in lab classes is critical to successful completion of the module.

Learning outcomes:

On successful completion of the module, a student will be able to:

Understand why Python is a useful programming language for developers.
	Design and program Python applications using a large sub-set of the language effectively.
	Design object-oriented programs with Python classes.
	Use programming tools such as an integrated development environment (IDE) and debugger.
	Use of Python libraries.
Content:

The module is fast-paced and continuous engagement with the module activities is required. The curriculum includes:

Why Python?
	Types, variables, branching, loops.
	Strings, lists, files.
	Exception handling.
	Object-oriented programming.
Requisites:

To be eligible to select this module, a student must be registered on a programme and year of study for which it is a formally available. Although, the module is intended for beginners, previous programming experience in any other language would be very useful.
The aim of this module is to move beyond language as the primary lens on the social world and explore ways of documenting and analysing how people use a range of distinctly different semiotic resources for representation and communication. Students will engage with relevant theoretical and methodological frameworks, and explore multimodal communication across different settings, including classrooms, workplaces, museums and online spaces, using video and other visual data. This will make it possible to reflect on the potentialities and limitations of different modes, such as image, writing, gesture, speech, and gaze; the implications of changes in the semiotic landscape (e.g. the increase in the use of image) and, in doing so, consider the implications of multimodality for applied linguistics, TESOL, and education research.
Module Content

Collaboration is increasingly recognised as a key concept in modern enterprise – understanding how we collaborate is less common.

This module has a theoretical element with an anthropological take on collaborative practice, and which introduces some key concepts for collaborative working and the setting up of collaborative ventures. You will consider how collaboration brings into motion existing social relationships of people who live in existing societies, and the prevailing ideas of hierarchy, power, and value. You will look at egalitarianism, organisational cultures, and non-hierarchical organising in the contemporary capitalist world.

The practical element of the course introduces students to Open Space Technology (created by Harrison Owen) as a method for people to work together in self-organising groups. Students will learn the process, co-create and run Open Space together as a group, use Open Space as the method for completing a formative assignment; and then reflect on what happened and how you might apply ensemble processes to your own enterprise.

Learning Objectives:

By the end of the module, you should be able to:


	Demonstrate a systematic understanding of collaborative enterprise, and a critical awareness of non-hierarchical organising and the new paradigms of organisational design in 21st century capitalism.
	

	Critically evaluate existing organisational practices in the context of anthropological thinking.
	

	Assemble various contrasting viewpoints of organising and apply them to the development of their own enterprise.
	

	Employ Open Space Technology as a tool for self-organising, generating group work, and addressing complex questions.
	

	Appraise their own collaborative processes and the collaborative processes of others in ways that are insightful, productive, and tactful.
	
Delivery Method: Five seminars/lectures and one week of workshops.
This module will introduce the modern-day values and ethics of surgical leadership. The cultural changes will be discussed and theories behind the surgeon as a manager and a leader. This will include cultural and gender sensitivities and the skills required to be an effective leader.

The skills required to become a mentor and the transition from mentee to mentor.

Aims of the module:

To understand the skills required for good leadership
	To understand how to transit between mentee and mentor
	To understand the techniques required to meet the needs of trainees
	To understand the diversity in surgery and how to deal with problem situations
Learning outcomes:

Understand the role and traits of leadership in healthcare
	Understanding leadership skills
	Understanding how to become an effective trainer
	Understanding how to identify training needs
	Understanding diversity in Surgery
This module attempts to ground the analysis of human movement by focusing on the specific historical, sociological, economic, political, and cultural impact of migration from the 'migant's point of view'. Accordingly, this interdisciplinary course will locate 'drivers' for migration in the post-war period, trace the settlement processes, engage with the myriad challenges and developments migrants faced as new workers and citizens, before exploring the impact on succeeding generations. Through a salient ethnographic perspective of experiences, the course will provide students with overarching and critical theoretical and methodological approaches to the study of migration, diaspora, and the nation-state in a globalised late modern context.
This module aims to provide a competent reading knowledge of Estonian and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Estonian language skills to work with original Estonian texts and to enable them to undertake study and/or research in Estonia. The module provides an intensive introduction to Romanian grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Estonian in straightforward situations, translation and information retrieval skills, using texts in Estonian and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study including learning and practising independently beyond the contact hours.
This module aims to provide a competent reading knowledge of Romanian and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Romanian language skills to work with original Romanian texts and to enable them to undertake study and/or research in Romania. The module provides an intensive introduction to Romanian grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Romanian in straightforward situations, translation and information retrieval skills, using Romanian texts in Romanian and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study including learning and practising independently beyond the contact hours.
This module enhances students' abilities to interpret and discuss works of Romanian literature read in the original language. The module aims to examine the measures taken by the Romanian Communist Party to impose its cultural dictates and to assess to what degree the form and content of published literature reflected the extent of the Party's success. It is taught by weekly seminar-style classes with regular essay tutorials.
One of the primary functions literature serves is as a vehicle for memory. From the portrayal of national histories, to the embodiment of collective myths, to the expression of individual identities, literature has both lent authority to and constructed contentious arguments for our image of our past. The literature of central and eastern Europe is particularly rich in explorations of history and memory. While in earlier times literature was called upon to lend social and historical legitimacy to communities without nation-states, more recent literature of the region has played a major role in attempts to come to terms with the catastrophes of the 20th century.
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description: In this exam, candidates will be given a research paper to read and will be required to answer a number of questions about it. The assessment sets out to examine trainees’ competencies in understanding and critically evaluating a research paper. For further information about the module description contact the programme team.
This module is designed to continue to train postgraduate students in the close readings of philosophical texts. One text will be chosen for the whole term and will be read in close detail. Students will write commentaries on the text every week. Texts can be either contemporary or historical and can vary year by year. Texts for Practical Criticism 2 will be normative in nature (i.e. on ethics, or political philosophy, value theory generally etc.)
This module is designed to train postgraduate students in the close readings of philosophical texts. One text will be chosen for the whole term and will be read in close detail. Students will write commentaries on the text every week. Texts can be either contemporary or historical and can vary year by year. Texts for Practical Criticism 1 will be theoretical in nature (i.e. on metaphysics, or epistemology, philosophy of mind or language, philosophy of logic, science or mathematics etc.)
Module PHDE0078 Learning Outcomes Log.

Students on the National Award SEN Co-ordination PG Cert complete practical activities within their educational setting and their in-school mentor verifies completion of these activities on student log. All parts of the log are signed off by the in school mentor and/or Head Teacher. Any supporting documents are held within the school for a period of one year from the Exam-board.

Learning outcomes are suggested for each session of the Programme’s two compulsory modules, many will be repeated in different sessions, as the course builds participants’ knowledge, skills and understanding. They relate to the Learning Outcomes Log. This module should be selected in the same term as module 2 (PHDE0040)
Clinical placements form an essential and integral part of the degree programme by allowing students to develop and apply theoretical knowledge learnt in lectures and from their own further reading. These placements encourage students to apply their academic knowledge to clinical Orthoptics and general ophthalmology. Students will rotate to different accredited clinical placements sites over the 2-year programme to ensure a good balance and breadth of clinical experience is achieved. Within the clinical placement an opportunity to visit other sub-specialty areas directly relevant to the course will be included i.e. theatre, stroke wards, screening, imaging departments.

This module will enable students to consolidate clinical skills from theoretical knowledge gained from the entire first year of the programme.
The objective of Hedge Fund Strategies (HFS) is to expose students to the world of hedge funds by focusing on some of the most commonly used strategies employed in the industry.
It lays the groundwork for the understanding of some strategies by going over the fundamentals of fixed income and options. The module covers different hedge fund strategies, like long/short equity, dedicated short bias, merger arbitrage, fixed income arbitrage, convertible arbitrage, and global macro by going over the specifics and drivers of each strategy, the underlying bet, and the historical performance of each strategy.
Beyond the lectures, the class is divided into groups that form individual funds that are tasked with managing a portfolio of paper money in real-time using some of the concepts developed in class. Every class will include a discussion of market conditions as well as how funds are performing. This discussion mimics morning meetings are real hedge funds. In so doing, the module helps students replicate the decisions made by some hedge fund managers in real-time, introducing the element of investment decisions in uncertainty to the module’s curriculum, and navigating risk.
Students undertake an independent research project under the supervision of a faculty member. The aim of the MRes Research Project is for students to design and carry out a substantial piece of original research on a topic that is interesting for them. The specific project will be jointly decided by the students and their supervisor.

The research project will result in a thesis of 8,000-10,000 words. As an invaluable practice and preparation for submitting research manuscript for publication, students are required to submit the thesis in the form of a manuscript or an extended proposal submitted to a prestigious journal or a conference.

This is a heavily-weighted module, which reflects the importance of the research project within the overall MRes programme.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

'“Valuation”— both as that term is applied in determining the defensible worth of companies (‘company valuation’) and also in terms of objective determination of merger success- or failure- from the perspective of the acquiring firm at risk are amongst the most important issues in dynamic business & financial management today. This Module’s COMPANY Valuation parts consider the three leading broad methodologies in use today, with applied consideration of today’s leading approach, Discounted Cash Flow. MERGER valuation’s key issue- determining and applying the most defensible objective methods for first judging and then verifying acquirer’s merger performance, is extremely timely today, given persistent merger/de-merger transaction volume and the provable FACT that ~2/3 of acquisitions disappoint and/or fail. Today’s leading merger valuation methodology is examined in this Module in component detail, along with some of the leading alternatives. Other topics regularly addressed in this Module include M&A cycles, DE-merger evaluation, and merger defence strategies.
Business Economics II builds on and extends the set of microeconomic concepts covered in Business Economics I and introduces key macroeconomic concepts that underpin business decisions. Topics covered may include: Market Failure, Welfare Economics, Auctions, Optimal Tax and Financial Economics.

When faced with a business decision, students should be able to identify the relevant economic factors and be able to identify what economic analysis would be necessary to support that decision. Students should be able to translate an economic story into appropriate equations or numerical examples and apply the tools of economic analysis to provide practical insight into business problems.
Increasing access to large amounts of complex heterogeneous data during planning, delivery and post-operative management, paves the way for developing analytics tools and solutions to support   decision-making   and   quality   improvement in interventional medicine. This module will cover a) the key principles and techniques of data collection, fusion, analysis and visualisation of diverse data types and b) the theoretical basis of statistical inference, data mining and pattern analysis building a comprehensive view on the modelling and decision-making processes in surgical data science. The module will encompass a series of lectures and hands-on programming sessions, in which students will apply data science methods on surgical/interventional tasks, including decision support, workflow analysis and skill assessment, and be exposed on the limitations and challenges of developing analytics tools. The acquired skills are transferable to other areas of biomedical engineering (e.g. human-computer interaction, machine learning, robotics) as well as to domains beyond medicine. The module is suitable for students with a STEM background and basic knowledge of scripting programming.
The Multiomics and ethics module focuses on the recent deluge of big data necessitating that current researchers understand the basic science behind these technologies and the way in which they are applied to the study and practise of human disease. This module will consider:

• How the basic science works to generate the omics data.

• Large datasets and the ways in which they can be assessed and handled.

• The integration of this data to establish diagnoses that can lead to precision treatment.

• The emphasis will be on teaching principles and on critical analysis of data rather than to try to communicate the whole breadth of the field.

• Regulatory aspects are important to the use of omics data: is the privacy of patients respected and ensured by the techniques used for anonymization, what are the risks associated with data leaks, these issues will be covered across all the topics.
This is the second of four modules taken in year 1.

This module introduces you to the world of infectious agents, the mechanisms by which they cause disease, the ways in which the body defends itself against them, their epidemiological characteristics, the social and psychological consequences to the patient of various infections and the ways in which appropriate drugs work against them. 

The module aims to provide:

an introduction to the wide spectrum of infectious microorganisms, the mechanisms by which they cause disease, and their treatment
 an understanding of the different components of the immune system and how they protect the body against infectious microorganisms
‘Health Demography’ is a module which aims to introduce you to theory, concepts and data in demography, to enable you to undertake basic demographic analysis, and to make you develop written and interpretative skills of data analysis. Set within the framework of the basic demographic equation (population change = births – deaths +/- net migration) the course unpacks the demographer’s tool kit. You will cover the derivation, use and interpretation of key measures used in the study of population structure and the components of population change (fertility, mortality and migration) concluding with a look at population projection. You will also cover how the study of demographic pattern and processes relates to many of the great social policy challenges of the 21st Century.

By the end of the module, you should be able to

Explain how demographic pattern and process influence our understanding of changing populations and of related social issues
	Interpret key theory and principles underlying demographic analysis
	Calculate and interpret a range of measures for demographic analysis
	Access and use appropriate data sources for demographic analysis
	Select and use data sources and demographic method intelligently in a range of real world applications.
This is an intermediate module open to Year 2 students on the BSc Population Health Sciences programme. There is availability for UCL elective students from other departments. However, spaces are limited and are allocated on a ‘first come, first served’ basis on Portico.

There will be weekly lectures and computer practicals in order to gain hands-on experience of demographic methods using data from the UK and globally.

Selected Reading List

Demographic Concepts and Methods (2003) Rowland D T. OUP.
	Methods and Models in Demography (1994) Newell C. Wiley.
	Demographic Methods (1998) Hinde A. London: Arnold.
	Population: An Introduction to Concepts and Issues (1999) Weeks J R. Wadsworth: Belmont.
For centuries, Yiddish was gendered as feminine. Known colloquially as mame-loshn or the mother tongue, the vernacular language of most Ashkenazi Jews was deemed appropriate for women’s prayer and popular literature. While women (and men who were “like women” in not being literate in Hebrew and Aramaic) were the traditional Yiddish readership, the Yiddish press and Yiddish intellectual circles had a complicated relationship with women writers. Yiddish women writers faced specific challenges in both traditionalist and modernist circles, a fact frequently reflected in their use of searing imagery and radical interpretation of Jewish texts.

This module explores questions of genre, translation, and canon formation through the lens of women’s literary production in Yiddish. We will examine works in the variety of genres in which women wrote, including poetry, prose, memoir, drama, and prayer, and consider how these different genres were incorporated into Yiddish Studies feminist scholarship.

We will also explore literary criticism and reviews of these writers, including in the early 20th century Yiddish press, in order to investigate how these texts fit into a gendered and aesthetic context. We will ponder such questions as:

What are differences and continuities between Early Modern and 20th century literature or between different genres?
	What were the stakes in writing prose vs. poetic works? #
	How do these works conform to literary, aesthetic, and gendered conventions of the day?
	How do these writers convey a (feminine) response to their rapidly shifting social, geographic, and historical milieu?
	What role does the Yiddish language ––as an inner Jewish or emerging world language––play in their works?
	What is the process by which texts get canonized or translated—and how do these choices impact broader perceptions of women’s participation in Yiddish literature?
Readings and discussions are in English, with Yiddish versions available.
This module is designed as a challenging introductory course and is specifically for non-History of Art students. The specific content of these modules changes each year but the aim is to introduce students to various themes and issues in architectural practice and patronage from the medieval period to the present day, focusing on buildings and sites in London such as Westminster Abbey, St Paul's Cathedral, Chiswick House, the South Bank Centre, the Barbican and Canary Wharf. It is assessed by two essays, of 2,500 words, equally weighted.
The dissertation project component of the course provides you with the experience of creating an original piece of work on a global health issue. The dissertation module takes place throughout the year and is self-directed with support from a supervisor. You will also receive dissertation skills sessions from the module lead and IGH library staff. At the end you are required to produce a 10,000-word dissertation that is 100% of your mark for this module.

At the end of this module, you should be able to:

Organise and carry out a literature review.
	Deliver a presentation to clearly communicate your research topic and plan.
	Demonstrate advanced academic writing skills, including structuring a dissertation and proper referencing.
	Apply theoretical concepts to key global health issues and carry out independent critique of literature.
	Develop interpersonal skills to work with a supervisor throughout the project.
The project is open to UCL iBSc students and external students who are applying from a UK medical school.

Students are assigned a supervisor with whom they can consult regularly as they write up their project. The total time commitment for this module is 250-300 hours of self-directed study, as well as approximately 5 hours of skills sessions.

Reading list depends on dissertation topic.
This module will provide students with a common tool for computational problem-solving and data analysis using Matlab as the preferred application. The aim is to utilise Matlab for variety of practical assignments and by frequent use, develop the mastery of advanced level coding so that as the complexity of the data analysis required increases, the students will have the fluency and skills needed to solve these problems.

By the end of this module students will have practical use of Matlab coding as applied to their studies.
This course provides students with an up-to-date introduction to the Earth’s climate, including its weather processes, the drivers of change, and the impacts of climate change. The course provides students with a sound understanding of the physical principles of climate without getting bogged down in mathematical detail. This course will introduce students to the observational and modeling tools used to assess the climate and will give them the chance to analyze their outputs for themselves. It includes detailed discussion of global warming and our responses to it, including controversial proposals to geoengineer the climate.

By the end of this module students will have:

A robust understanding of the core principles that shape the climate
	Skills in writing, comprehension of scientific data and papers, mathematical calculation, independent study, and IT skills.
This module explores the diverse roles that money and finance have played across time and space, and the roles that we want them to play. We’ll explore debates about debt and democracy – from geographies of offshore tax and state financing, to the use of financial assets and property investment as the basis for social welfare. We’ll consider geographies of finance and development, including inequalities and inclusion in the global north, efforts to create more ethical and postcolonial approaches to finance, and the rapidly changing landscape of fintech. (Please note that these themes may vary somewhat.) Throughout, different theoretical perspectives, including those of critical, feminist and postcolonial economic geographers, will be explored. This module does not require an economics background or mathematical skills. It will suit students who enjoy critical thinking, conceptual debate and deep engagement with the geographical literature.

The module will cover the following topics, subject to variation depending on developments in research and student feedback:

Placing finance in contemporary economies

What is money and where is it created?

Financial markets and democracy: geographies of government debt and taxation

Welfare and debt

Financialisation of real estate

Financial inclusion / exclusion

Ethical and social finance

Postcolonial perspectives on migrants’ remittances and Islamic finance

Fintech: disrupting and democratising finance?

Students will develop the following transferable career skills during this module:

Critical thinking: ability to assess data and ideas.  

Communication: academic writing  

Communication: verbal  

Presentation skills  

Time management: organisation and planning of work  
This module provides the knowledge and skills to analyse, design and implement digital electronic systems, including simple microprocessors, from the transistor and logic gate level. Digital systems are all around us from the computer or mobile device that you are reading this on, the internet infrastructure that supplied the information, the chip in your oyster card, to the machine that washes your clothes. This course introduces the tools required to design, synthesize and implement the digital circuits that are embedded in all these devices and systems.

By the end of the module students should be able to:

Manipulate binary expressions.
	Apply appropriate methods to design combinational digital circuits based on specification of functionality, and carry out circuit minimization, using graphical methods (Karnaugh maps) and algorithmic methods.
	Identify hazards in digital circuit designs, and adapt the design to avoid them.
	Design arithmetic (adder/subtractor) circuits, making use of 1’s and 2’s complement numbers.
	Use Multiplexers to implement logical functions.
	Construct decoders.
	Convert design problems into formalised finite state machines and implement them in hardware.
	Understand the function of flip-flops, registers and memory, and their application in sequential logic circuits.
	Describe the internal architecture of a typical microprocessor system.
	Understand how the ALU, PC, Memory and decoder blocks are constructed
	Understand how the above blocks are put together to make a microprocessor
	Understand the relationship between assembly language and machine code
	Be able to describe the data path for the implementation of a single clock cycle per instruction microprocessor
	Understand the operation of the ALU and the relationship to the instruction
The Learning Sciences in an interdisciplinary field which draws upon educational psychology, cognitive science, anthropology, linguistics and computer science. The module examines learning in formal settings contrasting these with learning as it arises in complex real world settings. We explore learning in a wide range of contexts from primate research to research into expertise in medical settings. These examples will demonstrate the influence of research traditions within the field and will introduce students to works on situated cognition and social cultural approaches, constructivism, and culturalist contrasted with computational approaches to the understanding of mind. We will consider theories of knowledge, problem-based and inquiry learning and their critiques, language and meaning, pedagogy and the design of learning environments.
This module introduces clinical scientific practice. An overview of common methodologies and analysis used in healthcare research will be provided, and you will learn how to undertake a literature search. Concepts such as bias and logical reasoning will be discussed, and you will start to read, interpret and critically evaluate scientific papers. You will also learn how science and technology are used in healthcare, and discuss how clinical tests can help diagnose health conditions and evaluate treatment outcomes.
Summary

This module will introduce principles of paediatric cardiology and cardiac intensive care. Over the course of the week, we will discuss cardiac anatomy and physiology, before moving on to post-natal management of cardiac disease, and subsequent management at specialist centres from the perspectives of the cardiologist, the anaesthetic and surgical teams, as well as the cardiac intensive care team. We will also spend some time looking at arrhythmia, pulmonary hypertension and heart failure, with a focus on underlying pathophysiology and management strategies (including mechanical circulatory support).

You will also critically review literature and latest advancements in the field, and present this in a poster with an oral session.



Learning objectives and outcomes



After taking this module, you will be able to:

Describe the underlying physiology & anatomy of paediatric cardiac disease.
 Understand the principles of management – both surgical and medical.
 Describe and suggest management strategies for arrhythmia
 Understand the pathophysiology of pulmonary hypertension and heart failure
 Describe management strategies for the above.

Who is this module for?


This is a core module for the MSc Paediatrics and Child Health: Intensive Care and an optional module for all other MSc Paediatric and Child Health Pathways, aimed at those with a genuine interest in cardiology and cardiac critical care.

 

Teaching and Learning Methods

 

You will receive 5 days of interactive online lectures/workshops, which will supplement learning through self-directed study.


Assessment


You will need to create a poster and up to date literature review on a topic relevant to the module. You will also be assessed via oral presentation of the topic to the examiners and student group.
Module Outline:

The aim of this module is to cover the concepts from physics that lay the foundations for the understanding of how atoms and molecules behave. Basic mathematical tools will also be introduced that are needed. The course material is linked to, but extends considerably, A-level physics and related courses.Module Aims:
At the end of the module students should be able to:
1. Understand the concepts of classical mechanics (energy, forces and momenta) and how can be used to describe the motion of particles.
2. Use Newton’s equations of motion to calculate particle trajectories.
3. Use the mathematics of vectors and matrices needed to solve mechanics problems
4. Understand how electrostatics describes the forces between charged particles.
5. Understand the behaviour of waves and the concept of electromagnetic fields.
6. Understand the basic concepts of quantum mechanics and how it links to classical mechanics.
7. Understand how to describe light and the principles of optics.Teaching and Learning Methods:
Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours.

Workshops: Your learning is supported by practical workshop sessions, for which questions will be available in advance. It is expected that you review the lecture material and attempt the questions during the workshops. However you will derive the most benefit if you attempt questions prior to the workshops so you can receive feedback on your understanding of the module material.

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (workshop questions, additional questions available on Moodle and past exam questions) and further reading in textbooks and online.
Aims:

To provide a broad study in the principles of steady and unsteady state heat transfer, heat transfer with phase change and radiation heat transfer;
	To develop skills in the design of practical heat transfer equipment with emphasis on improving efficiencies and the use of renewable energy sources.
Learning Outcomes:

On completion of this module students should:

be able to understand the physical phenomena present in heat transfer processes;
	be able to calculate or estimate heat transfer coefficients;
	be familiar with the procedures for the design of heat transfer equipment ;
	understand pressure drop and fouling factors in a heat exchanger;
	select an appropriate heat exchanger to meet the required heat transfer rate or heat transfer area
Synopsis:

Key mechanisms of heat transfer: conduction, convection and radiation
	Fourier's law; Conduction in cylindrical and spherical shells
	Derivation of heat conduction equations for transient and multidimensional cases
	Methods for solving 1-D transient heat conduction equation; lumped heat transfer coefficient;
	Forced convection; Natural convection; Correlations for heat transfer coefficient
	Thermal radiation; Radiation transfer through gases
	Evaporation and Boiling
	Condensation; Film condensation
	Heat exchangers; Condensers and Reboilers; Logarithmic mean temperature difference
	Direct contact gas-solid exchangers
CELL0007 Cells and Development provides an introduction to significant aspects of cell and developmental biology. Lectures in the first half will cover Cell Biology and Signalling and in the second half Developmental Biology and Stem Cells. There will be practicals on cell permeability and human development.

The module will prepare you for more advanced modules that you may wish to pursue in Year 2, such as CELL0009 Intermediate Cell Biology (Cell Structure and Function), CELL0010 Intermediate Cell Biology (Cell Signalling and Regulation), or BIOL0013 The Biology of Development.

Indicative lecture topics (based on module content in 2021/22):

Cell biology: Cells and organelles
	Cell biology: Membranes and cytoskeleton
	Cell biology: Cell cycle and mitosis
	Cell biology: Membrane trafficking
	Cell signalling through ion channels
	Electrical signalling
	Signalling through receptors
	Basic principles of embryonic development (fertilisation, cleavage, gastrulation and morphogenesis, neurulation, organogenesis, metamorphosis)
	Cell fate and cell differentiation; tissues
	Stem cells.
The main part of this module is a concentrated three-week multi-disciplinary field project, which is carried out after the Easter vacation at the PLA Hydrographic offices in Gravesend and at UCL. This will entail two weeks’ residential accommodation at Gravesend. The project will integrate all the material covered throughout the programme in an applied setting, involving vessel and land based data acquisition and subsequent processing. Building up to this, there will be a series of briefings in the first part of the term to prepare you for some of the concepts that will be required, and then in the latter part of the term the emphasis will be on project planning - including reconnaissance, client proposals, equipment selection, and so on. The fundamental principles of the systems used will be covered in other modules: this one aims to give you experience of their integrated use.

Learning Outcomes

practical hands-on experience of integrated hydrographic survey systems in a realistic setting. This includes planning, deployment, operation, processing and reporting
	understanding of the selection of appropriate equipment for each task and of the professional environment and the standards expected for reporting
	experience of working afloat and of working in teams
Life cycle assessment (LCA) is a rapidly evolving tool used to model and quantify impacts of products, systems, or services over a range of environmental and resource issues, from a "cradle to grave" systems perspective. In the recent years, LCA has become a leading environmental assessment technique used by consumers, industry professionals, and policy makers. LCA is increasingly required by business to support innovation, design, eco-labelling and green certificates etc. An LCA models a product, service, or system life cycle. Applying this method of assessment is complex and difficult and translating the theory into a credible, transparent and applicable practice can be very challenging. The module aims to give an introduction to life cycle assessment (LCA) methods and how to apply them in real-life situations.

Learning Outcomes

A solid understanding of the LCA process, data requirements and how to make use of the results
 Application of systems thinking and LCA to assess environmental dimension of the circular economy
 Ability to conduct an LCA through a range of case studies and hands-on exercises
Digital Media Enquiry is a compulsory module on the MA Digital Media programme. The module provides a critical overview of research practices within the fields of Media Studies and Cultural Studies. Students will engage with humanities, arts-based, sociological and mixed-method approaches to research. Students explore methods appropriate to the study of popular culture and media texts, audiences, learners and makers within offline and online contexts. Students will take part in lectures, demonstrations, presentations, seminars, group tasks and discussions. The module is intended to help prepare students for the independent research required for dissertations and reports. Each week, students will attend a large group lecture. This will be followed by seminars in which key approaches are explored in greater depth across the three routes.
Aims:

- you will gain a broad introduction to the foundations of Music Education across the secondary school sector, focusing on a variety of approaches to planning, teaching and assessment both in the context of the Music classroom and in extra-curricular work.

Outcomes: 

You will:

- consolidate, adapt and extend your knowledge of music teaching and learning as appropriate to the range of school students.

- complete a range of tasks, including online group work, a written case study and an arrangement/composition and rehearsal task that will require you to reflect upon your work with school ensembles.

- reflect critically on your own experiences as teachers

- engage with recent and relevant theories of teaching and learning and develop your subject expertise and skills as musicians and music teachers
This module is based around the writing and preparation of an original resarch project in the form of a Master's Dissertation. Students will be required to plan the research and dissertation from an early stage with ongoing development building on both the mini-project and taught courses developed through the year. The research topic will be defined under the guidance of the student's dissertation supervisor with the support of the Programme Director. The aim is to produce a unique, individual piece of work with an emphasis on data collection, analysis and visualisation linked to policy and social science orientated applications.

Students may have an opportunity to collaborate with industry partners in the course of this module.
The aim of the module is to introduce the concepts of real estate economics. It covers areas such as the relation between real estate and macro-economy, real estate investment, demand and supply, development dynamics, land market, location choice and basic modelling techniques. The module focuses on commercial real estate market, but it covers housing economics as well.
The purpose of this module is to enable students to gain an understanding of the bases, methods and applications of real estate appraisal in real estate markets. Students will learn about the concepts, tools and techniques for appraising individual real estate assets.

Upon completion of the module, students should have a broad understanding of the nature of real estate as an asset, the financial mathematics required to perform real estate appraisal, the main approaches to real estate appraisal, the objectives and uses of real estate appraisals and techniques for estimating the value of real estate assets.

The module will be taught by a combination of workshop exercises and lectures.
The aim of the module is to introduce the students to the real estate economics and real estate market. The applied economics theory is applied to the analysis of real estate markets. The module covers trends and factors which affect the value of real estate; introduces the nature and classification of land economics, the characteristics of real estate investment market; the factors that determine the land value and real estate value. The real estate market cycles and business fluctuations will be discussed too.
The purpose of this module is to enable students to gain an understanding of the bases, methods and applications of real estate appraisal in real estate markets. Students will learn about the concepts, tools and techniques for appraising individual real estate assets. Upon completion of the course, students should have an advanced understanding of the nature of real estate as an asset, the financial mathematics required to perform real estate appraisal, the main approaches to real estate appraisal, the objectives and uses of real estate appraisals, the techniques, professional standards and conventions for estimating the value of real estate assets, a critical view of the methods of valuation. The module will be taught by a combination of workshop exercises and lectures and will be centered around the completion of an individual professional report.
In this module you will explore the use, design, deployment, and practicalities of different sensor
systems for observing and monitoring wildlife populations. You will learn the theory behind different
sensors and their modalities which will be supported by hands-on sessions enabling you to get to
grips with the hardware involved, as well as managing appropriate deployment and data collection
and analyses in the Queen Elizabeth Olympic Park ¿ our living lab. Key subject areas will include:
Bioacoustic sensing
Visual sensing
Mobile phone applications
Environmental DNA
Dataloggers
Tags, readers, and antennae
Movement sensors
Data exploration and visualisation
Ethics and sensing
This module provides the basic tools whereby building designers can make decisions concerning the effectiveness of the various solar heating and cooling strategies. This module investigates the potential for active and passive solar heating, passive cooling in different types of buildings, covering passive building design and operative issues.
The module 'Economics and Finance' sets the strategic management of projects into the prevailing economic context and how important the role of finance is to major and strategic projects. Using a combination of formal lectures, case studies and the involvement of practitioners, this module will demonstrate how important it is for a strategic manager of projects to understand some of the basic principles and tenets of economics and finance. The module will focus more on the macro and meso level of economics as these will set the scene for the project at different points in time, in different geographical locations and in different sectors.

Module Aims: 

To develop an approach to major projects and their management that includes appreciation of the role of economics and finance;
	 Explore the relationship between macroeconomic policies, financial and funding sources and major projects;
	Use case-based learning to appreciate how projects are shaped and affected by economic pressures and forces Understand how financing and financial modelling relates to projects and their management.
 

Issues that the module may tackle: 

The module considers projects as a form of production and addresses:

Characteristics of major projects with high strategic value;
	 The role of data gathering and analysis in decision-making;
	How finance and economic conditions shape project shaping, now increasingly influenced by the transition to a low carbon economy;
	The economic context of projects with long economic lives.  
 

Intended learning outcome: 

Apply concepts and approaches relevant to projects and project management from various branches of economics and finance;
	Explain how macroeconomic policy and financial structuring affect major projects;
	Appreciate that circumstances relating to economics and finance can change and this may require change from the project and those managing it. 
This module records credit awarded by UCL for completion of a term abroad.
This module records credit awarded by UCL for completion of a term abroad.
This module focuses on the central nervous system (CNS) and the actions and effects of drugs used for medical and non-medical reasons. It will provide a basic understanding of the effects and functions of neurotransmitters in the CNS, the symptoms and characteristics of diseases and disorders of the brain, the pharmacological treatment of these problems and the use and effects of recreational drugs. Elements of physiology, psychology and medical sciences are integral to the course. Teaching will be delivered via lectures, group discussions and a practical session. 

On completion of the course you will be able to: 

1. Describe the neurotransmitter systems of the CNS and drug effects thereon. 

2. Understand how to evaluate effects of common drugs in humans and the practical problems this presents. 

3. Acquire, handle and analyse data (practical) and assess information (lectures). 

5. Work in groups to carry out experiments and discuss issues from transmitter actions to the treatment of disease and the recreational use of street drugs. 

6. Take 3rd year neuroscience related modules including PHAR0010 Neuropharmacology and ANAT0013 Pain 

No prior knowledge of chemistry or pharmacology is required but a basic knowledge of biology is assumed. Most students taking the module are from Human Sciences and Psychology but a significant number of Biology and Genetics students also attend. 

Indicative lecture topics (based on 2021/22 syllabus) 


	Transmitter systems 
	
	
	Behavioural pharmacology 
	
	
	Pharmacokinetics 
	
	
	Depression 
	

	Pain and Analgesics 
	
	
	Anxiety States 
	
	
	Memory and long-term changes in CNS 
	
	
	Parkinson’s and Alzheimer’s Diseases 
	
	
	Schizophrenia 
	

	Alcohol & Nicotine; pharmacology and social aspects 
	
	
	Dependence mechanisms 
	
	
	Amphetamine and cocaine 
	
	
	Cannabis and LSD 
	
	
	Drug Dependence- causes and consequences 
This module deals with Russian foreign policy from 1917 to the present day. The aim of the module is to offer the student a basic grounding in the aims and results of Russian foreign policy, in the context of changes within Russia and in international politics. Particular attention will be given to the role of Gorbachev’s ‘new thinking’, and to the foreign policy of the Russian Federation as it has developed under El’tsin, Putin, Medvedev and Putin again. The module also aims to develop the student’s skills in assimilating a substantial literature, to be demonstrated through essays and seminars. There are no prerequisites, but it is anticipated that students will have some background in twentieth-and twenty-first-century Russian or European government or history.
Year Abroad Module for UBSANTWABR05 - BSc Anthropology with a Year Abroad
Year Abroad Module for UBSANTWABR05 - BSc Anthropology with a Year Abroad
Year Abroad Module for UBSANTWABR05 - BSc Anthropology with a Year Abroad
Year Abroad Module for UBSANTWABR05 - BSc Anthropology with a Year Abroad
This module will introduce students to the historical and institutional context and key ideas shaping theory, policy, and practice in international development. It will introduce students to contemporary debates and real-world issues in international development including globalisation, economic development, education, health, social protection, violence and conflict, drawing on work in economics, anthropology, social policy, and development studies. Students will explore the diversity, challenges, and critiques of international development in different regional contexts and settings, fostering an inclusive research and learning community through small group discussions, group work, and presentations, using selected case studies and examples.
For affiliate students at UCL in Term 1 only.

Debates around issues of women’s emancipation, one of the great battlegrounds of the C20th, have been particularly acute in Russia and the Soviet Union. When the patriarchal repression of the late-Tsarist empire was radically overturned after the Revolution in favour of legal equality, both men and women were offered new role models, which altered the relationship between them dramatically. Since its inception, Russian cinema has sought to reflect these debates and to chart the sometimes radical, sometimes subtle shifts in gender relations. This module, the second of a programme of four modules in Russian cinema available to undergraduates, explores these shifts, in terms of both the changing relationships between men and women, and the models and stereotypes which defined the masculine and the feminine. Ranging from the pre-Revolutionary period to the post-Soviet years, it covers 17 key films that address these concerns. In addition to its thematic focus, it also considers the formal evolution of Russian cinema during this period, examining elements such as: silent film aesthetics, the coming of sound, the development of new genres, the relationship between thaw cinema and Italian Neorealism, and innovations in cinematography.
This course is designed to introduce students to the theory and practice of international negotiation used in international diplomacy, business and law. Whilst negotiation was traditionally associated with realism-inspired bargaining theories, negotiation has evolved to transcend power politics and incorporate more problem-solving approaches to lead to more inclusive solutions.Through a combination of lectures, case studies, weekly practical simulations and longer optional negotiations students will be introduced to key concepts of negotiation theory and develop key negotiation skills transferable into any context.

The course engages with core themes drawn from scholarship and practice including structuring negotiations;distributive bargaining; integrative bargaining (Harvard method); competitive and cooperative styles; the role of gender; cross-cultural obstacles, dealing with difficult situations and people and multiparty negotiation. Drawing on cases from international weapons conventions, commercial negotiations, environmental, and trade negotiations, and peace treaties, the course explores how to be successful negotiators in even the hardest cases and manage difficult conversations. 

This module is an exciting learning journey that requires active participation in all the lectures and seminar simulation including preparing roles in advance and writing a weekly journal. It is an immersive and challenging course that builds skills that are invaluable whatever your future path.

*** In the event of online teaching, this course will be delivered with both synchronous lectures and seminars,and students will be required to attend both.There is no recorded content available for this course.***
Aims: The aim of this module is to give a critical, up to date overview of the theorising and research in organisational psychology. This module intends to introduce the student to the theories, techniques and current questions in the field of Organisational Psychology. The aim is to familiarise students with the literature on all aspects of behaviour in the work-place. Objectives: 1) Provide an historical framework to understand what and why current questions are asked. 2) Introduce some of the major theories in the area and evaluate them independently. 3) Evaluate the old and new methodology for studying behaviour in the work place. 4) Consider, in detail, important recent studies and meta-analyses in some of the areas that are at the heart of organisational psychology like selection, motivation, leadership etc. Summary of module: This module will cover in some detail theories and research on issues currently topical in Organisational Psychology from job motivation, leadership and stress to the future of work.
Outline:

This course aims are to understand the atomic and molecular processes that give rise to astronomical spectra, to explore how these processes manifest themselves in different astronomical situations, to understand how spectral features give us information about the properties of the material from which the spectra originate, and too become familiar with the terminology used by atomic and molecular spectroscopists.

Aims:

This course aims to:

extend knowledge of atomic physics and to a lesser extent of quantum physics
	discuss the emission and absorption of radiation by atoms and molecules, concentrating on line radiation
	discuss the formation of emission and absorption lines in astronomical objects at all wavelengths from X-rays to radio, including excitation mechanisms
	understand how spectral features give us information about the properties of the material from which the spectra originate
	provide the background required to understand astronomical applications of spectroscopy in other 3rd year and 4th year courses including Practical Astronomy practicals and lecture courses in astrophysics.
Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of workshops and additional discussion.

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
This module will provide you with a knowledge of the actions and uses of a range of important drugs with an emphasis on the mechanisms of action. Teaching is through lectures and compulsory tutorials.The module is aimed at Life Sciences students (Neuroscience, Biomedical Science, Human Sciences and related) and Natural Sciences students, whose main field of study is not pharmacology.

After taking this module you will be able to:

1.Describe the actions of many of the important groups of drugs used in medicine.

2. Cite experimental evidence to support ideas about the detailed mechanism of action of drugs at the molecular, cellular or tissue level.

3. Understand how drugs (and toxins) may be of use in elucidating physiological processes.

Indicative lecture list (based on 2021/22 syllabus)

Introduction: Drug Targets, Selective Toxicity, Therapeutic Index
	Receptor Structure
	Transduction Mechanisms
	Dose-Response Curves. Affinity and Efficacy
	Basic Principles of Pharmacokinetics: Drug absorption, distribution and excretion (3 lectures)
	Drug Antagonism
	The Peripheral Nervous System
	Adrenergic Pharmacology I(2 lectures)
	Cholinergic Pharmacology (2 lectures)1
	Smooth Muscle Pharmacology
	Local Anaesthetics: Antidysrhythmic Drugs
	Cardiovascular Pharmacology
	Inflammation Pharmacology
	Pharmacokinetics
	Introduction to neuropharmacology.
	Aminoacid neurotransmitters. Benzodiazepines.
	Parkinson’s disease and other motor disorders.
	Psychotic disorders - schizophrenia.
	Drugs used in affective disorders.
	Anxiolytics.
	Anti-epileptics.
	General anaesthetics. Mechanism of action of ethanol.
	Analgesics.
	2 Tutorials
	5 Workshops
This is a largely practical module, which aims to develop experimental skills. In addition to a wide range of in vitro experiments and studies of drug action in humans, the module includes student presentations, sessions to develop computer skills and also visits to research laboratories.

On completion of the module, students will be able to:

Conduct simple experiments on in vitro preparations and present their findings in a written account,
	Understand how tissue preparations can be selected to examine particular physiological systems
	Understand the use of animals in medical research from the standpoint of animal welfare and ethics. Set-up tissue preparations and use transducers and computers to measure tension or length changes in smooth muscle preparations.
	Understand the experimental conditions required to maintain tissues in vitro and of the requirements to achieve stimulation of nerves using pulse generators.
	Perform dilutions of stock drug solutions and calculate appropriate volumes to add to organ baths to achieve the desired final concentrations.
	Follow experimental protocols accurately to generate reproducible results
	Quantify results and present them clearly in graphical form.
	Present topics to their peers
There are no additional costs for this module – you will be provided with a lab coat and all the necessary laboratory equipment and consumables.

Indicative practical list:

Practical 1: Concentration-Response Curves Practical

Practical 2: Drug Antagonism Practical

Practical 3: Daphnia Practical

Practical 4: Tachykinin Practical

Practical 5: Cutaneous Blood Flow Practical

Practical 6: Stimulated Ileum Practical

Practical 7: Calcium Channel Blockers Practical

Practical 8: Partition Coefficient and pKa for Sulphonamides Practical

Practical 9: Anaphylaxis Practical

Practical 10: Project (4 sessions)

Follow-up tutorials will be held after each practical as well as on curve-fitting Report writing, literature searching and ethics.
This module offers the fundamentals of international commercial and investment arbitration both from comparative and practical perspectives.

This module is divided in two parts. The first part, roughly two thirds of the module, concerns international commercial arbitration. The remaining one third concerns international investment arbitration.
This module offers the fundamentals of international commercial and investment arbitration both from comparative and practical perspectives.

This module is divided in two parts. The first part, roughly two thirds of the module, concerns international commercial arbitration. The remaining one third concerns international investment arbitration.

 
The aim of this module is provide you with the knowledge and skills that provide a framework for the treatment and rehabilitation of patients with vestibular disorders, sensory integration disorders, benign paroxysmal positional vertigo (BPPV) and other conditions / diseases that result in imbalance, dizziness and coordination problems in adults, children and the elderly.

This is an optional module in the MSc / PG diploma Advanced Audiology.
The course covers the technology and procedures used in the acquisition of data in the marine environment, and its subsequent processing and analysis. In particular, it covers single and multi-beam echo sounding, side scan sonar, electronic charting, underwater position fixing, and offshore operations. Teaching is led by the Port of London, and practical implementation is emphasised where possible. In the context of this module, the marine environment encompasses everything from ports and harbours, through navigable rivers and estuaries, out to coastal and deep sea oceanic work. The aim is to give you a thorough knowledge of the technology and methods used in all these areas. More specifically, through work carried out aboard PLA survey vessels on additional boat days you will gain practical working experience of bathymetric surveying and electronic chart production. You will also gain an understanding of topics such as seismic surveying, rig moves, ROV operations and positioning. You will also explore regulatory issues such as the Law of the Sea and its impact on maritime zones and boundaries.

Learning Outcomes

understand the principles of operation of single beam, multibeam, and side scan sonar, and practical experience of their use in an operational environment, as well as practical experience of the associated processing software
	understand the principles of, and regulations governing, electronic charting, and have practical experience of chart creation
	understand the principles of operation of underwater positioning, offshore survey operations, shallow and deep seismic work and ROV operations.
This module gives an introduction to techniques and approaches that are used to investigate biochemical problems, together with their underlying principles. It is also designed to give experience in practical work, calculations and reading scientific papers. Specific areas that are covered include pH, redox potentials and equilibrium; basic spectroscopy; amino acids, protein sequences and structures; mass spectrometry, NMR and X-ray methods; statistical methods; protein purification and assays; molecular biology methods; bioinformatics and homology modelling.

In addition to the lecture programme students take part in fortnightly tutorials in small groups of between 4 and 6 students. The tutorial programme will complement the lecture series and includes various problem solving exercises as well as reading current literature. In addition you will explore current research topics, give oral presentations, interview academics about their research and write essays for your tutor.

Illustrative lecture schedule (based on 2021/22 topics)

Introduction to the module

Statistics
pH, pKa, buffers and equilibrium

Free energy, redox potentials and pH electrodes
Spectrometry

Introduction to scientific computing

Introduction to Python
Applications of Molecular Biology
Omics

Purifying proteins
Introduction to Mass spectrometry

Methods in Mass spectrometry

Sequencing Using Mass Spectometry
Python problem solving

Methods for determining macromolecular structure and interactions

Bioinformatics

Homology Modelling
This module gives students a practical introduction to the construction of parametric and generative structures. The focus is on learning algorithmic implementation in detail, with advanced programming techniques which directly relate to design problems and the build environment. At the same time, students are encouraged to think about how form and structure may adapt to its context, and in particular, how architecture may evolve through its occupation. This can to be achieved by methods such as generative design, optimisation, simulation and machine learning. The module runs as a series of type-along coding sessions in C# with tutorial support. Each session focuses on a specific technique, starting with generative techniques, before moving onto form generation, export of the results, and learning systems. The sessions are combined to showcase how particular design problems can be tackled via the use of bespoke computational solutions.
This module aims to reinforce, in a research context, the student’s knowledge and practical skills acquired from the taught modules, whilst further developing their teamwork and leadership skills. The module will run over two terms and consist of a research project with an assistive or rehabilitative technology theme. The project will develop the student's skills in planning, design, implementation and critical evaluation in an assistive technology/rehabilitative context, drawing upon their acquired knowledge from other modules in the MSc programme. In addition, the module aims to develop the student's communication skills in both written and oral form, as well as further forming their teamwork and leadership skills through practice.
The MPA Individual Project can be selected as an option with prior project approval from the department. It is an alternative to the Group Project (STEP0035), the default option for the final project, a major component of UCL STEaPP’s MPA programme. The Individual Project is enabling students to work individually on a real-world policy challenge with the support of UCL STEaPP faculty. This option may specifically suit candidates who already have a partner organisation to work with, do not need a project partner for their project or are working towards doctoral studies.

The topic of this project will be developed by the student, with the support from a STEaPP supervisor who has expertise or knowledge of the area. The student may originate this project from their own area of interest (which they may have developed during the MPA), or their own academic and professional expertise. They may also develop a project relevant to their employer/other sponsor or on a topics suggested by another external organisation (although projects which involve an external organisation will usually be required to include an external, secondary supervisor).

Through the project process, candidates will integrate, apply and deepen the knowledge and skills acquired during the MPA curriculum. Over the course of the project, candidates will sharpen capability in engaging with the design of their project, strengthen their data collection and analysis skills, hone their critical thinking, develop their written and oral communication.

The Individual Project will be assessed via a 10,000w written submission (in recognised form for either a dissertation or policy analysis) and a formal presentation of their work at the end of the programme.
This module provides a grounding in project management, aligned to the APM Body of Knowledge.

In this course, you will be introduced to the essential aspects of projects and the processes used to manage them successfully. This covers the typical organisational context of projects, the detailed planning required to initiate and control them, and some aspects of the “soft skills” dimensions such as leadership and teamwork.

In addition to the formal sessions, you will undertake a series of linked exercises, some of these in small groups, to begin practicing the skills and techniques. The course is assessed through an individual assignment and an exam.

At the end of the course, you should be able to:

Demonstrate knowledge of essential definitions, and the roles of a project’s main participants.
 Demonstrate practical knowledge of key project management tools and techniques.
 Create a project management plan for a moderately complex project.
 Prepare to help lead or manage a team to deliver such a project.
The course is aligned to the APM Body of Knowledge, and the teaching materials are in many cases identical to those used in UCL’s CPD course in Project Management leading to APM’s PMQ qualification. If you wish to obtain either this or another APM qualification, then this module will be an excellent preparatory step.
This third year, interdisciplinary, core module revolves around a series of key note lectures by leading policy makers and academics in the realm of social science. Each session will focus on a topical area within the social sciences. Key note lectures will vary from year to year and will reflect current social and policy issues. Each lecture will be followed by a debate between the students of the issues raised.
This module provides a comprehensive introduction to key trends and debates in the sociological study of childhood. It offers students an opportunity to explore cutting edge research on the diversity of children’s lives across time and place. Drawing on the work of leading scholars in the field, the module will prompt consideration of the contradictions and continuities in ways children are positioned in different contexts. This will enable exploration of adult-child power relations, unequal childhoods, and the intersections of local and global childhoods, children’s rights, and children’s contributions to their social, political and economic worlds. Students will examine a variety of representations of childhood (e.g. in film, advertisements, policy) and their social and political implications. The module will encourage reflection on the significance of sociological understandings of childhood for research, professional practice, and policy.
The aims of this module are to give the student an understanding of the motives of Russian foreign policy, the forces that shape it, the instruments it uses and its impact on the world. The module begins by outlining the foreign policy of the USSR up to 1991 and then moves on to examine the foreign policy of the new Russian state as it has developed under Presidents Boris El’tsin, Vladimir Putin, Dmitrii Medvedev and Putin again. We shall consider the interrelationship between increasing domestic authoritarianism and international politics. We shall investigate how Russia, faced with NATO and EU enlargement and American unilateralism, sought to use its new wealth to re-assert itself as a great power, first of all in the former Soviet Union as illustrated by the August 2008 conflict in Georgia; whether the international economic crisis encouraged a re-appraisal; and why Putin has been willing to sacrifice good relations with Western countries in order to annex the Crimea and build the planned ‘Eurasian Union’. Additionally, the module aims to develop the presentational skills of the student, through the assimilation and analysis of the available literature (which is now quite substantial) and the requirements to offer seminar presentations and write essays; and to prepare the student for careers where knowledge of Russian foreign policy will be an asset. The module will draw on a number of disciplines, in particular Political Science, History and Economics.
This module aims to provide a competent reading knowledge of Ukrainian and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Ukrainian language skills to work with original Ukrainian texts and to enable them to undertake study and/or research in Ukraine. The module provides an intensive introduction to Ukrainian grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Ukrainian in straightforward situations, translation and information retrieval skills, using Ukrainian texts on Ukrainian and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study, including learning and practising independently beyond the contact hours.
This module aims to provide a competent reading knowledge of Hungarian and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Hungarian language skills to work with original Hungarian texts and to enable them to undertake study and/or research in Hungary. The module provides an intensive introduction to Hungarian grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Hungarian in straightforward situations, translation and information retrieval skills, using Hungarian texts in Hungarian and international cultural, political, and social themes. The module is designed for beginners. It requires intensive study including learning and practising independently beyond the contact hours.