Summary

This module involves undertaking an independent research project which will culminate in a dissertation of 10,000 words.

 

Learning Objectives and Outcomes

After taking this module, you should be able to:

Synthesise background literature and use it to identify research hypotheses
	Select and implement the appropriate systematic review and/or statistical methods to test the hypotheses
	Write a thesis in scientific style that includes critical analysis of the thesis findings
 

Who is this module for?

This module is compulsory for all MSc Infancy and Early Childhood Development students.

 

Teaching and Learning Methods

Teaching and learning will be through one-to-one discussions with allocated supervisor(s) and self-directed learning. You will be required to submit a research proposal and a student-supervisor contract. 

 

Assessment

This module will be assessed by a research project dissertation (10,000 words).

 

Selected Reading List

For Systematic and Narrative Review Theses:

Siddaway, A & Hedges, JV (2019) How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70. DOI: 10.1146/annurev-psych-010418-102803

For Research-Based Theses

Goodwin, JC (2010). Research in psychology: Methods and design. Wiley: Hoboken, NJ
This module will touch on many important diseases and therapeutic areas, such as cancer, pain, and neurodegenerative diseases. Moreover, you will learn the impact of epigenetics in medicine.  Target identification and validation in big Pharma are so important and we will present you with many case studies in these areas, especially from big Pharma. An incorrectly selected target can result in a major setback in the drug discovery process.

The unique tutorial and practical sections will equip you with good skills in the most commonly used online database: ChEMBL.
The course is designed for advanced level students. It teaches specialised vocabulary to enable participants to use their language skills in a professional environment, such as meetings and conferences, as well as covering related topics such as current affairs and the latest trends in Spanish and Latin American society. The course will enhance knowledge of Hispanic life, society and business culture using 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. Medical related issues/vocabulary 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/languages-sscs
The course is designed for advanced level students. It teaches specialised vocabulary to enable participants to use their language skills in a professional environment, such as meetings and conferences, as well as covering related topics such as current affairs and the latest trends in Italian society. The course will enhance knowledge of Italian life, society and business culture using complex and linguistically accurate structures (different types of discourse, register). Medical related issues/vocabulary will also be covered. 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 SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The aim of this module is to equip students with advanced knowledge and critical understanding of the growingly complex interaction between international trade and environmental protection from the perspective of public international law and domestic governmental regulation (i.e., State-centred norms). Since the 1992 UN Conference on Environment and Development, States have consistently pledged to ensure ‘mutual supportiveness’ between international trade and environmental policies in several international treaties and other legal or policy instruments. And yet, the precise meaning and implications of ‘mutual supportiveness’ remain contentious. In fact, are the international trade and environmental regimes inherently in conflict? To the extent this is so, does ‘mutual supportiveness’ assist us in reconciling existing tensions? And if it does not, how should we reconcile competing trade and environmental objectives and who should undertake such a reconciliatory or balancing exercise? The module will offer students the opportunity to explore and critically evaluate these challenging questions, through an in-depth analysis of prominent environmental measures or principles and their relationship with the law of the World Trade Organization (WTO).
The aim of this module is to equip students with advanced knowledge and critical understanding of the growingly complex interaction between international trade and environmental protection from the perspective of public international law and domestic governmental regulation (i.e., State-centred norms). Since the 1992 UN Conference on Environment and Development, States have consistently pledged to ensure ‘mutual supportiveness’ between international trade and environmental policies in several international treaties and other legal or policy instruments. And yet, the precise meaning and implications of ‘mutual supportiveness’ remain contentious. In fact, are the international trade and environmental regimes inherently in conflict? To the extent this is so, does ‘mutual supportiveness’ assist us in reconciling existing tensions? And if it does not, how should we reconcile competing trade and environmental objectives and who should undertake such a reconciliatory or balancing exercise? The module will offer students the opportunity to explore and critically evaluate these challenging questions, through an in-depth analysis of prominent environmental measures or principles and their relationship with the law of the World Trade Organization (WTO).
Taking an interdisciplinary approach, this innovative module offers a broad-based exploration of creativity in learning/arts-based practice from a national and international perspective. Students will be invited to reflect upon their own conceptions of creativity and creative practice, interrogating specific historical, cultural and ideological factors which have shaped different approaches. In addition to conventional seminar discussions, sessions will include practical workshops, including the opportunity to specialise in one of the following areas of study: film-making; animation; game authoring; drama; creative writing. With an emphasis on playful inquiry, the module aims to help students develop a critical awareness of theories about creative practice, particularly across a range of media platforms, and consider associated pedagogies. For educators it offers ways to think about the creative practice of their students, but also to reflect upon their own creative work in arts-based practice. In the way this module integrates current research interests of the tutor team with interactive and inclusive pedagogical principals, it closely reflects the aims of UCL’s Connected Curriculum. 
 

Assessment: One summative assessment (consisting of either an oral presentation or a creative product, plus critical/reflective commentary). 
This course looks at the interaction of social change and politics in postwar Britain, integrating social and cultural history with political history. It will introduce you to changing thinking about class, race, and gender among political parties in Britain, looking at political thought, political ideologies and political propaganda. You will examine the changing social and cultural bases of politics, and why “new social movements” like the Women’s Liberation Movement and Gay Liberation exploded onto the scene from the late 1960s onwards. You will also examine how class voting has declined since the 1950s, try to understand why this has happened and look at its implications. You will read work from political scientists and sociologists alongside historians’ work, and you will analyse primary sources as well as secondary literature.
This course provides an overview of two of the major issues from World War Two that remain unfinished business with present day ramifications and consequences at both state and individual levels. The gold used by the Germans during the war to pay the neutral powers (Portugal, Spain, Sweden and Turkey) for the supply of vital goods for the Third Reich was largely stolen from the vaults of countries it had occupied (National Banks of Belgium and Holland and France) and the victims of the Holocaust (jewellery and gold teeth melted down and transformed into gold bars). Several of the countries were forced to return the gold after the war, but others such as Portugal were able diplomatically navigate the newly Cold War era and allowed to keep the gold by the United States. The course examines the gold trail and looks at the efforts of individual Germans escape from Europe to South America with large quantities of gold.

Looted arts remains one of the most emotive issues related to the war with the key issue of restitution a central feature of investigations into the whereabouts of specific pieces of art and disputes over ownership. This has involved both individuals and museums and the scale of the problem during WWII was enormous with German attempts to ban (and then privately sell) what they termed degenerate art and the looting of key masterpieces by the German army during the war. While the crime of the looting of the art was specific to WWII many of the pieces that were stolen have changed ownership many times since the end of the war making this a contemporary as well a historical topic.
‘Musculoskeletal biomechanics and application in physical therapy’ will provide you with information to develop your understanding of basic mechanical theory and the terminology used to describe the mechanical behaviour of musculoskeletal tissues. You will learn about forces and strain and how to calculate and measure these using a range of in vitro and in vivo techniques including mathematical modelling. You will learn about the gait cycle and gait kinematics and how to measure different aspects of gait using, for example, motion capture analysis. The biomechanical properties of individual skeletal tissues will be covered and how each tissue responds to applied mechanical loads in the short and long-term. The ability of muscle to generate force in relation to muscle length will be discussed and the response of muscle to passive stretching. You will be shown practical techniques to measure the mechanical properties of skeletal tissues in vitro. On completion of this module, you will have developed the foundations to understand the biomechanical impact of physical therapy on the musculoskeletal system.
This module teaches human anatomy relevant to the field of Sport and Exercise Medicine (SEM), using a number of sophisticated interactive online 3D video atlas’s, supported by lectures, tutorials and quizzes, to establish the anatomical knowledge that will underpin subsequent modules relating to exercise performance and sports injuries. Emphasis will be placed on functional anatomy, and how this can infer biomechanical properties that enable sport and exercise performance, or sometimes become injured through sport, exercise or work. Students will learn about modalities of imaging the anatomical systems relevant to sport and exercise performance, such as the musculoskeletal system and cardio-respiratory system. Radiological concepts will include the basic fundamental principles of various imaging modalities, and how to seek and describe normal and abnormal tissues on these modalities. Students will navigate and explore sophisticated medical imaging portals and apply their learning. Case scenarios will illustrate the relationship between anatomy and function, with disease or injury. Students will also have the opportunity to visit medical facilities where imaging takes place, and learn through practical sessions with some of the equipment at the Institute of Sport Exercise and Health

.
'This module explores responses to Stalinism and its legacy in Soviet and post-Soviet texts. It focuses on the decade following Stalin’s consolidation of power at the end of the 1920s, when key policies of his regime, such as collectivisation of agriculture, were developed and implemented at a terrible human cost. Throughout the module students will consider the themes of childhood and family under Stalin, examine motivations behind Stalin-era large-scale construction projects, address the consequences of collectivisation and class war against wealthy peasants and focus on the cult of personality and systematic use of mass terror by the state in the 1930s. Ideological constraints which shaped artistic production in the Soviet Union of the 1930s will form a major focus of discussion. The module will also draw on cultural memory scholarship to explore the ways in which this decade has been documented, historicised, commemorated and fictionalised. To that end, it will examine a wide range of sources, such as novels, diaries, documentaries, poster art and children’s literature. Classics of Soviet literary canon will be considered alongside post-Soviet texts which confront Stalinist past, often resulting in controversy and divided reception.
This module explores the history of the literatures of the three Baltic nations, Estonia, Latviam Lithuania, from pre-literate times (oral/folk poetry), through the foundatuions of the literary language, to the modern novel. We will examine examples of the poetry, drama and other prose of all three countries, including writing in exile. No previous language knowledge required, but would be an advantage, as literary translation is one option for written work. Individual works, and excerpts from larger works, will be read in English translation. Critical works in English are on the reading list, which is provided at the beginning of the module.
Specialism grouping not a taught module
The purpose of this course is to provide MA in Gender, Society and Representation students with the skills to research and write their course essays and dissertation. The emphasis is pragmatic and practical, with one- or two-hour sessions featuring exercises and interactive learning.
BIOC0029 is a real-time, hands-on, inquiry-based course focussing on protein quality control and characterization. It allows you to design and perform experiments; analyse, and present relevant data; make and defend arguments; and troubleshoot.

We first run demonstration labs during which you will get acquainted with the protein we study and explore the techniques, equipment, reagents ... we have available in the specialist research laboratory and research facilities. Afterwards, you are free to create and investigate your own research questions during the inquiry labs.

We will:
(1) provide lectures, quizzes, tutorials, articles, handbooks, technical bulletins, and videos to help you develop an understanding of contemporary techniques used in biochemistry and biophysics and to help you create your own experimental protocols;
(2) assist you in the specialist research laboratory and research facilities by demonstrating the proper use of the equipment and software and helping you with troubleshooting and unexpected results; and
(3) support you with data analysis in Python, interpretation, and presentation.

 
This module builds on the knowledge gained by attending BENG0011 and BENG0032 and aims to provide students with a working understanding of the design challenges for manufacture of regenerative medicines, which present unique challenges compared to existing pharma and biopharma products due to the live nature of the product. Considerations regarding infrastructure, principles of good manufacturing practice and the wider economic and ethical impact of their manufacture will be incorporated into the design process. This will provide students with the skills that would be highly desirable by the growing regenerative medicines manufacture industry and the Cell Therapy Catapult.

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

Understand design requirements for regenerative medicines products manufacturing
	Design a whole manufacturing process and related infrastructure for a regenerative medicine product and provide appraisal of the whole process
	Apply design principles and knowledge of process operations to multiple candidate regenerative medicine products
This module introduces key theoretical concepts pertinent to contemporary art and visual culture as a field of interdisciplinary enquiry. It also investigates a host of critical perspectives on the social and historical specificities of cultural practices that emerged across Russia and East-Central Europe after 1989, taking into account transnational subjectivities and dynamics of spectatorship. In particular, it invites students to examine the interconnectedness of contemporary artistic practice, theoretical considerations and shifting political landscapes.

The module is team-taught, offering students an exciting opportunity to work with academics whose research crosses borders and disciplines. It is organised thematically, encompassing five major themes: theoretical underpinnings of visual culture studies, digital cultures, curatorship, cities and architecture, posthumanism and critical ecologies.

 
Year 1 Practical Skills Module: Habilitation in Practice: Sighted Guide, Pre-Cane and Independent Living Skills Development is a practical skills module tailored to the development and enhancement of sighted guide and pre-cane skills training and independent living skills suitable for the role as a Qualified Habilitation Assistant or as a prerequisite basis for continuing training to be a Qualified Habilitation Specialist. The module accommodates all aspects of sighted guide skills, pre-cane training, and adaptive behaviour/independent living skills development to inform and equip students with the core skills (matched against the Quality Standards for the Profession). The module runs in parallel to the academic/theoretical components of the Graduate Diploma in Habilitation, ensuring that the link between theory and practice is embedded throughout. Students undertaking this module will need access to practical opportunities to enhance and develop their skill set for this module.
This module will teach you the concepts and principles of all major biophysical screening techniques used in drug discovery projects.  They include NMR, X-ray crystallography, Surface Plasmon Resonance, SPR, and many others. You will learn their advantages and disadvantages and which techniques one should use for specific projects. Phenotypic screening is a new emerging technique also.

The unique tutorial and practical sections will equip you with good skills in using major software in tandem with these techniques.
The course covers specialised vocabulary to enable participants to use their language skills in a more professional environment, such as discussions and interviews, as well as covering related topics such as current affairs and the latest trends in Chinese society. The course will enhance knowledge of Chinese life, society and business culture using complex and linguistically accurate structures (different types of discourse, register). Various transferable skills will also be further developed. Medical related issues/vocabulary 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/languages-sscs
The course is designed for advanced level students. It teaches specialised vocabulary to enable participants to use their language skills in a professional environment, such as meetings and conferences, as well as covering related topics such as current affairs and the latest trends in Japanese society. The course will enhance knowledge of Japanese life, society and business culture using complex and linguistically accurate structures (different types of discourse, register). Medical related issues/vocabulary will also be covered. 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 SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
A 10,000 word essay to be handed in at the beginning of the Summer term. Students define a History of Art, Materials and Technology research project with the help and approval of the Department and receive guidance while undertaking the research and writing the essay.
Making the Media is a strand consisting of a series of modules running through the BA Media. This introductory module is a practical platform for students to build their understanding of games, immersive media and film. The module provides students with an overview of the skills, knowledge and understanding needed to create both games and film work. Students will work in lab environments to both develop practical outcomes with industry-orientated skillset and acquire a critical understanding through foundational lectures. It includes an introduction to film-editing and 3D Design for Games, integrated into group and individual project activities.
This course examines race and ethnicity, and processes of racialised and ethnic exclusion, in
Latin America in historical perspective. It invites us to consider the historical role played by
race and ethnicity in hierarchically structuring Latin American societies and reproducing
patterns of exclusion from full citizenship in a number of contrasting case studies from the
wars of independence until c. 1950. Among some of the topics to be considered are: the role
of Afro-descendants and the indigenous peoples in the region’s independence from Spain and
Portugal, the persistence of slavery in Brazil and Cuba in a context shaped by ostensibly
liberal ideas and the role of slavery and emancipation, and of the Haitian revolution, in
configuring ideas about race as well as racial hierarchies in the region, the so-called Indian
question and its place in liberal thought in the nineteenth century, debates over desirable and
non-desirable immigration and on immigration’s impact on the ‘racial stock’, the adoption
and adaptation of scientific racism and eugenics by Latin American thinkers as well as the
critiques that such approaches to race engendered, the rise and demise of ‘indigenista’ and
mestizaje ideas, policies, and cultural expressions in both Mesoamerica and the Andes, the
development of the notion of ‘racial democracy’ in post-slavery Brazil and Cuba and of
‘whiteness’ in the Southern Cone and their role in shaping racialized social policies. More
generally, the course considers the ideological and practical construction of ‘racial states’
throughout Latin America in the nineteenth and twentieth centuries.
The overall aim of this module is to provide specialist training in the CYP IAPT model for professionals working in services for children and young people with Learning Disabilities or a diagnosis of Autistic Spectrum Conditions, following the curriculum specified by the Department of Health. The module’s content includes Autism Spectrum Conditions and Learning/Intellectual Disabilities, medical and social models of disability, behavioural, parent-training, social communication, developmental and systemic perspectives, and assessment and therapy. The module will provide a comprehensive introduction to the knowledge competencies in three key areas: ASC/LD Core Knowledge and Skills; ASC/LD Assessment Module; and Intervention in ASC/LD. The teaching in all three areas will be developed through a combination of lectures and Practice Tutorials. The course aims to enable students to deliver assessment and intervention services to children and young people with ASC and/or a LD competently and creatively, and to act as experts with access to vital resources for young people, their families and professional colleagues, thus ensuring the development of appropriate care pathways for ASC/LD referrals and informed young person choice as part of the CYP IAPT service transformation. The course will have an integrated theoretical base with consideration of the social disability model and neurodiversity, reflecting a combined medical, psychological and allied health professional multidisciplinary approach.
This module provides knowledge of ribonucleic acids (RNA) structure, classification, regulation, and variation, and the most frequently used technologies to characterize cellular RNAs in health and disease. It will include direct experience of the most frequently used databases and analysis tools applied in research and medicine.
The module aims to develop critical knowledge of the theoretical concepts and methods and associated research literature for behavioural activation and to develop practical competency in implementing this technique with service-users with psychosis. This module will provide students with knowledge and understanding of the ways in which depression presents, along with the knowledge and skills required for its assessment, and for the development of cognitive behavioural formulations that guide behavioural activation. It will introduce students to the behavioural activation model and equip them with the skills to implement this intervention, and to evaluate its outcome. Skills based competencies will be developed through small group experiential work and role-plays. Self-directed study will include general reading and web based resources will allow students to study examples of clinical therapy sessions and clinical demonstrations of specific techniques.
The module explores different understandings of sustainability and resilience and how these differences lead to different practical outcomes. The module will also discuss some of the key challenges facing cities and offers an introduction to the role of interdisciplinary thinking and research in addressing these.

Learning Outcomes

Understand critically the meanings of urban sustainability and resilience from different perspectives
	Identify key challenges facing urban areas
	Discuss the role of interdisciplinary approaches to tackling these key urban challenges
	Critically review interdisciplinary research on urban sustainability and resilience issues
	Understand similarities and tensions between fields and disciplines on a cross-cutting urban challenge
	Examine different approaches to problem solving and apply them to particular case studies
Reading List:

https://rl.talis.com/3/ucl/lists/D521898A-10B9-FD6F-EA9A-9FB243A4AEF6.html?lang=en-US
This module will explore concepts of exclusion, inclusion and privilege with a strong real-world learning element. Taking an interdisciplinary approach, it will draw on expertise from academic staff in different departments to expose you to key theories, e.g., Critical Race Theory, and modern research methodologies to enable you to understand, capture and engage with the lived experience of communities in East London.

Module leads are Dr Victoria Showunmi and Prof Sophie Scott.

 
This module provides a practical introduction to research methods and statistics for experiments in the cognitive and behavioural sciences. After a general introduction (What is data? Why do we need statistics? What is the difference between experiments and other research designs?) we will introduce the free statistical programming language R, which will be used throughout the module for all practical aspects of data analysis. The focus in this first parts of the module will be on a general introduction to statistical computing (e.g., files and folders), data handling (e.g., reading data and data preparation), and data visualisation. After this, we will introduce the most important statistical methods for analysing experimental data, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) using different real data sets from the published literature. These are versatile methods that can be applied to simple designs (e.g., single factor with two groups), complex design with multiple factors, designs involving continuous predictors, as well as designs involving repeated measures (which are common in cognitive domains). In addition to the practical introduction to how to perform a statistical analysis for experimental data, the module will also provide a theoretical introduction to null hypothesis significance testing (NHST), the most popular statistical framework for inferential statistics. The theoretical part focuses on the logic of the inferential machinery using data simulation as well as common pitfalls and problems associated with a mindless application of NHST.
The Medical Physics project modules are designed to complement the department’s programme of lecture modules in medical physics and bioengineering, while equipping the student with valuable practical and project skills. The ability to conduct an independent research project is fundamental to future career paths in scientific research and development, as well in many other areas. The two-term research projects, MPHY0012 (for IBSc and final-year BSc students), MPHY0042 (for BEng Biomedical Engineering) and MPHY0036 (for final-year MSci & MEng students) provide students with the skills needed to plan, execute, and present an open-ended scientific investigation.

A video description can be found at the UCL Media Central.
This module will draw on relevant and research critiques to encourage participants to reflect on and critically examine their own practice as educational leaders and managers who make use of and undertake research and make informed judgements about the utility of those different approaches. Participants will apply the principles of research deign to formulate research questions and select appropriate research methods and/or identify existing data sets appropriate for answering those questions. This will include reviewing published literature, identifying research problems, handling data, interpreting results, and disseminating findings in a way that it is consistent with professional practice and normal principles of research ethics. Participants will also explore how to use educational enquiry for institutional and individual development.
Photography has been practiced in Southern Africa since the middle of the nineteenth century and was widely used to survey populations, classify peoples and organise knowledge. Hierarchical assumptions about race, gender and sexuality inform the way photographic figuration developed from early on. We will explore how the residue of the slave trade, Imperial plunder and Enlightenment ‘science’ produced a dehumanizing photographic iconography of the ‘African’. But alongside the classificatory and coercive, new forms of picturing emerged, from honorific portraits to family records, studio performances to parodies, providing sites through which multiple subjectivities and alternative African-based modernities imagined. The colonial archive constitutes a resource for contemporary South African artists. Crucial too is the centrality of documentary photography and a particular version of this realist project emerged in the middle of the twentieth century that was harnessed to the anti-apartheid struggle. Documents of social life and resistance to the apartheid-era racial order emerged. After the advent of democracy in 1994, photographers and artists looked to reinvent the medium by mobilising photographic history at the same time as exploring its capacity to invent new subjectivities and identities. Contemporary South African lens-based practices (analogue, digital, video, animation) navigate this complex photographic archive from typological imagery to the family album, from photojournalism to the snap-shot. The course will look at the critical debates and historical developments that this rich trajectory reveals, focussing on the way that human figures are mediated and framed through technology, genre and medium within the specific context of modern South Africa.
Maintaining the identity and stability of states with multi-ethnic and multilingual populations has been a major aim of national educational systems all over the world for at least the last hundred years. How this has been done, what models there are to choose from, and how education systems can be changed to meet the needs of minorities, migrants and refugees are some of the principal concerns of this module. This module's main focus is on how state education systems define and deal with 'the other' within the current political context across Europe, America and Asia. The main groups considered are national minorities, migrants, and refugees but other groups such as Roma, travellers and indigenous peoples will be discussed as well. The module has various aims: (1) to examine the origin of cultural diversity and its relation with nationalism and nation-building (2) to explore the range of policies adopted in different historical and geographical contexts to deal with such diversity and the response of minority groups to these policies (3) to assess the applicability of sociological theories on cultural diversity for education and multicultural schools.
This module is divided in two parts. The first part explores various concepts associated with risk quantification, risk management, and risk modelling. The second part outlines the basic principles and practices of infrastructure asset management.

Aims:

The aim of this module it to equip you with the skills required for modelling quantifiable probabilistic risks, while also developing judgments about non-probabilistic scenarios. You will also learn about the basic principles of infrastructure asset management, including reliability and maintainability that affect performance targets and overall life-cycle risks.

Learning Objectives: 

Enhance your understanding of the sources and significance of risk and uncertainty in infrastructure investments and projects, the process of managing these risks, and the uses and limitations of quantitative techniques for risk modelling
	Enhance your understanding of the life-cycle management process for infrastructure assets
	Highlight the importance of asset management systems in minimizing life-cycle risks and meeting key performance targets
The main project of Year1 BioID is group lead and focused on materialising previously developed concepts via fabrication in the workshop and growth systems in the laboratory. Additional workshops with invited experts in the field of biotechnology, synthetic biology and ecology are offered to underpin the student’s design explorations. The aim is to develop a series of prototypes that will be exhibited in the BPro show in September.
The module provides a foundational introduction to social theory. It discusses critical theoretical approaches to defining and studying social problems in a variety of contexts, including migration, civil rights, citizenship, education, and democratic participation. Students will learn how specific social structures such as gender, race, class, and the body interact with people's lived experiences of policy and politics. They will be invited to apply critical theoretical thinking for dealing with real-world problems, such as inequalities, social exclusion/participation, neoliberalism, authoritarianism and populism, and reflect on the possibilities of enacting social change.


The sessions will address questions such as: how do social theory concepts explain the struggles experienced by human agents in different sectors of economy and society today? How do certain types of power, knowledge and 'evidence' become legitimated and privileged over others? How do marginalised groups become included or excluded in contemporary social and political institutions? How do they deliberate, adopt, resist, challenge dominant policies and practices, and what are the diverse recourses on which they draw to do so?
This module is being delivered within the MSc Population Health and is particularly recommended to those following Public Health and/or Health Policy streams. There is a clear focus on research-led teaching drawing on studies conducted with the Department of Applied Health Research and case studies of contemporary health policy issues. Sessions will include guest speakers who will talk about their 'real world' experience of the issues raised during the module, drawing on their clinical practice and experience of modern day health service delivery and policy. The emphasis in sessions will also be on group discussion and collaborative working between students, with input from the teaching team and guest speakers.

This module will cover the following topics:

1. Health care organisation and delivery: key principles and challenges

2. The role of patients in healthcare delivery and organisation

3. The role of health care professionals

4. How clinicians make decisions

5. Approaches to patient safety

6. Major system change

7. Research and innovation in health care

8. Equity and inequalities

9. Performance management and regulation

10. Future directions in healthcare delivery and research
This 75-credit module in the MArch Bio-Integrated Design encompasses the main project of the year and is developed as part of a group project with a clear applicability in the built environment. The focus lies on materialising previously developed concepts via intense fabrication in the workshop and growth systems in the laboratory. Following the Introductory Design Project, there are more specific seminars and workshops with invited experts in the field of architecture, biotechnology, synthetic biology and ecology that underpin the student’s design explorations. The final aim is to develop a series of larger-scale prototypes that will be exhibited in the BPro show in September.
This module examines key novels of major Russian writers of the nineteenth century from the perspective of a distinctive Russian novelistic tradition. The texts are placed in the context of Russian historical, social and cultural development, with attention given to a broad range of critical and theoretical perspectives.
This module explores the relationship between London and the United States over four centuries and pays special attention to how this history is depicted, commemorated, and researched. In the first half of the module students will uncover London’s role in the founding of the American colonies; explore the capital’s links to the Founding Fathers and American Independence; examine the central role London played in the slave trade that populated American Colonies and the independent US with slave labour; and assess the long campaign of London’s abolitionists to eradicate the institution of slavery before and after the 1833 Slavery Abolition Act. In the second half of the module students will learn about the American Civil War and US imperial expansion through the lens of Parliament and working Londoners; explore a century of cultural connections from the jazz era, through the British invasion, to the present day; examine the impact of American protest on movements for racial equality in London and the importance of wider British responses to US civil rights; and critically assess the ‘special relationship’ through an exploration of the history, myth and reality of diplomatic links between London and Washington, D.C. Throughout the module, students will engage with primary source materials and heritage sites that reveal how London and Londoners impacted the trajectory of American history, what London’s common folk, merchants, and political elites thought about the American colonies/US and its institutions, and how Americans have related to, and impacted, London and its people.
Prerequisite: You must have undertaken studies in theory underpinning reading and spelling acquisition and development, either Understanding SpLD module, or equivalent. You will need time with at least one learner with literacy difficulties to assess their needs through use of informal assessments and observations. You will be required to plan and teach an intervention programme, for at least one learner for 30 hours. You will need to provide 3 one hour films of your teaching, which will be observed with formative feedback given from an AMBDA qualified tutor. By the end of the module you should have developed critical understanding and knowledge from research and theories to analyse and evaluate the implications for teaching learners struggling with reading, writing and spelling. You will be expected to design and evaluate an evidence based personalised intervention. You will be able to demonstrate your knowledge and understanding of the key principles of learning and reflect on the aspects that underpin your chosen teaching approach and identify potential barriers to learning faced by learners. Students will reflect on how the intervention supported pupil outcomes and their own professional development as specialist teachers. Students will make appropriate personalised recommendations for future intervention for the target learner(s).
Aims:

 To develop skills in undertaking an individual research project including: critical literature survey, design of research programme, collection of data, analysis and presentation of results, conclusions and recommendations.

 Learning Outcomes:

 On completion of this course students are expected to:

  have a good understanding of various research methods;
 
  be able to demonstrate their ability to plan and carry out independent research work;
 
  be able to demonstrate solid evaluation, analysis and discussion of research results;
 
  have developed skills for professional presentation of their results in the research report as well as the oral presentation

 Synopsis:

 This course consists of an individual research project selected by the student working under supervision of a member of the academic staff. Topics are usually selected from aspects of a continuing research speciality of the department. Each student normally undertakes a literature survey, experimental and/or modelling work, and analysis of data.
This is a module for those studying for our Diploma and MSc programmes only. It naturally follows our musculoskeletal module taught earlier in the academic year. Sessions and practicals on clinical musculoskeletal examination run throughout the module. Rehabilitation is approached through lectures on tendinopathies, exercise medicine, strength & conditioning, musician's injury management etc. This module extends into 2 residential weeks in Term 3.
'Advanced Materials for Real-World Applications and Exploitation” will provide a very detailed overview of various categories of functional materials and emerging advanced devices for real-world applications in high-tech sectors. The course will start with an overview of different classes of functional materials, including semiconductors, nanomaterials, composites, biomaterials, piezoelectric, and thermoelectric materials with a particular focus on their implementation in real-world applications, with main attention to electronic devices, including solar cells, light emitting diodes, transistors, capacitors and sensors. The module will go on illustrating in detail the necessary concepts of these emerging advanced functional materials that will enable students to interpret the principles of materials selection, products design, device fabrication, characterisation techniques, materials translation, market trends and their future prospects. This module will bridge the gap between fundamental material science knowledge and implementation of novel product design and manufacturing in real-world applications. Furthermore, a number of industrial and enterprise case studies based on real-world applications of novel functional materials will be delivered. This module will develop a wide range of different abilities and skills in the students enabling them to be well-prepared for future enterprise adventures, employment in industries, as well as pursing further studies at doctoral level
The module provides you with an understanding of the theories and approaches to the study of human behaviour in organisations. You will gain an appreciation for the evolution of the discipline through an approach that starts out with the early historical theories of organisational behaviour to present thought leadership.  This theoretical grounding will be integral for understanding the evolution of the workplace and how it mirrors and interacts with the larger societal norms.  This module and approach will help you understand what responsible leadership involves particularly in regards to diversity and social justice in the wider business and societal environment.

You will also address key issues surrounding the management of diversity in the workplace.  You will explore the meaning and interpretation of workplace diversity and inclusion as well as how to foster an inclusive, rewarding and productive workplace.  Consequently, you will learn the ways of managing people effectively while recognising the importance of individual diversity within this process. 
This is the Report module for MA Mathematics Education that 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.
Summary

This module will begin with the general principles of pharmacological treatment in children. The therapeutic alliance will be considered and how best to achieve patient compliance. There will be a discussion of key policies and procedures and resource implications. The major conditions in child and adolescent mental health that can be treated pharmacologically will be taught alongside a discussion of the strengths and limitations of medication as well as side effects and risk-benefits. There will then be a consideration of key new developments and how to critically appraise them. 



Learning Objectives and Outcomes

After taking this module, you will be able to: 

Understand general principles of pharmacological treatment in children
 Understand the factors contributing to a therapeutic alliance when prescribing is part of therapy
 Understand the use of medication for the treatment of key disorders in child & adolescent mental health
 Understand how to critically appraise new developments and research
Who is this module for? 

This is a core module for the MSc Child and Adolescent Mental Health. 



Teaching and Learning Methods 

Sessions will include a mixture of lectures, seminars, research paper discussions and small group work. 



Selected Reading List 

Up to date key papers will be recommended in each session but prior to the course we advise students to read:

Prescribing Guidelines in Psychiatry 12th Edition: Taylor D, Paton C and Kapur S Wiley Blackwell 2016 Chpt 5 p353-408 Children and Adolescents.
This module provides a survey of the main topics in hermeneutics.  It offers a brief historical overview of traditional hermeneutics (theological, juridical and philological) and of contemporary developments in interpretation theory (psychoanalysis, phenomenology and poststructuralism), with a special emphasis on recent debates within the social sciences and historiography.
The emergence of Ancient Israel has long fascinated scholars and general audiences alike. This course will cover Ancient Israel from its cradle to the beginning of the common era, ending with Qumran. It will cover the theories about the origins of Israel, including the exodus from Egypt, against the socio-political background of Ancient Israel with due attention to historiography. The succession and successes of various royals will be covered, as well as the activity of the prophets in a comparative perspective. Cultic practices throughout the period will be discussed.

One of the major sources for this period is the Hebrew Bible. Its formation and development, as well as the openness and closure of the canon, will be scrutinised. We will pay attention to the history of Scriptural interpretation and what this means for our assessment of the Scriptures.
This module will examine the development of representations and debates around AIDS in France from the early 1980s to the close of the twentieth century. The module will take a broadly cultural studies approach and, through the analysis of political and sociological texts, will examine the role of French medical research in the isolation and naming of the virus/disease and the development of French government policy toward the disease in terms of prevention campaigns and political rhetoric. We shall also study, in depth, a range of ‘literary’ and filmic texts which address the issue of AIDS and debates around AIDS. The module will address a range of themes related to these interlinking areas: government policy versus non-government sponsored AIDS activism in France; the setting up and development of self-help organisations; issues related to gender and (gay) sexuality; the individual and different notions of community; the politics of representing and ‘reading’ AIDS. Although the focus will be on AIDS in France, comparison will be made with other countries and cultures in order to highlight some of the ideological and political inflections specific to AIDS in modern France.
This module provides students with historical and sociological perspectives on Chinese childhood, families and education from the late nineteenth century to the present. It considers how state and non-state actors have used education to mould ideal citizens and how changing gender relations have profoundly shaped this education. Throughout the course students will be asked to think critically and comparatively about how Chinese conceptions of childhood, family and education changed through interaction with globally circulating ideas. It covers topics including late Qing examination systems, education for women, debates about education in the face of encroachment by western powers and Japan, the role of western missionaries and Chinese students abroad, the May Fourth Movement of 1919, and childhood and family life under Japanese occupation during the Second World War. Students will gain an understanding of what it was like to grow-up in Mao’s China and how the family planning polices introduced in 1980 irrevocably altered the educational and life chances of children in urban and rural China. Students will be introduced to the latest debates in the literature and will engage with various theories and approaches including global, gender and oral history to analyse a wide variety of primary oral, visual, textual and material sources. The module includes a field trip to the British Museum and students will give a 10-minute in-class presentation on an object of their choice as part of the module assessment.
Summary 

This module concerns the understanding of basic research methods at a Masters level and how they are applied to evaluate key clinical issues relevant to child psychiatry. You learn about research methodology the properties of variables, and essential statistical methods. The module introduces the concepts of reliability and validity, and how to critically appraise research papers, including issues of generalizability and statistical power. The course is tailored to research methods that are relevant to child psychiatry and the particular considerations that need to be given to research methods in the younger population. 



Learning Objectives and Outcomes:

After taking this module, you should be able to: 

Understand basic research methods and their limitations at a level appropriate for a Masters level qualification
 Understand research evaluation and appraisal techniques
 Consider the implications of these for everyday practice including the analysis, critical appraisal and application of findings
Who is this module for? 

This is a core module for the MSc Child and Adolescent Mental Health. 



Teaching and Learning Methods 

Teaching is delivered face-to-face over the period of one week.



Assessment

This module will be assessed by a single 1,500 word critical appraisal. 



Selected Reading List 

Greenhalgh, T., 2014. How to read a paper: the basics of evidence-based medicine. John Wiley & Sons.
In this module students explore the socio, economic and political factors that influence connected environment projects. Through a series of lectures and guest seminars from practitioners outside of academia, students will gain insight on how IoT is delivered in commercial, environment, community and public office applications. Topics will include stakeholder and community engagement, ethics, GDPR and sustainability. In practical activities students will develop case studies of past projects and assess an IoT product or service using an evaluation framework to explore market readiness of existing services and the challenges of real world IoT deployments.


Aim: To expose students to the commercial landscape for deploying connected devices and to develop an understanding of the strategies required to successfully deliver connected environment services.
The module aims to introduce students to questions of regional development, planning and policy in a global context. It critically assesses what we mean by local and regional development, the values and ethics that underpin the search for regional development and the question of who gains and who loses from different forms of development. It examines theories of local and regional development and situates these in their historical and geographical context. It pays particular attention to the governance of regional development, the role of institutions in shaping patterns of development and the impact of public policy.

The module is concerned crucially with regional development planning and policy in an international context using a range of regional case studies, which aim to highlight the dilemmas and challenges faced by planners and policy-makers.

By the end of the module, students should:

- Have a deeper awareness of the global character of local and regional development processes

- Understand the main forces influencing the prospects for local and regional development

- Be able to critically analyse different approaches to the promotion of local and regional development

- Understand the role of governance, institutions and public policy in shaping patterns of local and regional development
What held Rome’s provincial empire together through political revolution, civil wars, and crises of succession? This module focuses on the administration and management of this international empire of the pre-industrial age. Past interpretations of the functioning of the Roman imperial state favoured constitutional analysis or viewed it as a thin façade to mask subjection by military force; more recent scholarship has tended to seek explanation for the relative longevity and stability of Rome’s imperial dominion in the late republic and principate in less tangible phenomena: e.g. ‘honour’ (Ted Lendon) and the establishment of ‘legitimacy’, reinforced by ‘charisma’ (Clifford Ando). These and other interpretations are tested against an in-depth analysis of the workings of the organs of the city of Rome as they were adapted to imperial responsibilities, both in terms of the formal administrative structures and their functioning in practice.
While the Roman imperial system has been likened to the Thatcherite ideal of ‘government without bureaucracy’, it was certainly not a government without paperwork. The core of this module comprises the study of selections from the considerable volume of surviving documents produced in the dialogue between the central government, its provincial representatives, citizens, and subjects. Deliberately eschewing the position of Augustus and his successors as the sole reference point for the system by which Rome governed her empire, the starting point for the investigation is placed in the post-Sullan period. The end is drawn with the provincialisation of Italy, which heralded the beginning of the establishment of a new order in which urbs Roma was now part of rather than mistress over her empire. All source material will be read in translation but in parallel with the original language so that, although Latin or Greek for Beginners is not a prerequisite for this module, those with these skills will be encouraged to exercise them.
Students following the Report module will attend a taught programme of lectures, seminars, student-led presentations and tutorials. This module aims to provide a structure in which students are supported to develop knowledge and understanding of a range of research methods, to understand the philosophical underpinnings of different research paradigms and to identify an area of research that could contribute innovatively to the production of new (historical and/or theoretical and/or professional) knowledge to debates and practices in museums and galleries in education. Students' research culminates in the production of a 10,000-word thesis.
This two-term module offers a critical introduction to United States history from the end of World War I to the present day. It is made up of four thematic sections which focus on: the state and political development; gender and sexuality; the US and the world; and race and ethnicity. Throughout, we will focus on historiographical questions that occupy scholars and interrogate change and continuity in political and social ideology during the twentieth and twenty-first centuries. As the module progresses you will develop a keen understanding of the interconnected nature of these overarching themes in American life and use this to assess particular events or thematic issues in their broader context. By the end of the module you will have a solid factual understanding of the United States since 1920, a critical understanding of the historical processes that have shaped the country over the past hundred years, and the ability to construct more nuanced analyses of the US past and present.
Content: How did Hollywood cinema come to dominate representations of ancient Rome on screen and how has its dominance been challenged? How do ideas of the historical operate in and through such films? Why did the genre of the Hollywood blockbuster decline in the 1960s and re-emerge in the twenty-first century? How is cinema changed by the advent of television, video/DVD, and now the global digital environment? The course will utilise the critical vocabulary of reception studies and film analysis, and engage with issues such as tradition, commodification, technology, contemporaneity (including Cold War ideology, ‘the war on terror’, and nationalism), and recognition capital. Films on the syllabus include Ben Hur (1959 and 2016), Spartacus (1960); Fellini Satyricon (1969) and Gladiator (2000).

Skills: By the end of the module it is expected that students should have the knowledge and understanding to (1) identify and analyse cinema’s distinctive techniques for representing the Roman past; (2) appraise cinema’s techniques of historical analogy; (3) assess their role in the representation and construction of contemporary gender, sexuality, morality, and politics; (4) account for cinema’s transformation of ancient Rome into spectacle and commodity; (5) differentiate between different cinematic styles in their reconstruction and interpretation of Roman history.

Suggested preliminary reading: Theodorakopoulos, E., Ancient Rome at the Cinema: Story and Spectacle in Hollywood and Rome (Liverpool UP, 2010); Pomeroy, A., A Companion to Ancient Greece and Rome on Screen (Wiley, 2017); Hughes-Warrington, M. History Goes to the Movies (Routledge, 2007); Monaco, J. How to Read a Film: Movies, Media and Beyond, 4th edition (OUP, 2009).
 

Interested MA students who have further questions please contact Maria Wyke (m.wyke@ucl.ac.uk)
Content: How did Hollywood cinema come to dominate representations of ancient Rome on screen and how has its dominance been challenged? How do ideas of the historical operate in and through such films? Why did the genre of the Hollywood blockbuster decline in the 1960s and re-emerge in the twenty-first century? How is cinema changed by the advent of television, video/DVD, and now the global digital environment? The module will utilise the critical vocabulary of reception studies and film analysis, and engage with issues such as tradition, commodification, technology, contemporaneity (including Cold War ideology, ‘the war on terror’, and nationalism), and recognition capital. Films on the syllabus include Ben Hur (1959 and 2016), Spartacus (1960); Fellini Satyricon (1969) and Gladiator (2000). 

SKills: By the end of the module it is expected that students should have the knowledge and understanding to (1) identify and analyse cinema’s distinctive techniques for representing the Roman past; (2) appraise cinema’s techniques of historical analogy; (3) assess their role in the representation and construction of contemporary gender, sexuality, morality, and politics; (4) account for cinema’s transformation of ancient Rome into spectacle and commodity; (5) differentiate between different cinematic styles in their reconstruction and interpretation of Roman history.

Suggested preliminary reading: Theodorakopoulos, E., Ancient Rome at the Cinema: Story and Spectacle in Hollywood and Rome (Liverpool UP, 2010); Pomeroy, A., A Companion to Ancient Greece and Rome on Screen (Wiley, 2017); Hughes-Warrington, M. History Goes to the Movies (Routledge, 2007); Monaco, J. How to Read a Film: Movies, Media and Beyond, 4th edition (OUP, 2009).
The International Genetically Engineered Machine (iGEM) Foundation is an independent, non-profit organization dedicated to education and competition, the advancement of synthetic biology, and the development of an open community and collaboration. iGEM runs two major activities relevant to this course: the iGEM Competition - an international competition for students interested in the field of synthetic biology, and the Registry of Standard Biological Parts - a growing collection of genetic parts used for building biological devices and systems. This course provides students with supervision, direction, detailed feedback, mentoring and assessment for a given year of participation in the competition. Students participate in the following elements of the UCL iGEM project:

▪ Training in synthetic biology and development of a research project that undergraduate students will execute;

▪ Design and development of a wiki-based website;

▪ Exploration of ethical, legal and societal implications of synthetic biology;

▪ Fostering and establishing collaboration with other iGEM teams from the UK and worldwide and project stakeholders beyond academia;

▪ Mathematical modelling of biological, bioprocessing and business elements;

▪ Identification and development of opportunities for commercial exploitation of the technologies explored.

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

Assemble recombinant DNA BioBricks
	Effectively develop mentoring qualities while practising mentoring teams of undergraduate students participating in the International Genetically Engineered Machines (iGEM) Competition
	Explore the role of ethics, entrepreneurship and mathematical modelling in synthetic biology
	Understand team dynamics and resolve conflicts
	Communicate complex biological and engineering concepts orally and in writing to a broad audience.
	Understand current approaches to exploitation of biology as an engineering tool
This module (50% of the MSc) provides hands-on research experience within a skilled and supportive environment. You will join a research active group working within the fields of regenerative medicine or nanotechnology to complete original laboratory-based research, clinical-based research, data analysis, or modelling.

Students will choose their projects from a wide variety of research areas including (but not exclusively); 1) tissue engineering (e.g. bone, muscle, nerve or cartilage tissue engineering, whole organ engineering using decellularised scaffolds), 2) in vitro disease modelling, 3) nanomedicine (e.g. enhanced radiotherapy using nanoparticles, targeted nanoparticles, photodynamic therapy), 4) improved medical devices (3D printing scaffolds, auricular regeneration, improved orthopaedic implants, chronic wound healing) and 5) stem cell therapy (improving stem cell survival, IPS cells for in vitro disease modelling).

You will improve your scientific communication (written and verbal) and your critical evaluation of research.
This module explores a range of contemporary social theories, cutting-edge research and public debates about local and global childhoods. You will cultivate sociological understandings about the ways that social, political and economic changes produce varied, and often unequal, childhoods. The module will provide the basis for critical reflection on the social status of children and childhood in relation to generation and other dimensions, such as gender, ‘race’ and social class in light of their historically and spatially situated manifestations. It will lay the foundations for you to recognise, investigate and conceptualise children and young people’s social contributions, creative responses, and political activism in these shifting global contexts. You will hear from internationally renowned and research-active lecturers, take part in interactive seminars, and have the chance explore your own area of interest under the tutelage of expert module tutors.

Student testimonials

"I have thoroughly enjoyed this module and now look at childhood in a different way as a result of it." – Anonymous

"The tutors questioned every single assumption commonly held about children, made me question my own beliefs, and, ultimately, promoted novel ways of thinking about children in society." - W'Ayendjina Antchandie

"The knowledge, support and guidance of the Module Leader is outstanding and an invaluable asset in facilitating collaborative and independent learning." - Kate Wagner
Students will examine the current understanding of how vision develops and the impact of visual loss or impairment. This is in order to understand the possible access needs of learners who are visually impaired. The module focuses on laying a firm foundation for the development of habilitation work with children and young people in educational settings specifically, including those where an extended / additional curriculum affords support for habilitation work.
The MRes research project is a compulsory part of the Medical Physics & Biomedical Engineering MRes programme in which students undertaken a substantial and original piece of scientific research on 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 their personal interests, academic background, and taught modules studied during the course. 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. 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.
‘Individual, Social and Cultural Perspectives in Health Psychology’ is a module designed to increase your knowledge of associations between individual, social and cultural factors on health. You will cover a range of topics including intelligence and health, health inequalities, social norms and attributions, emotions and their link to health and positive well-being, ethnicity and culture in relation to health, social relationships, genetics, social capital, as well as gender and health. You will also cover the topic of personality (‘A Life Course Perspective on Health’) to include adult attachment, dispositional optimism/pessimism, locus of control, and negative affectivity.

By the end of the module, you should have developed an understanding of:


	Developmental and lifespan frameworks
	
	
	The effect of individual differences, gender, ethnicity, culture, and class on the psychology of health and health care delivery
	
	
	Approaches to health adopted by related disciplines
	
	
	Qualitative research methods.
	
This module is compulsory for all students enrolled on the MSc Health Psychology. Spaces are limited to 60.

Teaching will take place in the form of lectures.
This course aims to assess part of the Year in Industry experience of a student enrolled in the final year of the MEng with Year in Industry programme. During the year in industry the student will work as part of a professional team alongside an industrial supervisor on one large project or a number of smaller projects. The project(s) will allow the student to get experience in and learn about bioprocessing and engineering practice. The student will document the work during the year as logbook, present it as a poster and compile a skills portfolio. In addition the student will act as peer reviewer and adviser for the design project of the 3rd year students.

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

Gain engineering practice learned in an industrial environment
	Gain depth of advanced engineering knowledge by working along industrialists on complex industrial projects
	Design whole bioprocess operations
	Experience/ gain basic knowledge of how to validate bioprocesses
	Apply knowledge gained through previous studies and problem-solving skills to tackle a real work challenge and meet clients’ needs under constraints
	Reflect on the experience and assess the work performed in the year in industry by completing a skills portfolio
	Present complex contexts clearly in a poster presentation
	Critically evaluate junior design projects with different remits
This course examines issues of gender and sexuality in Russian culture and society from the mid-nineteenth century to the present day, with emphasis both on historical developments and on contemporary theoretical approaches. It will examine how Russia’s awareness of both its difference from and similarity to the West is reflected in matters relating to gender and sexuality. Explicitly interdisciplinary in its focus, the course will deal with questions of social and historical developments, as well as with debates in the artistic and cultural sphere (with literature and other media serving both as a mirror of social life and as a site of debate). It will also consider how key texts in the field of gender studies might be applied in the Russian context. Four broad topics are covered: nineteenth-century radical thought and the question of female emancipation and equality; Russian Decadence and fin-de-siecle sexualities; revolutionary identities and the New Soviet Man and Woman; and late-Soviet and post-Soviet developments, such as the rise of performative identities, the application of Western critical methods and the growth and suppression of a gay rights movement. Students will also study a number of key Western theorists of gender and sexuality (which may include Freud, Foucault, de Beauvoir, Woolf, Kristeva, Irigaray, Cixous,Butler, and others).
This module examines the most essential twentieth-century experiences that affected literary production and aesthetic language in Russia and Eastern Europe. Each of the four thematic blocks will focus on one of the following topics: Avant-Garde and Experiment; The City and Modernity; Exile, Dislocation, Diaspora; and Trauma and Memory. The exploration of key texts drawn from Russian and EE literary traditions and approached from a comparative perspective will provide focused case-studies of a range of socio-cultural concepts, themes, styles, and discourses that defined modernism and its evolution throughout the 20th century.
This module explores the role of intellectuals in French political and cultural life during the short twentieth century (1914-1989). It will explore the different ways that intellectuals understood their responsibilities as public figures, their role in shaping debates over issues such as fascism, communism, collaboration and resistance, feminism, decolonization, and the Cold War. In addition to studying the political engagements of intellectuals, we shall also pay some attention to the wider cultural impact of intellectuals’ innovations in fields such as literature, philosophy and anthropology.
This module aims to introduce basic quantitative methods for historians with applications in different historical fields. The first half of the module covers methods of constructing and displaying historical data, providing and interpreting summary statistics, and exploring the relationship between different historical variables. The second half focuses on applications of some of these methods in economic history, financial history, spatial history and international history. Each case is discussed with reference to quantification and data analysis methodology of a published work drawn from early modern and modern periods. Parts of the data analysis will be reproduced in the class by using the original dataset from the relevant source. Essays are expected to be based on quantification of historical evidence and its analysis by using the methods explored in the module. Students will also be expected to complete several tasks in Microsoft Excel during the seminars.
This module familiarises graduates with appropriate clinical skills at the start of the programme and ensures they are competent to see patients. It also outlines the functioning of the Unit of Periodontology and equips them with the basic skills required to book patients etc.

It includes, but is not limited to, non-surgical skills, clinical examination, behaviour, patient information and motivation, case presentation, restorative aspects of treatment, occlusal adjustment, introduction to surgery, periodontal and osseous surgery, suturing and pain relief, and crown lengthening.
This module will cover advanced concepts of cell based immunotherapies for cancer and other immune disorders (e.g. autoimmune diseases), from target identification and synthetic biology for cell engineering, to their pre-clinical development and clinical translation. The module will provide the participants with unique access to the latest data from the broad ranging portfolio of  chimeric antigen receptor (CAR) T cell studies taking place at GOSH and will contextualize the main clinical limitations identified and novel approaches being undertaken to refining cell based immunotherapy strategies to reduce toxicity and prevent therapy escape.
NB: The Cancer Institute offers a module entitled "Cancer Immunology and Immunotherapy". This is restricted to MSc Cancer students. The main focus of this module though is the interaction between cancer and immune microenvironment. The module also gives an overview of monoclonal antibodies, checkpoint inhibitors, oncolytic viruses and cell based therapies including CAR T-cells, but unlike the propose module, the latter do not constitute the main core of the module.
This module aims to provide an understanding of the broad process of China’s urbanisation and development since the economic reform in 1978. It seeks to explore Chinese economic, social, and environmental challenges and understand urbanisation in its political and economic context drawing from a range of urban planning case studies. The module aims to develop students’ skills of critical analysis in relation to the politics and governance of urban planning in China and will seek to reflect upon the significance of these practice in China and, comparatively, further afield.
BIOS0005 provides an introduction to molecular biology, cell biology and evolution for Year 1 students on the Human Sciences degrees. It facilitates academic and social bonding amongst the students through regular tutorials, practicals in the Grant Museum and a group project.

Students will develop independent learning, problem solving, writing, and presentational skills.

Indicative lecture list (based on 2021-22 syllabus):

Molecular Biology (five lectures covering the following topics)

Introduction and biological membranes
	Cellular and subcellular imaging
	The molecules of life
	Nucleic acids and DNA
	DNA replication
	Gene expression
	Protein expression
Cell Biology (5 lectures)

Cell membranes, protein synthesis, trafficking and exocytosis
	The cytoskeleton
	Cell motility and intracellular transport
	Cell division, signalling and death
	Cancer
Evolution

Evolution of Multicellularity
	Evolution of the Eukaryote Cell
Latin America confounds observers. It is familiar and yet alien, alluring and yet unsettling, dionysian and yet dystopian. Once the ‘land of tomorrow’ now some view it as a ‘forgotten continent’. The great British Marxist historian Eric Hobsbawm called Latin America a ‘laboratory of historical change’, a place where processes familiar to him, such as the emergence of labour movements, the rise of fascism, the triumph and decline of revolutions, appeared tweaked by factors yet to be uncovered in ways yet to be explained. This survey is an introduction to the history of Latin America in the twentieth century. We will examine processes common to the region, the experiences of specific countries, and Latin America’s relations with the rest of the world. Beyond this, like Hobsbawm, we will consider how Latin America can help us think about the history of wider world.
This course addresses conceptions of the human body as constructed by artisanal practice, focussing on processes of making and materials: their affordances, associations and the effects that are drawn from them. Focussing on the late medieval to Early Modern period, it explores an expanded field of crafted objects (tableware to armour) as well as some canonical sculptures and paintings, all works that variously represent, stand in for, dress, contain or serve the body.  Continuities with earlier periods as well as changing technologies of making, and developments like the emergence of the ideal ‘nude’ and forms of self-fashioning will be brought into view. Placing our objects of study in relation to wider social and political practices or beliefs, we discuss period discourses and ask how often-unstated constructions of difference (cultures, gender, appearance…) are at play. 

Each week the class will address a different theme in the making of the body with reference to one or more materials of making. The properties, working and effects of materials - from modelled clay to cloth of gold - will be analysed to gauge the ways they respond to and effect function, meaning and temporality. In a period in which durability and weight were often pre-requisites of crafted bodies, we also recognise fragility and how time remakes the body.
This online course focuses on the principles, technologies and design of sustainable bioprocesses and biorefineries. A biorefinery is an overall concept of a processing plant where biomass feedstocks are converted and extracted into a spectrum of valuable products (in analogy to petro-chemical refinery). Particular themes include the use of renewable resources, design of biorefineries, process integration, techno-economic analysis and life cycle assessment. Assessment is via an online multiple-choice quiz, as well as a written coursework based on a case study and literature research.

 

The aims of this course are to enable learners to obtain a general understanding of biorefineries from raw material to final product and enabling them to assess the economic potential and environmental impact of biorefineries. The course will be accessible online, and students will be able to progress at their own pace.

 

Learning outcomes:

Upon completion of the course, students will be able to:

• apply knowledge in fundamentals and application of sustainable bioprocesses and biorefineries

• evaluate process economics and sustainability of biorefineries
This is the Dissertation module for MA Education (Science). In this module you work towards completion of a dissertation, based on a piece of original research. The module spans one year. To support you in the development of the research skills required for successful completion, you will work on self-study units (which include some online group discussion) and prepare a proposal for your dissertation.
All students enrolled on the MA English Education programme undertake an independent research project which either culminates in a dissertation (60 credits) consisting of a proposal (2,000 words) plus dissertation (17,000 words); or an investigative report (30 credits) consisting of a proposal (1500 words) plus report (8,000 words). Students are introduced to appropriate research methods, receive training in how to write a research proposal and are supported in carrying out empirical research in their chosen area of English practice, closely supervised by a member of the English Education tutor team. Students are encouraged to focus on aspects of English Education according to their own personal interests, strengths and experiences. The module helps students to develop the skills and techniques required for conducting research and writing scholarly publications. 
 

Assessment: Summative assessment consisting of a research proposal (2,000 words) plus dissertation (17,000 words). 
This module introduces students to the study of comparative political economy: the politics of economic policy-making in WEIRD (Western, educated, industrialised, rich, democratic) countries. The module surveys topics, theories, and methods on the interplay of politics and economics across the advanced democracies, with two primary goals:

to understand variation in economic policies and performance;

to better understand the causes and the consequences of this variation.

The module will focus on three core topics in CPE: institutions and economic growth, macroeconomic policy-making, and inequality and redistribution.

At the end of this module students will:

have a general understanding of similarities and differences in economic policies and performance across countries, especially among the advanced industrial democracies;
	understand political and economic motives for economic policy choices, and how they interact;
	be familiar with a range of analytical approaches, concepts and techniques that facilitate understanding the interplay between economics and politics.
This is an advanced level module for which it is recommended that students have prior preparation in the form of:

a previous introductory module in comparative politics, such as POLS002 Democracy & Authoritarianism (compulsory for PIR), POLS006 Introduction to Politics (compulsory for PPE), or equivalent.
	a previous module in the social sciences which introduces and/or uses statistical analyses and evidence.
	a basic understanding of economics.
Students will focus on the implications and practice of habilitation work in the home and public settings as settings for habilitation work, mindful of the changing work location of habilitation specialists. In particular it develops and explores how habilitation-related risk changes and can be managed as practitioners move from home-located, through educational and then into public-located habilitation work settings.
The completion of a research dissertation is a core element of this course. It is essential that students gain an understanding of research and experience of writing a dissertation. In terms 1 and 2 seminar sessions will be held with the students when discussion will take place on project ideas. The modules in terms 1and 2 will help students understand the public health agenda linked to research. The research methods module in term 2 will equip students with an understanding of the principles of research and experience in developing research instruments. 
This module is compulsory and needs to be taken by all students completing the MSc Dental Hygiene.
The module explores the literary and cultural histories of Saint Petersburg, its mythologies and ‘urban geography,’ as represented in a range of fictional and non-fictional texts dating from the 19th c. to the early 20th c. Students will be introduced to the concept of the ‘city-text’ and the basics of urban semiotics, and to the major aesthetic movements and stylistic trends of the period (including Romanticism, Realism, and Symbolism). Approached from diverse perspectives (as a myth, text, ‘body,’ modern urban metropolis, a metaphor for Russia, an imperial city, the epitome of state bureaucracy, a ‘window onto Europe,’ and the ‘cultural capital’) Petersburg will also be contrasted to Moscow to examine the fundamental duality informing Russian national identity. Contextualization within broader historical, ideological, and cultural parameters will be combined with close textual analysis of selected passages. Native views on Petersburg will be juxtaposed against foreign reception.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0081, 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 changes that occurred in Rome between AD 300 and 1000, exploring a number of themes of key importance in the general history of late antiquity and the Early Middle Ages.

Through a focus on the city of Rome, we will explore a number of themes of key importance in the general history of late antiquity and the early Middle Ages. These include: the end of the imperial world; the relationship between Pagan and Christian élites; the rise of Papal authority; the effects the structural changes in the Mediterranean trade had on the city’s market system; the intellectual and artistic productions; the relationship that the Popes had with the city’s aristocracy and the main powers of the time (Byzantine emperors, Lombard kings, Frankish kings and emperors); the Carolingian renaissance; the Ottonian empire. During the year we will use a wide range of written sources (available in translation) and archaeological evidence from excavations carried out in Rome in the last 15-20 years. During the year we will see how the structures of the antique Mediterranean world survived for longer than commonly thought and then transformed, declined and eventually collapsed. Moreover, we will study the physical, socio-economic, political, cultural and religious transformations that occurred in a city that, in spite of time, wanted to continue being celebrated as eternal.
The First-Year History of Art Survey comprises two obligatory modules (HART0006 and HART0005) for all History of Art students. In ten lectures each term, students are introduced to key monuments and central issues in the discipline of art history and are encouraged to consider them critically. The main issues that will emerge throughout the modules are: representation and the image’s relation to the world; art history’s relation to history and context; the role of viewer(s); questions of canon formation and methodology. The Survey covers a wide range of art, architecture and visual culture from ancient times to the present day.
This module will cover theoretical and research literature on central concepts and methods of Cognitive Behaviour Therapy as applied to psychosis and will include the practical teaching of fundamental skills for the application of CBTp. The focus will be on assessing the varied experience of psychosis and equipping students with core skills and knowledge to formulate the experience of positive and negative symptoms. Skills based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by programmemembers and individual/group supervision in the place of work. Self-directed study will include general reading for each programmeand preparatory reading for each session. Web based resources will allow students to study examples of clinical therapy sessions and clinical demonstrations of specific techniques.
This module will cover theoretical and research literature on central concepts and methods of Cognitive Behaviour Therapy as applied to psychosis and will include the practical teaching of fundamental skills for the application of CBTp. The focus will be on assessing the varied experience of psychosis and equipping students with core skills and knowledge to formulate the experience of positive and negative symptoms. As in year one, skills based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by course members and individual/group supervision in the place of work. Self-directed study will include general reading for each course and preparatory reading for each session. Web based resources will allow students to study examples of clinical therapy sessions and clinical demonstrations of specific techniques.
Each tutorial group (maximum 4 students) is allocated to a tutor, usually an advanced PhD student, who meets weekly for an hour to discuss set texts; to improve the students’ understanding of them; to debate; and to instruct the students in essay-writing skills. Each student in the group will write some formative essays in the course of the term and may in addition be required to prepare presentations. The tutor is responsible for deciding – according to their expertise - the selection of texts to be studied, although this is done in consultation with the course convenor. See below for examples. In general, there will be a spread of different philosophical texts, possibly on a common theme, and frequently including both ‘historical’ and more contemporary texts. Assessment method 2,000-word submitted essay, due in on the first day of the following Term. It is possible to work up and submit one of the essays presented earlier in the term, in the light of feedback from the tutor.

Philosophy Area n/a
Aims:

The module aims to enable you to accumulate work experience in AI on a real-world problem within the biomedical application realm from diagnosis and disease prognosis to clinical services workflow delivery. 

The aims are to: 

Provide students the opportunity to apply learned machine learning and artificial intelligence methodologies to the biomedical and healthcare domain.  
	Capacitate students to propose and design ML and AI solutions to solve specific real problems in the biomedical and healthcare field. 
	Capacitate students to be effective team players in interdisciplinary research groups within the biomedical and clinical sciences.
Learning outcomes:

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

Assimilate the project-specific biomedical terminology, its relation to clinical pathways and the challenges in clinical decision support. 
Design, implement and evaluate AI and ML algorithms to solve real-world clinical problems. 
Interpret and analyse the challenges of healthcare datasets. 
Evaluate the ethical implications of using AI to improve healthcare.
Content:

This three-month individual-project structure is aimed to consolidate our students’ knowledge in Artificial Intelligence (AI) and Machine Learning (ML), acquired during first and second terms of the programme, by immersing them within the biomedicine and healthcare domain environment.  

Students will learn how to apply their acquired knowledge to design, implement and evaluate an AI solution to attempt to solve a real biomedical and healthcare challenge.  

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.
Module Content

Module Content

In the third core course – which will run during the third term- students will independently make a short documentary film of duration ‘4-‘7 (extendable, in exceptional circumstances to 10’ maximum with permission of your tutors) on a subject they have developed with a a collaborator who acts like a commissioner. The collaborator can be an academic, a research team, an artist or other creative practitioner who is willing to engage with you to shape your work ‘on commission’. This project will provide you with the chance to work collaboratively and working on turning research into film. Students will also produce a critical review reflecting on the work process.

Learning Outcomes

Upon successful completion of this course students will be able to:


	identify and deal with complex problems in collaborative production workflows and identify possibilities for creatively turning research into film
	

	take full responsibility for initiating, identifying, amending and achieving aims and desired outcomes in a collaborative project
	
Delivery Method

This is a self-starting research-based course which you will complete under the supervision of a course leader. Workshops, crit sessions and one on one tutorials will support your practice.
‘Clinical aspects of musculoskeletal medicine’ will introduce you to the medical speciality of ‘Orthopaedics’ and provide you with an insight into the clinical management of musculoskeletal disease including diagnosis, examination, surgical intervention, and perioperative care. You will be taught by Specialist Consultants at the Royal National Orthopaedic Hospital (RNOH) on this module. The scale of the problem of musculoskeletal disease to society will be discussed and illustrated with the latest epidemiological data. You will learn about the range of imaging modalities used to assess the musculoskeletal system, including X-ray, DXA, CT, MRI, bone scintigraphy and ultrasound. Common musculoskeletal problems such as osteoarthritis of the hip and knee will be covered in detail including predisposing factors, symptoms, surgical interventions and physiotherapy. More complex cases of joint replacement, as seen at the RNOH will be discussed. Spinal deformity and spinal surgery, a speciality at the RNOH, will be covered. You will learn about the design and success or failure of implants for joint replacement and spinal surgery. The classroom teaching on this module will be bought to life with visits to the operating theatre to observe orthopaedic surgery and to clinics to observe pre-surgery and post-operative care at the Royal National Orthopaedic Hospital.
This module will teach you the basic principles of Bioinformatics; the biochemistry and structural biology of proteins, and modern protein structural determination techniques.

The unique tutorial and practical sections will equip you with good skills in using online bioinformatics and genomics databases, gene editing methods, and most commonly used bioinformatics methods, such as BLAST, and important visualisation software, such as RasMol and PyMOL.

The important questions are:

How can we apply bioinformatics to drug targets?
 What are the tools?
 What are drug targets?
 How do you clone and express these protein drug targets?
 How to visualise their structures?
 Why is it important to study a family of proteins?
Flight, expulsion, displacement, population transfers and genocide marked Central European history in the Twentieth Century. Circumstances and consequences varied drastically, but each case shattered the notion of a stable and secure home. What makes a place home? What makes people feel they belong? What happens when home is lost or becomes hostile? In this module students will examine the meanings of home, displacement and exile in the context of Twentieth Century Europe. We will do so in varying scales, investigating both broad social processes and structural shifts as well as uncovering the voices of the displaced. We will pay particular attention to the intertwined relationship between these massive population movements and the history of European nationalism, focusing on case studies such as Nazi Germany’s population settlement schemes, the aftermath of World War Two, the disintegration of Yugoslavia and the fall of the Berlin Wall. Analysing memoirs, diaries, essays, film and artwork, we will aim to understand how people navigated and understood the process of displacement and how they processed, negotiated, protested, represented and remembered the loss of their home.

 
This module will cover medical and surgical treatment for hearing and balance disorders; middle ear surgery, Meniere’s disease, Vascular decompression, Vestibular neurectomy etc; middle ear implants, bone anchored hearing aids, cochlear implants, etc; medical pharmacological treatments for audio-vestibular dysfunction.

This is an optional module in the MSc / PG diploma Advanced Audiology: Otology and Skull Base Surgery pathway.
This module provides an in-depth exploration of the elements of game design, from conceptualisation to publishing in relation to games and immersive experiences.  Building on Making the Media I, students will develop their acquired skills in programming, concept development, level design, character design and writing for interactive experiences.  The module utilises games theory, platform design, psychology of games and the analysis of games in relation to the larger context of media and platforms.  Students will develop an advanced understanding of workflow from conceptual development to adaptation and production.  Students will develop an independent way of managing projects and developing their work within limited timeframes.
Students are required to write a 10,000-word MSc thesis during the third term and throughout the summer period to complete the programme. They can choose their own topic providing it relates to one of the main themes of the course or can choose from topics suggested by members of staff. Students can also work on topics suggested by external organisations (e.g., by government, industry, or external research institutions), given that these have been signed off by the MSc Dissertation Tutor. The dissertation is supervised by a member of staff, but is largely self-directed. Dissertation projects which involve an external organisation usually also include an external, secondary supervisor. You may select a topic to assist career development, in relation to a project placement, to develop a strength, or for the inherent interest in the subject. All MSc students will be asked to inform the Dissertation Tutor about potential dissertation topics half-way through the second term of the academic year. Towards the end of the second term, students will be given an MSc Dissertation Proposal Form to complete and to hand in to the Dissertation Tutor.
This module, which has a special focus on the distant or 'outreach' tutor, has been specifically developed to provide a professional development course for HE and FE tutors. It has been designed for tutors to reflect on their own role as responsible tutors when managing the teaching and learning within their own context of work in order to develop students' learning. The module offers guidelines about the responsibilities that tutors undertake, especially in relation to the programme or course within which their modules might be set. Effective use of virtual learning environments is included in discussions of learning and teaching.

Participants are expected to submit coursework evidencing their reading in the field and their reflections upon their experience or expected experience of being a Tutor or leader in their course.
The module is taught online and will run in the Autumn 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.

The module will only be able to run in the 2022-23 academic year if it achieves enough interest. Students interested in taking the module should contact ioe.aep@ucl.ac.uk
Organisations are increasingly engaging in a digitally enabled business environment where digital platforms and ecosystems play significant roles while transforming traditional industries.  Admitting the transformative power of digitalisation, managers should not uncritically accept rhetorical narratives, myths, and anecdotes that prevail.  This module is designed with an inter-disciplinary approach to demystify digitalisation by helping students establish a systemic and critical understanding of the digitalised dimension of the contemporary business environment.
Aims:

The module aims to: 

Introduce students to software engineering and product management principles with specific reference to the financial services industry.  
	Provide students with hands-on experience through tutorials, lab practical sessions and case studies. 
	Capacitate students with expertise to understand what effective software engineering and product management techniques are.
Learning outcomes:

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

Explain the principles of software engineering including agile software development, requirements gathering, prototyping and client/server architectures, and evaluate their applicability in different product management setups.
	Plan, design, and deliver simple software engineering processes.
	Identify the wider issues that form the background to developing software systems at financial services organisations and propose potential solutions.
	Apply the principles of product management including scrum implementation and product life cycle management (PLM) to fintech products.
	Allocate, organise, and assess work within a multi-member team for a software development project.
Content:

The module introduces students to the basic principles and skills associated with object-oriented software engineering and product management applied in the financial technology sector. The module will cover aspects such as requirements gathering, user story design, prototyping, A/B testing, scrum implementation, CI (continuous integration) / CD (continuous delivery) practice and client/server architectures. It will provide students with the knowledge necessary to be able to architect, analyse and improve systems effectively, as well as to manage a financial services software during the product life cycle. 

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 formally available.
Students on the MA Gender, Society and Representation Research Pathway programme write a dissertation on a topic approved at the start of their studies. It takes the form of a scholarly report, in English, on an original research undertaking.
The module SURG0007 is a pre-requisite to this module. 

This module covers the following areas:

1.         The scope of musculoskeletal pathology, including consequences of injury and its impact on quality of life and society generally.

2.         How the aetiology and disease mechanisms underlying the common musculoskeletal disorders lead to their typical clinical features.

3.         The systematic approach to assessing and diagnosing the musculoskeletal patient.

4.         The medical and surgical possibilities for improving health-related quality of life in people with musculoskeletal disorders.
This module offers an engaging introduction to history, philosophy, and social studies of science, including key concepts in science and technology studies, public engagement with science, and science policy. Using contemporary scientific issues as its canvas, the focus of this module is to encourage students to develop their skills as interdisciplinary and publicly engaged scholars, working both in groups and individually. This module is intended as a foundation and sampler for later courses in science and technology studies.
The module focuses on the so-called ‘wicked issues’, social problems that are difficult or impossible to solve due to our limited knowledge, interconnected nature of these problems with other problems, and their unpredictable non-linear development trajectories. The module shows how the existing policies fail to address the complex nature of such challenges in Eurasia – that is, why despite substantial development aid, poverty has not been eradicated in the region? Why many Eurasian states failed to democratize in the past three decades? Why security remains the issue of primary concern despite existence of several regional security organisations and international efforts? Why the region is at risk of becoming a battlefield of regional and global actors (US, Russia, China, European Union)? To answer these questions, the module introduces complexity-thinking as an alternative frame to think about the world. The first part of the module includes four theoretical classes focusing on the basics of complexity-thinking, Anthropocene and resilience, and one methodological class discussing innovative research methods. The second part of the module applies the theoretical and methodological insights to the issues of development, security, democratization and cooperation and conflict in Eurasia. Each thematic class assesses the mainstream theories and approaches commonly used to address these wicked problems and try to approach them in a fundamentally different way drawing on the insights from complexity-thinking.
This course requires students to relate two bodies of primary source material, studied in English translation. The first comprises major texts in the history of European political ideas, beginning with Montesquieu’s Spirit of the Laws (1748) and encompassing classic works by Beccaria, On Crimes and Punishments (1764), Rousseau, Considerations on the Government of Poland (1772), Voltaire, Diderot and Kant. The second body of sources concerns Enlightened reforms pursued by the five monarchs covered by the course: Catherine the Great of Russia (r. 1762-1796), Stanisław August of Poland-Lithuania (1764-95), Frederick the Great of Prussia (r. 1740-86), and two rulers of the Habsburg or Austrian Monarchy: Maria Theresa (r. 1740-80) and her son Joseph II (r. 1765-90). How far, and in what ways, did these monarchs draw on Enlightened ideas in shaping their reforms? How far is it plausible to think of a unitary model of ‘Enlightened despotism’? The approach throughout is comparative, exploring, in particular, the relationship between crown and nobility, the question of serfdom, favouritism and its critics, religious toleration, and judicial and educational reform.
Russia’s role in the Donald Trump campaign brought ‘fake news’ to the world’s attention. In fact, there are a whole range of techniques for manipulating and undermining democracy. This module looks at how ‘political technology’ was born in and spread out from the post-Communist world and now interacts with other techniques more common in the West. The module will include many case studies of the arts of political manipulation in key countries, and concludes with an analysis of the practical policy implications.
This is a module for those who study for our Diploma or MSc course. It emphasizes areas prone to injury or pathology both for musicians and dancers or other stage performers. For example, the shoulder problems in a string musician or the foot pain in a contemporary dancer.

The module is delivered by a series of structured lectures on the neck and upper limb, the back and lower limb, the facial structures and the neurological motor disorders.
The module will provide students with a strong foundation in the implementation of evidence based cognitive behavioural therapy for psychosis (CBTp). Students will be expected to draw on core theoretical concepts and models as well as incorporating current research and innovative developments in clinical practice. Skills-based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by course members and individual/group supervision in the place of work. Self-directed study will include general reading for each course and preparatory reading for each session. Web based resources will allow students to study examples of clinical therapy sessions and clinical demonstrations of specific techniques.
‘Educational Supervision, Teaching and Assessment in Clinical Practice’ explores bedside teaching, opportunist learning events and how to teach clinical reasoning and clinical communication effectively.

After taking this module you should be able to recognise opportunities for teaching in the clinical setting and select appropriate strategies when teaching in a range of these clinical settings. You will be able to assist learners to reflect on their experiences through questioning and effective feedback along with identifying a range of methods for nurturing appropriate clinical attitudes. You will also be able to develop ways of involving patients in teaching and identify approaches for teaching clinical communication.

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark
This module introduces a range of concepts from the social and political sciences that assist the understanding and analysis of the relationship between education, learning and international development in low and middle income countries. The module also explores critically the changing links between these relationships at individual, local, national, regional, international and global levels. It introduces and discusses issues of educational policy and practice in low and middle income countries.
This module will be taught by specialist design tutors who will conduct introductory workshops and visits. The class and studio work may be conducted in groups of up to 40 students. There will be some individual and some group project work. Students on this module are introduced to a range of research agendas, tools and approaches available on the programme.

There are three introductory workshops in the first term and each student will prepare an individual design workshop portfolio brief.

Portfolios must be submitted for examination at the interim portfolio review for formative marking and again at the final portfolio review for summative marking.

Students will present their work at the conclusion of the workshop in a crit (open jury) setting.
The aim of this module is to introduce students to major contemporary political issues through the lens of political theory. Students will become familiar with some of the main lines of political conflict in contemporary European and global politics and with contending theoretical approaches to them. Through completing the written coursework requirement students will gain facility in theoretical analysis and familiarity with the standards of academic writing at the university level.
This module will focus in depth on the first volume of the novel which perhaps more than any other work dominated French literature in the twentieth century, Proust’s A la recherche du temps perdu, before studying texts by a number of other important writers who wrote in Proust’s wake. Domination inevitably implies a power struggle; at the heart of the questions the module will explore is the relationship between literature and power. By means of close textual analysis, we shall examine how the prescribed texts all thematise domination in some form, notably with regard to social and sexual relations. Sometimes they universalise it, suggesting that intersubjective relations are necessarily hierarchical; sometimes they explore the possibility of subverting it, beckoning towards a mode of relation that need not involve the submission of one element to another, positing the existence of a non-subordinating dominance, a dominance that does not dominate. The texts also raise questions of intertextual domination: what makes for a specifically literary power? is beauty a form of power? does a very powerful text overshadow others, or on the contrary call them into being in response to its appeal? Finally, the seminars will discuss the power relationship between reader and text: is a powerful text precisely one that can never be mastered? And, if reading is not an exercise in domination, what is it? One of a series of final-year options which provide a close study of French literary political and philosophical texts.
Module Content

The first core course ANTH0176 – which will run over the first term - will contain all the practical training with formative assessment throughout as well as for grade assessments on one piece of work (film exercise and one written text) produced by the beginning of the second term. Students will also be assessed on the Critical Evaluation submitted one week after the film hand in date. The course is designed to introduce the camera and editing skills necessary for entry to high level professional work in a context of critical enquiry about the social world.

Delivery Method

Two days of practice-based teaching and seminar sessions.
The history of the Caucasus is often examined through the prism of the empires – Russian, Ottoman and Persian – that fought over it in the modern era. This module will instead explore the region’s history since the eighteenth century from the perspectives of the diverse peoples, communities, nations and religions that inhabit the mountainous region between the Black Sea and the Caspian. Students will learn not only about imperial expansion and contestation in this area, but also about the local social processes, political struggles and cultural movements that drove its history in the past three hundred years. The class will place particular emphasis on reading, watching and analysing literature, film and art from all corners of the region, consuming material in translation from Georgian, Armenian, Azeri, Persian, Chechen, Dagestani and more. At the same time, the module will provide a clear structure for studying and analyzing the Caucasus’ complex past, based around key themes such as Religion, Law, Migration, and Environment. Students will examine the importance of the region for broader Eurasian imperial and geopolitical struggles, as well as learn to understand the Caucasus as a historically significant region in its own right.
This module explores the role of physiological rhythms is health and disease. We will discuss the mechanisms involved in generation of physiological rhythms and describe how such mechanisms may go wrong during common disorders. The focus of this module is on two important biological rhythms: cardiorespiratory and sleep/wake cycles. The course uses an interdisciplinary approach to explore biological rhythms. We will discuss how mathematical models/simulation can help us to understand the mechanism of physiological rhythms and will teach the students to simulate biological clocks both in silico and in vitro. The module uses physiological rhythms as an example for the interdisciplinary nature of modern science.
This course examines the history of major cities in the Habsburg monarchy and its successor states during the period of classical modernity. It will focus on the emergence of a particularly modern urban culture in Central Europe around the turn of the century, and study some of its proponents in detail.

Taking turn-of-the-century Vienna as a starting point, the seminar will discuss the emergence of leading modernist movements and ideas in the ‘backward’ Habsburg empire. We will look at aspects of Vienna’s, Prague’s, and Budapest’s urban landscape and culture, and study these in a comparative way where possible.

We will examine the development of capital cities as centres for the arts and popular culture, science and technology, industry and commerce; and analyse their architecture as well as features of every-day urban life.

We will study some of the main ideas that constituted ‘modernity’, and look at intellectual circles and networks of avant-garde artists that promoted these ideas. The different forms of nationalism and antisemitism that emerged within Central European cities will be another focus of the seminar.

The course will make you familiar both with urban history and cultural/intellectual history. To this end, a wide range of sources will be used, from specialised academic literature to diaries, memoirs, and novels; from maps and photographs to reproductions of modernist art and architecture.
This course requires students to relate two bodies of primary source material, studied in English translation. The first comprises major texts in the history of European political ideas, beginning with Montesquieu’s Spirit of the Laws (1748) and encompassing classic works by Beccaria, On Crimes and Punishments (1764), Rousseau, Considerations on the Government of Poland (1772), Voltaire, Diderot and Kant. The second body of sources concerns Enlightened reforms pursued by the five monarchs covered by the course: Catherine the Great of Russia (r. 1762-1796), Stanisław August of Poland-Lithuania (1764-95), Frederick the Great of Prussia (r. 1740-86), and two rulers of the Habsburg or Austrian Monarchy: Maria Theresa (r. 1740-80) and her son Joseph II (r. 1765-90). How far, and in what ways, did these monarchs draw on Enlightened ideas in shaping their reforms? How far is it plausible to think of a unitary model of ‘Enlightened despotism’? The approach throughout is comparative, exploring, in particular, the relationship between crown and nobility, the question of serfdom, favouritism and its critics, religious toleration, and judicial and educational reform.
This module introduces students to the theory and practice of subtitling and captioning, a discipline that has evolved quickly in recent years.

Through a range of carefully chosen examples and exercises, students will not only develop confidence and skills in SDH and captioning, but also broaden their awareness about the requirements of d/Deaf and hard of hearing people. Linguistic and technical considerations, though shared with generic subtitling parameters, will be discussed specifically with d/Deaf and hard of hearing audiences in mind, taking into account the diversity – including cultural and linguistic differences – within this group of people. Some of the tasks will stimulate reflection on the practice and reception, while others will focus on particular captioning and SDH areas, such as paralinguistic features, music and sound effects. Other areas covered include: legislation, history and present situation of theatre captioning and SDH, subtitling/captioning for children and adults, live versus pre-recorded SDH, economic and professional aspects, and the conventions used.

This module is not language-specific: it is taught in English and all the activities are carried out in English.
This module is only for affiliate students at UCL in Term 1 only or in Term 2 only.

The module explores the literary and cultural histories of Saint Petersburg, its mythologies and ‘urban geography,’ as represented in a range of fictional and non-fictional texts dating from the 19th c. to the early 20th c. Students will be introduced to the concept of the ‘city-text’ and the basics of urban semiotics, and to the major aesthetic movements and stylistic trends of the period (including Romanticism, Realism, and Symbolism). Approached from diverse perspectives (as a myth, text, ‘body,’ modern urban metropolis, a metaphor for Russia, an imperial city, the epitome of state bureaucracy, a ‘window onto Europe,’ and the ‘cultural capital’) Petersburg will also be contrasted to Moscow to examine the fundamental duality informing Russian national identity. Contextualization within broader historical, ideological, and cultural parameters will be combined with close textual analysis of selected passages. Native views on Petersburg will be juxtaposed against foreign reception.
This module focuses on the "financial city” of London during the first era of financial globalisation. The period from the 1870s to World War I was marked by the dominance of the City of London as the leading international financial centre. The financial success of the City was closely linked to the performance of its key institutions, mainly the London Stock Exchange and the Bank of England. These organisations, together with several others, constituted the pillars of the City’s governance and ensured an effective running of its banking system, its various exchanges, and its money market. As the capital flows surged across the world, the London Stock Exchange became the hub for domestic, international and colonial stocks, bonds and currencies. The rise in financial activity was slowed down by several episodes of domestic and global financial crises, which gave way to further regulation and adaptation of the City to the changing market conditions. This module aims to establish and analyse the success record of the City by using some of the key contemporary sources drawn from various print and digital collections. It contemplates the histories of financial capitalism, imperialism and globalisation during 1870-1914. In terms of methodology, students are expected to engage in both quantitative and qualitative literature of financial history. The module is structured thematically. Each theme covers the entire period and is discussed with reference to the key historiography and a relevant source. Besides these core themes, the first four weeks will introduce key concepts, debates, sources and methods in the financial history of the City, as well as its physical geography and technology during 1870-1914.
This course surveys a number of key debates in the very broad literature on electoral and political behaviour in democratic states.  We consider topics including how citizens think about parties, politically salient groups and political issues; how citizens make vote choices; the mechanisms behind differences in turnout and participation across different individuals and over time, levels and variation in political knowledge.  The aim of the course is a comparative examination of political behaviour in democratic contexts, but because of the historical development of the research literature in this area, there is greater weight placed on the US relative to other countries. Additional readings and assessed essay prompts will provide opportunities for students to apply the ideas covered in this module to other political contexts. 

New Aims of the Module:

To explore the following questions: 
How do voters form opinions and make political choices? When do issues drive vote choices? When does the economy drive vote choices?

What is partisan identification and how does it influence vote choice?

To what extent do citizens think about politics in terms of groups versus in terms of issues/policies? Do citizens have meaningful views about most political issues? 

What is the nature of political knowledge among democratic citizens? Do most citizens know enough to make effective democracy possible?

Why do some citizens participate while others do not?
Pre-requisites:
1. POLS0002 Democracy and Authoritarianism or POLS0006 Introduction to Politics
2. Any introductory Quantitative Research Methods module
This module is an invitation to explore the relationship between education and religion in a variety of contexts. Almost everywhere religion has become increasingly relevant for making sense of the society, including understanding education. The module will explore the following questions: what has been the historical relationship between education and religion? What is the varied nature of relationship between state, religion and education in different countries? Should religion be taught in schools? What opportunities and tensions are created in the interaction of religion and education? How do children learn about religious ideas? Why are some educated young people attracted to violent extremism in the name of religion? What role religion plays in identity formation? Should liberal democracies allow for single faith schools? Overall, this module will help students develop critical and informed understanding of the changing landscape of religion and how it relates to the educational processes, systems and approaches, in various societal and historical contexts. The teaching will be through a combination of interactive talks, videos and small group work. The module will be particularly relevant for students interested in understanding the role of religion in education and society more generally, seeking to become teachers of religious education, PSCHE, citizenship, aiming to engage in youth work or community projects, or wanting to prepare for further academic study in topics to do with religion and society.
This is the Dissertation module for MA Mathematics Education that 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.
Today the claim that God designed everything in the universe has given way to the theory of evolution – the scientific demonstration that biological organisms gradually change over millions of years through natural selection. The usual story of how this change came about is one of conflict between science and religion. Before the middle of the 18th century, however, claims about God’s role as an intelligent designer were in fact part of the scientific mainstream. Examining the role of design in science during the period before Darwin began work on the theory of evolution thus gives us the opportunity to question today’s narratives that assume a history of continual conflict between science and religion.

To that end, this course examines the crucial role of ideas and practices relating to design in the emergence of ‘modern science’ during the three centuries from 1500 to 1800. Additionally, it investigates the reasons for the declining importance of design to science during the 18th century, long before Darwin began to promote the theory of evolution.
The goal of this course is to familiarise students with applied research in three fundamental areas of research in development economics: (i) the role of firms in economic development; (ii) the functioning of labour markets in developing countries; and (iii) the consequences of voluntary and forced migration, within and across borders. This course will cover both theoretical and empirical methods to the analysis of different topics within these three areas, emphasising the relevant policy questions and implications. By the end of the course, students will have an overview of the main papers within these areas and will be able to apply the basic tools of masters-level micro, macro and econometrics to the analysis of key issues in developing countries. The topics covered in this course are complementary to the ones covered in the MSc-level ECON0105: Economics of Development. Our goal with these two courses is to offer a broad coverage of the field of development economics.

 
This module examines the history of major cities in the Habsburg monarchy and its successor states during the period of classical modernity. It will focus on the emergence of a particularly modern urban culture in Central Europe around the turn of the century, and study some of its proponents in detail. Taking turn-of-the-century Vienna as a starting point, the seminar will discuss the emergence of leading modernist movements and ideas in the ‘backward’ Habsburg empire. We will look at aspects of Vienna’s, Prague’s, and Budapest’s urban landscape and culture, and study these in a comparative way. Students will examine the development of capital cities as centres for the arts and popular culture, science and technology, industry and commerce; and analyse their architecture as well as features of every-day urban life. We will study some of the main ideas that constituted ‘modernity’, and look at intellectual circles and networks of avant-garde artists that promoted these ideas. The different forms of nationalism and antisemitism that emerged within Central European cities will be another focus of the seminar. The course will make students familiar both with urban history and cultural and intellectual history. To this end, a wide range of sources will be used, from specialised academic literature to diaries, memoirs, and novels; from maps and photographs to reproductions of modernist art and architecture.
This module will explore how ideas about the body, soul and cosmos shaped the medieval understanding of what it meant to be human. We will look at how cosmological models from the twelfth and thirteenth centuries explained celestial bodies and supernatural beings and forces: their powers, their relationships and their intentions towards humans.‎ Cosmological ideas and discussions flourished in works of natural philosophy, theology, astronomy and medicine; more idiosyncratic cosmologies can be found in visionary literature, heresy trials, poetic works, popular science and magic texts. Our broad focus will capture some of the numerous cosmologies, both written and unwritten, that are likely to have been conceived during the Middle Ages – since most, perhaps all, people have views of some sort about their universe.

Our investigation of cosmological thinking will include looking at the boundaries of the supernatural and natural. Medieval theologians explored the differences between humans, animals and spirits: they emphasised the superiority of human rationality and the belief that animals would not have an afterlife. But there was also an intellectual and aesthetic fascination with the blurring of human and animal boundaries. We will also cover thirteenth-century studies of the nature and powers of angels and demons and fourteenth-century narratives of spiritual experience that expressed increasing anxiety about the ways humans and demons could be bound together through possession, invocation and pact. Our course concludes by looking at the culmination of these fears in the fifteenth-century mythologies of witchcraft and persecution of witches.
We will explore theories of responsibility, in particular their explanations of its grounds, its scope and its limits. We will also discuss some fundamental skeptical challenges to the practice of holding ourselves and others responsible. In light of these general considerations, we will then examine more specific topics, such as responsibility for attitudes, moral luck, blameworthiness, excuses and collective responsibility. The aim of the module is to develop an understanding of the nature of responsibility, and the resources and problems of contemporary approaches. Introductory readings: • R. Jay Wallace, Responsibility and the Moral Sentiments, Cambridge (Mass.): Harvard University Press 1996. • Susan Wolf, Freedom Within Reason, Oxford: Oxford University Press 1990. • Daniel Statman (ed), Moral Luck, SUNY Press 1993.

Philosophy Area B
This module focuses on social justice, inclusion and access in a range of museums, galleries and archives, onsite and offsite. The emphasis is on informal learning, outreach and community work; and on other audiences such as lifelong learners, and how to balance this work with core audiences such as schools. It looks at varieties of providers including volunteers; and broadly at diversity. The focus of the practice-focused coursework is on how to develop museum and gallery learning projects and programme ideas and how to secure funding for them. Research themes include decolonisation; biodiversity and climate change; health and wellbeing; poverty; inequality and exclusion; democratisation and co-production; human and cultural rights & activism.

Students not enrolled on the MA Museums and Galleries in Education or MA Art Education, Culture and Practice programmes MUST contact the module tutor in the first instance before selecting on Portico.
This module examines the debates on the idea of Europe taking place during the modern period (c.1700-1920s) within the disciplinary boundaries of intellectual, political and cultural history. It details the critical role of this idea in directing experiences of political change ranging from legal reform to revolution. In addition to providing students with an introduction to key events and concepts that ultimately anticipated and facilitated the dynamics of European integration, this course stimulates a critical understanding of the inherently transnational character of the political and intellectual life of modern Europe.
The teaching days will provide a comprehensive introduction to the knowledge competencies of IPT-A for depression in adolescents and an introduction to the skills competencies, which will be developed more fully in practice tutorials. The course aims to enable students to deliver IPT-A competently and creatively and to act as expert resources to young people, their families and to professional colleagues, thus ensuring the development of appropriate care pathways for IPT-A referrals and informed young person choice as part of the CYP IAPT service transformation. The course has an integrated theoretical base, reflecting combined medical and interpersonal models of depression. It will aim to equip trainees to become skilled and creative independent IPT-A practitioners in the context of service transformation.
This module will teach students three key aspects of Immunology: Vaccinology, Immunotherapy and Diagnostic techniques based on Immunology. These three aspects require a detailed understanding of the immune system and the cells involved in it and therefore lectures will firstly provide students with this background knowledge. The next section of the module will cover the different strategies that are currently used in the discovery process of new vaccines and immunotherapies for various diseases. An important part of the module will cover the diagnostic techniques used in immunology.

This module aims to provide the students with knowledge of the different pathways involved in the immune response. To accomplish that, currently commercialised vaccines and those that are currently being developed will be discussed. Emphasis will be placed on the importance of adjuvants and delivery systems used for the development of a successful vaccine. Older cancer treatments such as antibody therapies will be compared to more recent techniques based on cell therapies. The module will also discuss the different diagnostic techniques used in the medical immunology field.
Diseases of the CNS are notoriously difficult to treat and have been a minefield of disasters in the pharma industry for a number of years. However, this is still an immensely important area made more so by an ageing population. There is new hope and new initiatives as advances in neuroscience are made.

 This module addresses the molecular basis of selected neurological conditions, the animal and cellular models that are used to investigate these conditions, novel therapies such as CNS tissue engineering and gene therapy and the drug targets that have been/are being used in the development of lead compounds and drug molecules.

 Neurotransmitter receptor proteins are a major target for drug action within the central nervous system (CNS). CNS drug discovery programmes have been revolutionized during the last ten years with the realization that rather than a single neurotransmitter receptor existing per neurotransmitter, multiple highly homologous neurotransmitter receptor subtypes exist for each inhibitory and excitatory neurotransmitter. Therefore, the challenge is to develop receptor subtype-selective therapeutic compounds with the hope that this new generation of drugs will have unique and selective therapeutic properties while reducing unwanted adverse effects
This module takes a cross-cultural, transnational and trans-historical look at children and childhood and covers the whole period of what we today might consider ‘childhood’, from early years to late adolescence. It examines how images of childhood and children’s lives influence one another in complex ways. It explores empirical research that upsets assumptions about childhood based on our own historically-situated and culturally-constituted ideologies. Drawing on the latest research, the module considers the subjecthood of children from the perspectives of gender, sexuality, race and disability. Rather than assuming a white, able-bodied, middle-class, genderless child of the Global North, we will think from the beginning about race, gender, sexuality, ability, and class as intersecting with the category of ‘child’ and shaping both ideologies and experiences of childhood. In the second part of the term, we will consider sites where scholars have studied children’s experiences - in families, separated, at work and at play.

 

The module is taught through a series of in-person interactive lectures (1.5 hours) led by the module leader supported by small group seminars (1.5 hours) led by the module leader and another colleague. Lectures will sometimes include screenings of excerpts of documentary films; students will be encouraged (but not required) to view others in their entirety on their own. Seminars will invite student to engage with the topics in imaginative, and playful ways, and provide an opportunity for working on assessment in groups.
This module will introduce participants to organisation theory and to concepts of strategic management using models from both private and public sector, as well as from higher education itself.

The module will consist of 10 weekly sessions led by academic experts in higher education, research policy, strategic management, educational leadership, equality and diversity, internationalisation and globalisation, sustainability, data science and artificial intelligence. The thematic sessions will address how universities are able to devise their strategies in order to address global challenges. A critical perspective will be provided and enhanced through group work, presentations and discussions. Written assignments will be based around topics elaborated during the presentations and discussions.

Please note that prior knowledge is not expected but you will need to send a paragraph to the module administrator outlining your request for a place on the module. Email to ioe.mbahem@ucl.ac.uk
This is the dissertation module for the MA Educational Planning, Economics and International Development.

The dissertation module aims to enable students to understand the contested nature of social/educational research (as applied to international development) and apply their learning by way of preparation and submission of a dissertation.

The module consists of a series of taught elements and supervision sessions to support students to conduct a small-scale study (such as that for their dissertation).

Students are expected to submit an account of their small-scale study by way of a dissertation. This is a maximum of 19,000 words and includes a write-up of the research, a research proposal and a focused summary of the study.
This is the dissertation module for the MA Education, Health Promotion and International Development.

The dissertation module aims to enable students to understand the contested nature of social/educational research (as applied to international development) and apply their learning by way of preparation and submission of a dissertation.

The module consists of a series of taught elements and supervision sessions to support students to conduct a small-scale study (such as that for their dissertation).

Students are expected to submit an account of their small-scale study by way of a dissertation. This is a maximum of 19,000 words and includes a write-up of the research, a research proposal and a focused summary of the study.
The module is in four parts. Part 1 provides an introduction to the nature and uses of quantitative and qualitative research. Part 2 provides an introduction to various types of qualitative research and different methods of collecting and analysing qualitative data. In Part 3, the focus shifts to technical issues related to understanding quantitative research, introducing students to key quantitative processes and statistical concepts. The aim in this section is to equip students with the skills and confidence to read quantitative research with an informed, critical eye. Part 4 of the module focuses on education research as a social, political and human phenomenon, introducing students to some of the challenges associated with producing high quality research, and some of the ways that education research is used and misused in the pursuit of policy and programme development.
This course facilitates academic debate about the aims of education and encourages a more questioning and critical stance on curriculum and assessment across international contexts. Over the course of ten weeks, students will be introduced to a range of international models of learning and associated pedagogies, assessment paradigms and epistemological assumptions. We will explore contemporary international models of curriculum planning and curriculum questions in order to extend your knowledge of contemporary international models of assessment planning and policy. By the end of the module, you will have developed critical understanding of socio-cultural and political influences on international curriculum and assessment and to apply this understanding to an analysis of contemporary curriculum/assessment. The content will vary according to current reforms, but key issues may include: assessment-led curricula, marketization, performativity and high stakes testing (this list is not exhaustive and the topics will vary according to the nature of policy issues that are currently important in relation to education).
Aims:

This module aims to prepare students for their final project/ dissertation. Students will put into context their final project into context and develop an understanding of the rationale behind the numerous experimental studies in the literature. Ethical considerations and implications of using ML and AI for application in Biomedicine & Healthcare and Sustainable Development will be covered during this module.

At the end of the module, students will be expected to apply their understanding of methodology to critique existing research, design their own research, carry out their own analysis and communicate clearly with academic specialists and non-specialists.

Learning outcomes:

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

Assimilate and demonstrate understanding of basic research methods which will be applied during the project/ dissertation.
Exhibit knowledge regarding state-of-the-art AI algorithms and approaches related to the project/ dissertation.
Demonstrate familiarity with the datasets to be used during the project/ dissertation.
Content:

Research Methods, Ethical and Regulatory Considerations.
	Scope and place their final-term projects in the literature.
	Project dataset gathering and curation.
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.
Summary

This module is designed for physiotherapists who want to develop advanced knowledge and skills in the management of patients with musculoskeletal dysfunction of the upper limb, cervical and thoracic spine. It is an expectation that course participants will have a minimum of 2 years’ relevant clinical experience. This is essential as students will be expected to present and discuss relevant cases from their clinical practice to their peers.

The course content

Anatomy, biomechanics and pathology affecting the cervico-thoracic spine and upper limb
 The diagnosis, assessment and appropriate management of articular, neural and muscle dysfunction
 Pain mechanisms including nociceptive, neurogenic, central, sympathetically maintained and affective disorders
 The theoretical basis and practical application of evidence informed clinical reasoning
 Chronic pain management
 Leading and developing clinical services within the context of musculoskeletal physiotherapy
In the context of globalisation, international schools are experiencing growth in number and size. London alone is a home to 15 international schools offering places to over 20,000 pupils. Many students doing the MA TESOL Pre-Service are interested in pursuing their careers in international schools. This module is designed to provide participants with knowledge and understanding of practice models focused on bilingual learners in international schools. Participants will also gain wider insights into key concepts and principles underpinning international education and globalisation: global citizenship, intercultural and transcultural ethos, plurilingualism.

The aims of this module are to:

Provide students with knowledge and understanding of key concepts underpinning mission and ethos of international schools;
	Provide students with insights into models of practice employed to support bilingual pupils from non-English speaking backgrounds;
	Provide students with knowledge and understanding of language development across the curriculum;
	Provide opportunities for students to experience working with bilingual pupils in international schools.
By the end of this module students will be expected to:

Demonstrate critical understanding of key concepts from module work and devise arguments about their relevance for working in international schools;
	Demonstrate engagement with models of practice in an analytical and critical way supported by relevant research and theories;
	Demonstrate knowledge and understanding of current practices employed to support language development of bilingual pupils in international schools;
	Demonstrate independent and creative thinking in developing their own vision for further development of good practice in international schools.
This module is taught by researchers at UCL, the Natural History Museum (NHM), and the Zoological Society of London (ZSL). On this module, you will spend time at all three institutions, learning about the key tools used in the fields of ecology, evolutionary biology and conservation biology. Learning will take place through a series of lectures, computer practicals, hands-on exercises, and class discussions. The module begins by introducing methods in macroecology and biogeography at UCL. You will then move to the NHM to focus on phylogenies, phylogenetics, and the use of museum collections before spending time at ZSL, where you will learn about tools in biodiversity monitoring and conservation. Finally, you will return to UCL to focus on ecological modelling.

Through this course you will be introduced to, and gain practical experience working with, a wide range of techniques and methods that are central to biodiversity research, from modelling species distributions to working with genetic sequence data and tracking technologies. The module has a strong computational focus, and through this you will gain valuable experience of statistical modelling using the ‘R’ programming language. Overall, the module aims to provide you with the key skills to tackle the research projects that you will undertake in terms 2 and 3 of the MRes course.

Topics: 

Modelling spatial biodiversity gradients
	Species concepts, DNA barcoding, and DNA taxonomy
	Using museum collections
	Phylogenetics, Metagenomics, Comparative transcriptnomics in ecology and evolution
	Introduction to ancient DNA
	PREDICTS
	Infectious disease threats in wildlife
	IUCN red list: from theory to practice
	Tracking Technology
	Species distribution modelling
	Re-running the tape of life: Using simulations to understand biodiversity
The module works as a preparatory period for the main Comprehensive Project Thesis in Year 2. Students will define their programme and context while specifying in detail the overall research aim for the final project. During this term the team of tutors with the help of selected external consultants will be decided, as well as essential material tests and design strategies that inform the main Project Thesis. During this period lectures, seminars and Laboratory work will allow student to gain additional skills that are necessary for the Final Thesis.
This 3 hour exam requires candidates to write short answers on 10 out of 16 topics, under four sections representing the main topics and therapeutic approaches taught after the first-year exams and during year 2 (up to late May).
Collecting, managing and presenting quantitative data in a rigorous manner is essential for monitoring and evaluating programs and interventions. A good grounding in survey methodologies will provide key skills if you wish to collect or interpret data in both academic and NGO settings. This module will equip you with the concepts and skills required to design and conduct surveys for diverse population groups and to critically evaluate surveys carried out by others. The course emphasises practical learning and focuses on real life experiences and application.

After taking this module you should be able to:

Appraise a range of sampling strategies and evaluate their appropriateness in different research contexts.
	Evaluate and select between different modes of data collection.
	Design a quantitative questionnaire.
	Critically discuss effective principles and approaches to measuring morbidity and mortality.
	Enter, clean and manipulate data in STATA and draw conclusions from the results.
	Prepare data for presentation and dissemination to different audiences.
The module is open to students on the MSc/PG Dip Global Health and Development, other UCL MSc/PG Dip students, Taster course students and Short course students. If you are a part time, a Short course or a Taster student and have not done a core research method module please contact the course coordinator.

You will have lectures and computer laboratories.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0031, 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.
Visitors to contemporary Russia find themselves surrounded by things ‘made in the USSR’ – buildings, streets, statues. Yet there was once also a vast world of less imposing, though no less significant, Soviet-made objects—the taksofon (public telephone), for example, and the budenovka (soft woollen soldier’s cap with a red star), papirosy (cardboard-tipped cigarettes) and the ‘Bolon’ia’ plashch (a thin, unlined nylon raincoat). This module analyzes the meaning and impact of such material things in the USSR over the decades, exploring in tandem their biographies and the life-cycle of the Soviet society that used them.

As cultural anthropologist Arjun Appadurai argues, ‘persons and things are not radically distinct categories, and …the transactions that surround things are invested with the properties of social relations’. Radical theorists of the Soviet 1920s, advancing similar claims, conjured up not only a new Soviet person, but a whole new universe of Soviet objects as their helpmeets and educators. What does the actual Soviet-made material world, in theory and in practice, have to teach us about Soviet experience? Was there a distinctive material culture in the Soviet Union? How did it differ from western material culture, and how did it change over time? What was the relationship between Soviet things and the evolution of key institutions like the family, the army, the party, and the gulag, between the design of everyday objects and the worlds of ‘high’ politics and ‘high’ culture? Can things be historical actors?

This module will introduce students to material culture studies by reading the work of major theorists and historians and by analysing objects, thereby preparing students to develop dissertation topics.
Psychological Wellbeing Practitioners (PWPs) and Mental Health Wellbeing Practitioner (MHWPs) assess and support people with common and severe mental health problems in the self-management of their recovery. To do so they must undertake a range of patient-centred assessments and identify the main areas of concern relevant to the assessment undertaken. They must have knowledge and competence to apply these in a range of different assessment formats and settings. These different types of assessment include: screening / triage assessment within their service; risk assessment; provisional diagnostic assessment; mental health clustering assessment; psychometric assessment (using the standardised symptoms measures); problem focused assessment; and intervention planning assessment. In all these assessments they need to engage patients and establish an appropriate relationship whilst gathering information in a collaborative manner. They must have knowledge of mental health disorders and the evidence-based therapeutic options available in order to communicate this knowledge in a clear and unambiguous way so that people can make informed treatment choices. In addition, they must have knowledge of behaviour change models and how these can inform choice of goals and interventions. This module will provide PWPs/MHWPs with a good understanding of the incidence, prevalence and presentation of common mental health problems and evidenced-based treatment choices. Skills teaching will develop PWPs/MHWPs core ‘common factors’ competencies of active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision making.
A programme of transferable skills, specifically targeted at those that are applied in the companion module PHAS0090 ‘Research Case Studies for Quantum Technologies’. - Efficient use of research literature - Abstraction and generalisation of key concepts - Preparing and delivering presentations. Assessed by a talk presentation or poster presentation accompanying each case study which will summarise the study’s scientific findings and give a summary and self-evaluation of the process used to carry out the study.
The Research and Practice-Based Enquiry (RPBE) module begins with participants working together to construct an understanding of the relationship between research and their professional practice. This then moves on to a small-scale, practitioner-based classroom research and that explores in depth a question that arise out of their school or classroom experience. At the heart of this module is a focus on practice and the benefits of using research to explore, reflect on and improve practice. The writing up of the research report (9,000 words) or dissertation (18,000 words) requires the completion of a substantial piece of work which is of value in itself, but also develops key academic skills (evidence-based research, critical literacy and analysis) and can thus be a foundation for a range of further study in education or cognate social sciences. This is a mixed mode module consisting of online tasks and some face-to-face sessions.
This is the compulsory 10,000 word Report for the MA TESOL Pre-Service programme.

A report presents your own research on a topic of interest within the field of language teaching/applied linguistics. Most students will engage in some form of empirical research (i.e. collection/ analysis of primary data such as interviews, classroom observation and/ or questionnaires) for their report but this is not compulsory and it is possible, for example, to do literature-based reports.

The main point is that a report should not be based only on evidence collected and analysed by previous researchers; it should contain something of the student’s own. You will have the opportunity to develop your ideas about what to do for your report during support sessions for the report. While we encourage you to follow your research interests, you should remember that there are limitations as to what it is possible to achieve within the time frame and the word length.
The First-Year History of Art Survey comprises two obligatory modules (HART0006 and HART0005) for all History of Art students. In ten lectures each term, students are introduced to key monuments and central issues in the discipline of art history and are encouraged to consider them critically. The main issues that will emerge throughout the modules are: representation and the image’s relation to the world; art history’s relation to history and context; the role of viewer(s); questions of canon formation and methodology. The Survey covers a wide range of art, architecture and visual culture from ancient times to the present day.
Building on what students already know in analogue electronics, this course provides the basis for those interested in following a career in analogue integrated circuit design. Key concepts in CMOS integrated electronics such as device models, current mirrors, amplifiers and opamps, biasing, voltage references and regulators, comparators and noise analysis are covered. Also, aiming to give students a hands-on experience, they are introduced to CMOS layout and actual design processes using an industry standard design suite (CADENCE) in the associated lab sessions.

This module aims to:

Provide a current, comprehensive and in-depth treatment of the principles, concepts and techniques required to design analogue integrated circuits (ICs) using CMOS technology.
	Expose students to the different methodologies used to develop such circuits, including fabrication, electrical modelling and transistor- level circuit design, advanced design and analysis tools.
	Present examples of analogue ICs for biomedical, sensor and signal conditioning systems.
After following this module students will be able to:

Have a good understanding of the design of analogue CMOS ICs.
	Understand the different issues related to the development of analogue CMOS IC including design, fabrication and implementation.
	Use tools covering the full custom design of analogue CMOS ICs.
	At the end of the course, the student should be able to successfully perform the electrical and physical design (layout) of an op-amp or circuit of similar complexity, in an industrial environment (i.e., using CADENCE IC suite).
This module is compulsory and needs to be taken by all students completing the MSc in Oral & Maxillofacial Surgery & MClinDent in Oral Surgery.
This is the Dissertation 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.
Students investigate the initial proposals that were put forward in BARC0070, subjecting them to a critical analysis, which can include the predicted response of observers, acoustic, lighting performance and visual performance. New proposals are put forward as time-based simulations and fabrications in an iterative process, with the aim of generating a finished elegant final piece. This work is presented in a final portfolio, which is marked at the final portfolio review.
This module introduces students to the theory and practice of research methods in STS and social sciences. It covers research design; qualitative and quantitative methods; research management and ethics; and the epistemology of social research. The module is strongly recommended for any students wanting to undertake empirical social science research for their dissertation and later in their career. It also is strongly recommended for students who want to familiarise themselves with how social scientists (particularly within STS) undertake research. For students wishing to apply for ESRC +3 PhD funding, this module is designed to cover the core training requirements specified within Annex I of the ESRC Postgraduate Training and Development Guidelines (2009).
This module is concerned mainly with supervised patient clinical care with an emphasis on non-surgical and basic surgical periodontal therapy. Teaching continues throughout the module in relation to management of clinical cases, in conjunction with preparation for case conferences and presentations.
This module provides an introduction to material structures, properties, biomaterial design, biomaterial manufacture and biomaterial characterisation for regenerative medicine. Students will learn about different types of biomaterials, how biomaterial structures and properties affect biological interactions, how materials interface with biological systems and various approaches to modify materials to promote desirable cell responses (including bio-functionalisation, nanoscale structuring, surface structuring and 3D structuring)
You will learn how scientific (bench-top) research ideas are translated into medical products that will benefit patients. You will learn about how research and medical product development is funded at different stages of translation, about intellectual property, medical device/advanced therapeutics regulation and the commercial considerations for successful translation. Understanding these commercial pathways are vital for encouraging a translational approach to research and this is particularly important in emerging technologies such as regenerative medicine and nanomedicines.

An entrepreneurial spirit will be encouraged through group work and assessment where students will develop their own business plan within the fields of nanomedicine, regenerative medicine and improved medical devices.
This module introduces students to psycho-social theories and research on aspects of resilience and wellbeing across a range of domains, including social, environmental, health, community and positive psychology, addressing how individuals respond to risk and uncertainty in contemporary society. Students will be encouraged to think broadly about wellbeing and resilience across these different domains, as well as to reflect upon the intersections between psychology and other social science disciplines (e.g. sociology, economics, environmental studies, public health and epidemiology, public policy, and behavioural science). Throughout we will take a reflexive approach, drawing on work from global and local scholars. In doing so, we will ensure we holistically examine a range of psycho-social phenomena from different cultural perspectives.
Mental health practitioners do not simply work with a person, their family and carers, but do so in wider contexts; this includes not only the multi-disciplinary team (MDT), but also the resources and challenges of the wider community.  Practitioners operate at all times from an inclusive values base with promotes recovery and recognises and respects diversity.  Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the worker is operating

The focus of this module is on learning how to mobilise such resources sensitively and effectively in collaboration with service users, carers and families – including information, resources within the MDT, NHS and in the wider community.  This module will teach students the concepts of effective MDT care planning; understanding the concepts of diversity, inclusion and multi-culturalism is key to this.  Students will develop an understanding and awareness of the power issues in professional /patient relationships and take steps in their clinical practice to reduce any potential for negative impact this may have.

This module will provide students with an understanding of the complexity of people’s health, social and occupational needs and the services which can support people to recovery. It will examine the concepts of diagnosis and formulation and how they differ. Students will be introduced to risk and safeguarding and will develop competence in managing a caseload of people with severe mental health problems efficiently and safely,

Finally, the module will develop students’ clinical decision-making abilities and enable them to effectively use supervision and to recognise when and where it is appropriate to seek further advice.
The teaching days will provide a comprehensive introduction to the knowledge competencies of IPT-A for depression in adolescents and an introduction to the skills competencies, which will be developed more fully in practice tutorials. The course aims to enable students to deliver IPT-A competently and creatively and to act as expert resources to young people, their families and to professional colleagues, thus ensuring the development of appropriate care pathways for IPT-A referrals and informed young person choice as part of the CYP IAPT service transformation. The course has an integrated theoretical base, reflecting combined medical and interpersonal models of depression. It will aim to equip trainees to become skilled and creative independent IPT-A practitioners in the context of service transformation.
This module will enable the student to gain the knowledge and skills to deliver early intervention approaches in education settings through consultation to education staff, through supporting peer mentoring programmes and through delivering group work programmes so that the student can work with groups of children and young people, parents and teachers around mental health problems. The module contents will include: Managing common problems at school such as exam stress; Evidence-based group and peer interventions; Awareness of peer mentoring and buddy systems; Running psychoeducation groups; Working with groups; Recognising and managing trauma; Coping with developmental difficulties in school; Helping young people who self harm; Helping children and young people with stress.
This is the second of three modules on the current state of knowledge in the field of cognitive neuroscience. This module focuses on our understanding of elaborative and adaptive processes. Examples include memory, speech, language, number processing, social cognition, executive functions and cognitive control. Experts in each field will describe past and present findings on the topic, using their own research as a guideline and highlighting current controversies and debates. The module will explore findings from a range of neuroimaging techniques and lesion approaches. Assessment: One 2000-3000 word written essay.
This module delivers a detailed overview of medical retina, uveitis, and vitreoretinal ophthalmic conditions including oncological disease of the eye.

You will gain knowledge of predisposing risk factors (including genetic), relevant systemic diseases and ophthalmic management algorithms, covering both common and rare eye disease.

The pathogenesis of these disorders will be explored, as will the clinical spectrum of presentation and the contemporary framework of therapeutic approaches and management, medical and surgical, which will be discussed in order to put the risks of the disease within the context of the risks and impact/s of various management options.
This module will introduce you to some practical aspects of clinical trial ethics and regulations. You will learn how each of the topics covered contribute to ensuring the safety, well-being, rights of participants and help preserve the scientific integrity of clinical trials. You will also be introduced to the important concept of having patient and public involvement in all stages of a clinical trial.

Each teaching day will focus on a specific topic relating to regulations and conduct:

Ethical approval, informed consent & Good Clinical Practice (GCP)
	Regulations
	Good Manufacturing Practice
	Pharmacovigilance & Safety Monitoring
	Patient & Public Involvement
 

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

Differentiate between appropriate and inappropriate trial conduct from ethical and regulatory perspectives.
	Explain good clinical practice and recommend appropriate courses of action to ensure good practice is set out and adhered to in given clinical trial situations.
	Evaluate good manufacturing and pharmacovigilance responsibilities for different types of IMP clinical trial and compose plans to manage those responsibilities.
Apply the appropriate clinical trial regulations to different patient populations and interventions to ensure patient safety and data integrity.
	Recognise the value of patient and public involvement and be able to justify PPI in all stages of the clinical trials process from an idea through to communicating clinical trials results.
This module is compulsory for students on the MSc Clinical Trials and the Postgraduate Diploma in Clinical Trials. The module is open to students registered for the Postgraduate Certificate in Clinical Trials, and to students from other courses on request.

‘E6(R2) - Integrated Addendum to ICH Guideline for Good Clinical Practice’. Available at: https://www.ich.org/fileadmin/Public_Web_Site/ICH_Products/Guidelines/Efficacy/E6/E6_R2__Step_4_2016_1109.pdf.

 

 
In the United States, progressivism was the long-running wave of reform that reached its crest just before the First World War. The movement generated enormous controversy and much new thinking on a whole range of subjects. Some of the most important issues of the time included: the role of government in social and economic affairs; the curtailment of irresponsible and anti-social practices by business corporations; muckraking journalism and the exposure of political corruption; urban reform; the conservation of natural resources; women's rights; and issues relating to poverty, vice and crime. There were also recognizable ‘progressive’ attitudes towards foreign policy, education, religion, and sexual relationships. In some areas, however, including the position and rights of African Americans, little ‘progress’ took place. All these topics will be covered in the course, and it is intended that students will choose particular areas of specialisation which they may then develop for themselves in their 10,000-word dissertations.
In this module, students critically engage with historical and sociological debates about youth movements and youth cultures around the world. This comparative approach highlights how the depictions and experiences of young people have changed over time, and yet at each stage, young people have been identified as a ‘problem’ group. We also examine how young people have responded to these labels by creating their own political movements and sub-cultures via protests, social activism, music, fashion, etc.

Some of the topics we cover include:

Youth engagement in traditional politics (or lack thereof)
	How young people are reinventing political activism
	The politics of fashion, music, film and leisure (aka sub-culture theory)
	Digital youth cultures, and
	Far right movements and young people
In your fourth year, you will need to undertake module DENT0030. Students must undertake a piece of original research relevant to the subject of Restorative Dentistry and of sufficient complexity to enable them to produce a dissertation.
This fully online module focuses on the evolution of policies and practices related to education for sustainable development (ESD) and their relationship to the discourses around global learning and global citizenship education. This is an educational area of increasing importance globally, particularly with the focus climate change and other environmental crises and debates about the relationship between humans and other living beings. The module will consider how educators to be able to support learners in navigating their understanding and responses to these issues. This module will encourage critical engagement with theoretical perspectives on approaches to ESD, and give students the opportunity to examine the strengths and limitations of various international policy and practice initiatives around education for sustainable development and their relevance for their own practice. 

This module will enable students to:

Develop a deep and critical understanding of a range of theoretical perspectives and models of education for sustainable development and their applications to policy and practice
	Identify and reflect critically on the connections between education for sustainable development and global citizenship
	Develop a deep and critical understanding of diverse perspectives on the relationships between humans and the environment, and how education can respond to these.
	Critically analyse examples of policy and educational practice related to education for sustainable development and develop skills in writing policy
	Critically reflect on how your learning about education for sustainable development relates to your, or wider, educational practice
This module is assessed through a 5000-word written task to produce a policy on ESD for an organisation of a student's choice. 
Summary 

An understanding of the putative mechanisms underpinning different psychological interventions is a critical component of treatment planning. This module considers the theories underlying different models of psychosocial intervention. We will then look at different therapeutic modalities including cognitive-behavioural, psychodynamic, family systemic, narrative, group and parent training; consider the unique and common features of each and review the evidence-base for each in turn and their applicability to different predicaments and diagnostic groups.



Learning Objectives and Outcomes:

By taking this module, you will be able to: 

Explore the theories and putative mechanisms involved in different psychosocial interventions
 Consider the practical aspects of delivering different interventions
 Consider the unique and common features of different interventions including treatment alliance and the qualities of the therapist
 Review the evidence base for each group of interventions
 Consider how to plan treatment involving psychosocial interventions
 Consider how to evaluate change and effectiveness
Who is this module for? 

This is a core module for the MSc Child and Adolescent Mental Health. 



Teaching and Learning Methods 

Sessions will include a mixture of lectures, seminars, research paper discussions and small group work. 



Assessment

This module will be assessed by a single 2,000 word essay.



Selected Reading List

 Up to date papers will be recommended during the course. Essential reading is:

Fonagy, P., Cottrell, D., Phillips, J., Bevington, D., Glaser, D. and Allison, E., 2014. What works for whom?: a critical review of treatments for children and adolescents. Guilford Publications.
Summary

This module will provide an introduction to key molecular contemporary techniques used in cardiovascular research. You will undertake practical work covering fundamental laboratory skills (pipetting, aseptic techniques etc.) and more advanced genetic/molecular biology methods such as genetic screening, sequencing methods and molecular cloning. This will be complemented by lectures, computer exercises, extensive e-learning resources and tutorials on topics related to practical sessions.

Learning Outcomes and Objectives 

Students successfully completing this module should:

Have practised fundamental laboratory methods in a research laboratory, or if laboratory access is restricted, via online methods
 Have acquired a good theoretical understanding of the key laboratory techniques taught in this module
 Have experienced and be able to use key computer based bioinformatics tools related to molecular cardiovascular research
Who is this module for? 

This is an optional module for iBSc Cardiovascular Science students. It is open to UCL BSc students from an allied subject.  

Teaching and Learning Methods

Learning will be through practical sessions, lectures, computer exercises, e-learning (online resources, videos and simulations of molecular laboratory methods) in addition to tutorials.

Selected Reading List 

Human molecular genetics 4. Tom Strachan and Andrew Read. New York; Abingdon: Garland Science 4th ed. 2011

Edwards J, Bartlett JM. Mutation and polymorphism detection: a technical overview. Methods Mol Biol. 2003;226:287-94.

George AL Jr. Use of contemporary genetics in cardiovascular diagnosis. Circulation. 2014;130(22):1971-80.

Pearson H, Stirling D. Cloning and mutagenesis: a technical overview. Methods Mol Biol 2003;226:464-499.
The aim of the module is to provide students with a working understanding of advanced biomaterials and process discovery devices that are used for regenerative medicines manufacture and the considerations regarding infrastructure requirements for clinical grade manufacture of regenerative medicines. This will provide students with the skills that would be highly desirable by a growing regenerative medicine manufacture industry and the Cell Therapy Catapult.

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

Understand the physical, mechanical and thermal properties of different materials and their application to manufacturing processes for emerging regenerative medicines.
	Appreciate novel technologies currently employed for regenerative medicine manufacture, with specific emphasis on the utility and application of microfluidic devices to process discovery.
	Develop an understanding of how new manufacturing processes for stem cells rely upon clinical grade manufacturing.
Despite recent societal changes, people with disabilities, chronic illnesses and/or neurodivergence are still underrepresented in society, popular culture, medical and academic disciplines. Lack of understanding of and intellectual engagement with disabilities, chronic illnesses and/or neurodivergence reinforce stereotypes and barriers. In this module, students will take an autoethnographic, reflexive approach to exploring disabilities, chronic illnesses and neurodivergence in society in general, and more specifically in the contexts of the studies of film, media and literature; law; geography and architecture; business, enterprise and economy; and disability studies, medicine and sociology.
The module is focused on developing biological knowledge, as well as key skills required for scientific investigation, and formulating best practice for data collection and recording. Key importance will be given to safe working, risk assessment and bio-containment of organisms.
Students are also supported to learn good laboratory practice and trained on key pieces of laboratory equipment.
Additionally, students will be introduced to environmental monitoring, analysis and simulations. The project will be assessed via documentation of laboratory protocols, risk assessments and presentation of results.
This module focuses on debates concerning the nature of learning and teaching in low and middle income contexts, in light of the Education for All (EFA) movement linked to the Jomtien Declaration (1990), the Dakar Framework for Action (2000) and the World Education Forum Incheon Declaration (2015).

Particular attention will be paid to debates about the approach and intent of the EFA movement with regard to aspects of learning, teaching and the delivery of education, for vulnerable, dis-enfranchised, subordinated or excluded groups, and to contexts of violence, conflict and migration. The experience of this movement in relation to discussions of the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs) will be considered.
This module aims to help practitioners to develop essential skills that are fundamental to the effective provision of the different evidence-based therapies that are taught as part of the CYP IAPT programme. Developmental psychopathology will be presented as a conceptual framework that is useful across different therapies to enable students to formulate the presenting problems of clients such that they are better able to plan interventions regardless of therapeutic approach. Students will be introduced to the various measures available within CYP IAPT, and will be shown how best to administer, score and interpret the measures in such a way as to enhance clinical practice. The policy frameworks and the evidence supporting increased participation of clients (whether children, young people, families, parents or carers) in service planning and delivery will be presented and students will take part in skills workshops aimed at increasing participation of, and collaboration with clients.
This module is compulsory and needs to be taken by all students completing the PG Certificate in Special Care Dentistry.
Few features of the Middle Ages are as familiar, even to the most profane of observers, as the series of expeditions which, throughout the 12th and the 13th centuries, aimed at establishing Christian control of the holy lands. Although the word crusades was not used in the Middle Ages, in the course of the centuries the term has become a powerful tool to evoke policies and aspirations of an entire society. This course aims at observing these expeditions, and the world in which they took place, from a cultural perspective. In doing so, we will shed light to some key aspects of Western European society in the 12th and 13th centuries, such as the religious and political ambitions of the papacy; the new devotional aspirations of the laity; the development of a chivalric culture; the cultural expansion of parts of Western Europe.
This course will approach the study of the history of education through the lens of our own institutions - UCL, founded in 1826 and the Institute of Education, founded in 1902. It will provide context to the historical evolution of the educational system in the UK and critically examine the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. It aims to provide a general introduction to the history of universities and schooling in the UK, while also exploring different methods or approach to studying, researching and making history. Students will be introduced to a range of transferable practical skills that are linked to the assessment in which students work together to produce a public history output in a variety of forms (for example, a podcast, debate, presentation, performance, report, exhibition, blog or walking trail). The course is taught through a mix of lectures and seminars that involve object handling, working with archives, historic film footage, museum visits and campus tours. It draws on UCL’s rich libraries, archives and museum collections and works in collaboration with colleagues in UCL Culture and UCL Libraries, Archives and Special Collections.
This module analyses the changing nature of the media marketplace by exploring media policy issues, established and emergent modes of production and changing patterns of distribution and consumption in commercial and non-commercial settings. It introduces students to policy debates about the media as a key economic sector and explores different contexts. It explores notions of cultural and political citizenship and consumer choice. 

NOTE: this module belongs to: 

PATHWAY 2: Critical Media with Games – an emphasis on theory, but with a throughline of practical work in game, VR/AR/XR design running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in games and interactive media up to advanced level.
This module offers a critical introduction to United States history from the end of World War I to the present day. It is made up of four thematic sections which focus on: the state and political development; gender and sexuality; the US and the world; and race and ethnicity. Throughout, we will focus on historiographical questions that occupy scholars and interrogate change and continuity in political and social ideology during the twentieth and twenty-first centuries. As the module progresses you will develop a keen understanding of the interconnected nature of these overarching themes in American life and use this to assess particular events or thematic issues in their broader context. By the end of the module you will have a solid factual understanding of the United States since 1920, a critical understanding of the historical processes that have shaped the country over the past hundred years, and the ability to construct more nuanced analyses of the US past and present.
Why do social movements emerge? How has the civil society mobilised and organised to contest power and pursue social justice? What is the role of collective action in shaping and changing politics and society? The module will offer students an introduction to key theoretical debates in the sociology of social movements, considering issues such as citizen rights, political protest, emotion and embodied movements, art activism, populist/nationalist movements, violence, social justice and social change. The sessions will draw on a set of diverse historical and contemporary empirical illustrations from both the Global North and Global South, to critically evaluate the theories’ relevance for the study of different types of movements.
Psychological Wellbeing Practitioners (PWPs) operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the worker is operating. Workers must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. PWPs must also take into account any physical and sensory difficulties people may experience in accessing services and make provision in their work to ameliorate these. They must be able to respond to people’s needs sensitively with regard to all aspects of diversity. They must demonstrate a commitment to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment. They must demonstrate an understanding and awareness of the power issues in professional /patient relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. This module will expose PWPs to the concept of diversity, inclusion and multi-culturalism and equip workers with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. This module will also provide PWPs with an understanding of the complexity of people’s health, social and occupational needs and the services which can support people to recovery. It will develop PWPs decision making abilities and enable them use supervision and to recognise when and where it is appropriate to seek further advice, a step up or a signposted service.
Psychological Wellbeing Practitioners (PWPs) operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the worker is operating. Workers must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. PWPs must also take into account any physical and sensory difficulties people may experience in accessing services and make provision in their work to ameliorate these. They must be able to respond to people’s needs sensitively with regard to all aspects of diversity. They must demonstrate a commitment to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment. They must demonstrate an understanding and awareness of the power issues in professional /patient relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. This module will expose PWPs to the concept of diversity, inclusion and multi-culturalism and equip workers with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. This module will also provide PWPs with an understanding of the complexity of people’s health, social and occupational needs and the services which can support people to recovery. It will develop PWPs decision making abilities and enable them use supervision and to recognise when and where it is appropriate to seek further advice, a step up or a signposted service.
This module introduces students to the fascinating professional practice of making audiovisual material accessible to people with sensory impairments. Students will learn about audio description (AD) for people with limited access to visual information. The areas covered include: legislation, history and present situation of AD, audio describing for children and adults, live versus pre-recorded AD, economic and professional aspects, and the conventions used on screen. Through a range of carefully chosen examples and exercises, students will not only develop confidence and skills in producing scripts for audio description, but also broaden their awareness about the needs of people with limited access to visual information and of the grammatical and syntactic features of the language. This module is not language-specific: it is taught in English and all the activities are carried out in English.
Latin America confounds observers. It is familiar and yet alien, alluring and yet unsettling, dionysian and yet dystopian. Once the ‘land of tomorrow’ now some view it as a ‘forgotten continent’. The great British Marxist historian Eric Hobsbawm called Latin America a ‘laboratory of historical change’, a place where processes familiar to him, such as the emergence of labour movements, the rise of fascism, the triumph and decline of revolutions, appeared tweaked by factors yet to be uncovered in ways yet to be explained. This survey is an introduction to the history of Latin America in the twentieth century. We will examine processes common to the region, the experiences of specific countries, and Latin America’s relations with the rest of the world. Beyond this, like Hobsbawm, we will consider how Latin America can help us think about the history of wider world.
This module (33% of the MSc) provides hands-on research experience within a skilled and supportive environment. You will join a research active group working within the fields of regenerative medicine and surgery to complete original laboratory-based research, clinical-based research, data analysis, systematic review or modelling. This will provide you with the option to undertake a shorter project, supplemented by additional taught modules.

Guided by your supervisor, you will develop skills in searching literature databases, reading and critically evaluating published work and presenting a written and oral report of the work. You will also develop transferable skills and an understanding of the needs of patients requiring this speciality.
This module (33% of the MSc) provides hands-on research experience within a skilled and supportive environment. You will join a research active group working within the fields of regenerative medicine or nanotechnology to complete original laboratory-based research, clinical-based research, data analysis, modelling or quantitative reviews. 

As opposed to the alternative 90 credit project pathway, choosing this shorter project option will allow you to undertake two additional taught modules. Please note that project choices may be different for the 60 credit compared to the 90 credit projects.


 
This module is designed to give students with a varied range of backgrounds core notions of anatomy and physiology, and for all to learn, through the critical analysis of case studies, the impact of rehabilitative or assistive technologies on patients. The course is divided in two parts: Anatomy and Physiology, and Applications of Rehabilitation Engineering.
ANATOMY AND PHYSIOLOGY (A&P)
This part will equip students with basic knowledge of Anatomy and Physiology. We consider this important in our MSc as to design good assistive technologies or rehabilitation devices, the engineers should understand the condition of the people they seek to help. After taking this first part, students will be able to describe key A&P concepts, using appropriate vocabulary. This knowledge is essential to be able to understand the case studies discussed in the course’s second part.
APPLICATIONS OF REHABILITATION ENGINEERING
This part has two aims:
(1) To educate students as to the potential impact of Assistive Technologies and Rehabilitation Devices on patients, their carers, family, friends, and NHS staff. The lectures are given by lecturers and clinical collaborators.
(2) To train students to critically appraise interventions using though the evaluation of published Case Studies and Case Reports focused on the use of an assistive or rehabilitative device.
This module is for MSc Burns, Plastic and Reconstructive Surgery programme students only and provides research experience within a skilled and supportive environment. Students will complete a clinical or regenerative or nanotechnology themed research project.

This module provides the opportunity to undertake a lab or non-lab based research or clinical research on a specified topic with one-to-one supervision by a UCL academic. Guided by your supervisor, you will develop skills in searching literature databases, reading and critically evaluating published work and presenting a written and oral report of the work. Develop the necessary transferable skills and learn an appreciation of the needs and requirements of patients requiring this speciality

To help you find a suitable project you will be provided with a list of potential subject areas and supervisors but you may propose your own topic with a supervisor not on the list. Self-organised dissertations must be formally approved by the Research project co-ordinator.
What happens to people and to their languages when they come into contact with each other? This module explores this question in the context of the languages and peoples of the Danube region, focusing on German, Hungarian, Romanian, Serbian and Croatian, and Yiddish. These languages belong to two genealogically different groups (Indo-European and Uralic) and one (Yiddish) bears traces of a third group (Semitic). Within Indo-European, three different sub-groups are represented (Germanic, Romance, Slavonic). The module will use data from these languages (texts in the original, idioms, proverbs, jokes, etc.) to explore language and cultural contact from both a purely linguistic perspective (language relatedness v. typological features of languages, script v. sounds, areal connections, borrowing of words, idioms, and figures of speech) and a sociolinguistic point of view (intercultural exchange, multilingualism, standardisation, purism, and the relation between language and identity). It will explore how Danubian languages both converge and differ, how Danubian culture is both intercultural friction and intercultural flow.



Defining questions of the module include:

- In which way are languages along the Danube likely to borrow from each other and why?

- What are these languages like and what are their shared features despite their typological differences?

- What are the underlying socio-cultural reasons for using particular idioms, ethnonyms, jokes, metaphors, and script?

- How do people assert differences through language and how is similarity of culture imprinted on language?



The module is an introduction not only to talk about language but also to experiment in the languages that the course explores! By analysing authentic material, you will develop an introductory knowledge of the five languages as well as linguistic methods.
What happens to people and to their languages when they come into contact with each other? This module explores this question in the context of the languages and peoples of the Danube region, focusing on German, Hungarian, Romanian, Serbian and Croatian, and Yiddish. These languages belong to two genealogically different groups (Indo-European and Uralic) and one (Yiddish) bears traces of a third group (Semitic); within Indo-European, three different sub-groups are represented (Germanic, Romance, Slavonic). The module will use data from these languages (texts in the original, idioms, proverbs, jokes, etc.) to explore language and cultural contact from both a purely linguistic perspective (language relatedness v. typological features of languages, script v. sounds, areal connections, borrowing of words, idioms, and figures of speech) and a sociolinguistic point of view (intercultural exchange, multilingualism, standardisation, purism, and the relation between language and identity). It will explore how Danubian languages both converge and differ, how Danubian culture is both intercultural friction and intercultural flow.

Defining questions of the module include:

- In which way are languages along the Danube likely to borrow from each other and why?

- What are these languages like and what are their shared features despite their typological differences?

- What are the underlying socio-cultural reasons for using particular idioms, ethnonyms, jokes, metaphors, and script?

- How do people assert differences through language and how is similarity of culture imprinted on language?

The module is an introduction not only to talk about language but also to experiment in the languages that the course explores! By analysing authentic material, you will develop an introductory knowledge of the five languages as well as linguistic methods.
Psychological wellbeing Practitioners (PWPs) aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments and regularly used pharmacological treatments of common mental health problems. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles, such as behavioural activation, exposure, cognitive restructuring, panic management, problem solving, CBT-informed sleep management, and computerised cognitive behavioural therapy (cCBT) packages as well as supporting physical exercise and medication adherence. Support is specifically designed to enable people to optimise their use of self-management recovery information and pharmacological treatments and may be delivered individually or to groups of patients (psychoeducational groups) and through face-to-face, telephone, email or other contact methods. PWPs must also be able to manage any change in risk status. This module will provide PWPs with a good understanding of the process of therapeutic support and the management of individuals and groups of patients including families, friends and carers. Skills teaching will develop PWPs general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural principles and in the support of medication concordance.
Psychological wellbeing Practitioners (PWPs) aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments and regularly used pharmacological treatments of common mental health problems. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles, such as behavioural activation, exposure, cognitive restructuring, panic management, problem solving, CBT-informed sleep management, and computerised cognitive behavioural therapy (cCBT) packages as well as supporting physical exercise and medication adherence. Support is specifically designed to enable people to optimise their use of self-management recovery information and pharmacological treatments and may be delivered individually or to groups of patients (psychoeducational groups) and through face-to-face, telephone, email or other contact methods. PWPs must also be able to manage any change in risk status. This module will provide PWPs with a good understanding of the process of therapeutic support and the management of individuals and groups of patients including families, friends and carers. Skills teaching will develop PWPs general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural principles and in the support of medication concordance.
Psychological Wellbeing Practitioners (PWPs) assess and support people with common mental health problems in the self-management of their recovery. To do so they must undertake a range of patient-centred assessments and identify the main areas of concern relevant to the assessment undertaken. They must have knowledge and competence to apply these in a range of different assessment formats and settings. These different types of assessment include: screening / triage assessment within an IAPT service; risk assessment; provisional diagnostic assessment; mental health clustering assessment; psychometric assessment (using the IAPT standardised symptoms measures); problem focused assessment; and intervention planning assessment. In all these assessments they need to engage patients and establish an appropriate relationship whilst gathering information in a collaborative manner. They must have knowledge of mental health disorders and the evidence-based therapeutic options available in order to communicate this knowledge in a clear and unambiguous way so that people can make informed treatment choices. In addition, they must have knowledge of behaviour change models and how these can inform choice of goals and interventions. This module will provide PWPs with a good understanding of the incidence, prevalence and presentation of common mental health problems and evidenced-based treatment choices. Skills teaching will develop PWPs’ core ‘common factors’ competencies of active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision making.
The Medical Physics project modules are designed to complement the department’s programme of lecture modules in medical physics and bioengineering, while equipping the student with valuable practical and project skills. The ability to conduct an independent research project is fundamental to future career paths in scientific research and development, as well in many other areas. The two-term research projects, MPHY0012 (for IBSc and final-year BSc students), MPHY0042 (for BEng Biomedical Engineering) and MPHY0036 (for final-year MSci & MEng students) provide students with the skills needed to plan, execute, and present an open-ended scientific investigation.

A video description can be found at the UCL Media Central.
Students will learn about the following topics;

• Lifestyle analysis and behaviour modification initiatives. • Lifestyle associated conditions (e.g. obesity, CVD, hypertension, IBS, inflammation, primary care related co-morbidities; aging) • Health and Social Care organisations, their structures and the role of the dietitian within these structures. • Immunology Primer (acute and chronic inflammatory state) • Malnutrition (under and over-nutrition) and associated conditions • Food production, preparation, processing, preservation and labelling • Food marketing and labelling regulations and legislation • Dietary assessment. • Basic communication skills

 

Learning Outcomes:

       On successful completion of the module students will be able to:

Identify and critically review the literature and synthesise appropriate conclusions from the evidence base on non-communicable disease and malnutrition
	Describe the main national and international data on diet and nutritional status in the population and in high-risk sub-groups
	Demonstrate an understanding of a related to clinical/public health nutrition problem and an synthesise the scientific basis of and recommendation from government and social policy relating to diet and health, using different communication methods.
	Evaluate disease-specific nutrient deficiencies and prescribe nutrients to different diagnostic groups and formulate a suitable dietary intervention for a clinical population group.
	Demonstrate conceptual understanding and communicate the relevance of malnutrition and non-communicable disease to impaired immune function.
	Understand and critically evaluate the factors impacting food environment and choice
This module explores the role of intellectuals in French political and cultural life during the short twentieth century (1918-1989). It will explore the different waysthat intellectuals understood their responsibilities as public figures, their role in shaping debates over issues such as fascism, communism, collaboration and resistance, feminism, decolonization, and the Cold War. In addition to studying the political engagements of intellectuals, we shall also pay some attention to the wider cultural impact of intellectuals' innovations in fields such as literature, philosophy and anthropology
The module investigates the multiple ways that the experience of looking, of vision and understanding were informed in the Renaissance by material concerns and the effects of how materiality was staged in the visual field. Focussing on a wide range of artworks, sites and sacred objects (in paint, stone, metal and glass), 'seeing through' is interpreted in relation to artistic practice, theories of vision, reception and systems of knowledge and belief. While the course primarily addresses the late fourteenth to the early sixteenth century in Europe, especially Italy, we pay attention to how what is seen, and how it is understood, is transformed by the contemporary encounter.

A major objective is to re-connect questions of artistic labour with theoretical speculation, the physical matter of art with art's historical functions, especially the idea of its transcendence, and the understanding of works in multiple media as both historically situated and surviving into the present. So 'transformation' will refer to those changes of state staged in and through media and images in the period, but also to the changes worked on them over time, including how present day conditions and technologies of vision have changed them. What aspects of both surface and signification have become more opaque even as hidden layers and structures can come into view?
This module will cover several important narrative texts from the late twelfth and thirteenth centuries. Consideration will be given to both predominant themes (courtliness and heroism; conflicting demands of love and society; transgression) and broader literary theoretical questions (alterity; developments in medieval narrative technique; textual in/stability).

Preparatory Reading and Set Texts

Topic I: Das Nibelungenlied. Nach der Handschrift B, ed. Ursula Schulze, Stuttgart 2011etc (Reclam 18914)
	Topic II: Wernher der Gärtner: Helmbrecht, ed. Fritz Tschirch, Stuttgart 1974etc (Reclam 9498)
	Topic III: Hartmann von Aue: Iwein, ed. Rüdiger Krohn, Stuttgart 2008etc (Reclam 18530)
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 goal of this course is for students to learn how to program numerical applications from scratch. By the end of the course, students should be able to write state-of-the-art MATLAB codes that solve systems of partial-differential equations relevant to Earth and Planetary Science applications using finite-difference method and marker-in-cell technique. Applications include the Poisson equation, buoyancy-driven variable viscosity flow, heat diffusion and advection, and state-of-the-art thermomechanical code programming. The emphasis will be on commonality, i.e., using a similar approach to solve different applications, and modularity, i.e., re-use of code in different programs.
This hands-on, application-driven introduction to quantitative research aims to give you the tools to scrutinize, conduct and present basic statistical analyses in the social sciences and education studies. The course will introduce statistical concepts, issues surrounding the quantitative measurement of social science concepts, and research applications through relatable, real-life case studies. Lectures will be supported by a computer-based seminar series using SPSS to further your quantitative analysis skills.
What is the purpose of an education? In public discourse and policy interventions, one way education has become understood is as a means of preparing individuals for employment. Young people are encouraged to study for qualifications in the hopes of gaining better jobs, adult workers must engage in ‘lifelong learning’ to respond to changes in technology. Employers are becoming more involved with curriculum design to better prepare students for the workplace, and policy makers introduce policies to ensure the populace is “work ready”. The unemployed are demonised in the press and sanctioned by the state for what are seen to be personal failures rather than features of the social structure. What kinds of workers are produced by different kinds of education? Exploring schools, universities, workplaces, third and private sector training programmes students will engage with and critically assess the claims made about the ability of education to improve individual prospects and collective aims of reducing poverty and inequality. Using theoretical insights and connecting with empirical research from social anthropology, sociology and education studies, students will be given the tools to develop their own informed opinions about the purpose and value of education. Students interested in this module must be willing to read, write and engage in peer review activities every week.
This module is compulsory and needs to be taken by all students completing the MSc in Special Care Dentistry.
The aim of this module is to establish the knowledge and skills required to enable the postgraduate to undertake clinical treatment and laboratory work. This is predominantly a hands-on, intensive course during the first 8 weeks of the programme. It requires full-time attendance from all students, including part-time students on MClinDent Prosthodontics and MSc Conservative Dentistry.
Building on the basic module, you will have advanced learning on infective, inflammatory and degenerative conditions in neurological practice. The neurological topics covered include neurological Infections, neuro-inflammatory diseases, neurodegeneration, movement disorders, and neuromuscular diseases. Learning is through online interactive lectures and will be facilitated through tutor and student interactions through the online forums.

On completion of the module, you will be able to recognise and plan management of infectious and inflammatory conditions such as HIV, Lyme’s, Prions, sarcoidosis neuro-Behcet’s, cerebral malaria, and degenerative neurological conditions such as Huntington’s disease and hereditary neuropathies and understand the common differential diagnosis and management of these conditions.
You will have introduction to infective, inflammatory and degenerative conditions in neurological practice. The neurological topics covered include neurological Infections, neuro-inflammatory diseases, neurodegeneration, movement disorders, and neuromuscular diseases.

Learning is through online interactive lectures and will be facilitated through tutor and student interactions through the online forums.

On completion of the module, you will be able to recognise and plan management of infectious and degenerative neurological conditions such as Multiple sclerosis, encephalitis, neuropathies, myasthenia, Parkinson’s disease, Alzheimer’s disease and understand the common differential diagnosis of these conditions.
Scientific and clinical research has revolutionised the treatment of childhood and TYA (Teen and Young Adults) cancer, resulting in vastly improved outcomes. However, still too many lives are lost to cancer, underlining the importance of developing novel therapies for those cancers that are resistant to current therapy. In this module, you will be taught by scientists and clinicians who study the molecular mechanisms of childhood and TYA cancers, treat patients diagnosed with cancer and develop new therapies.

Incorporating lectures on the biology of this specific group of cancers and case studies, the module will illustrate the current state and future directions of childhood and TYA cancer research. Lectures will cover topics such as the impact of genomics on the molecular classification of brain cancer, the use of CAR-T cells in novel therapies, precision medicine and drug development, and experimental cancer models.
This module explores how language works and how it is put to work in professional contexts. It introduces a range of analytic frameworks in linguistics and discourse analysis, and teaches students how to apply them to written and verbal texts in different professional settings. In this way, students learn how linguistic and discourse analyses reveal underlying assumptions and attitudes, and shed light on what is going on in different situations and interactions. We consider language in different industries (e.g. business, law, healthcare, education, media), and different types of communication (e.g. advertising and branding, public messaging, small talk, online customer reviews, news reports etc.) to explore issues of context, identity, marketization and power in the workplace. 

This module is assessed with a 10-minute recorded presentation analysing a piece of professional communication, accompanied by a short annotated bibliography. Although there are no pre-requisites for the module, it will be most suitable for students with some experience of discourse analysis.
The two compulsory modules (Disciplines of Music Education, Part I and Part II) are founded on three strands in the study of music education: philosophy, psychology and sociology. This module examines a wide range of music psychology and music social psychology research concerning how people make sense of music. It shows how their musical thinking is shaped by enculturation, maturation and experience; and how they develop specific musical knowledge, skills and understanding. It explores key features of musical development from pre-birth into adolescence and adulthood; and it also considers neurological and socio-psychological factors in development. It comprises historically-significant and cutting-edge approaches and theories in its field, also drawing on internationally-significant work in this arena by lecturers on the MA programme.
The two compulsory modules (Disciplines of Music Education, Part I and Part II) are founded on three strands in the study of music education: philosophy, psychology and sociology. This module explores the social functions and significance of music and music education, including musical production and reception practices. It looks at themes such as access to musical opportunity in relation to e.g. the curriculum, class and ethnicity. The module also explores aesthetics, musical meaning and notions of musical ability by making reference to noteworthy philosophers. It includes historically-significant and cutting-edge contemporary approaches to music education, theories and philosophies across a wide range of topics.
This module investigates the key role that new media technologies now play in the work of many artists and designers, in learning, and in the interpretation of art and artefacts in galleries, museums and other sites for learning. With an emphasis on overcoming binaries of the digital and the material, museum and galleries will provide a platform for critically considering the ways in which recent technological changes have influenced the reception and dissemination of material culture. The module responds to contemporary issues, exhibitions and innovations and will address debates around the authenticity of the object, taxonomies of the visual, the impact of technology on public and private spheres, the relationship between old and new media, touch, interactivity, and the use of technologies to develop new audiences and new ways of facilitating learning. It includes the in-depth study of immersive installations, video art, simulacra, avatars, video games, mobile and navigational technologies, podcasting, and digitisation. The module is designed to open up the space for interdisciplinary discussions beyond the fields of art, design and museology. Students not enrolled on the MA Museums and Galleries in Education and MA Art Education, Culture and Practice programmes MUST contact the module tutor in the first instance before selecting on Portico.
This module is delivered through a mix of lectures, small group seminars, workshops and site visits. It aims to develop the students' ability to critically choose, adapt and apply different methods and methodologies in assessing the significance of heritage assets on an area basis, and the understanding of strengths and limitations of particular methods and methodologies.
 
This module is delivered through a mix of lectures, small group seminars and site visits. It aims to develop the students ability to gain knowledge of the dynamics of changing discourses when planning for urban development in historic urban settings, and to foster critical reflection about the varied dimensions at play in the management of historic cities, the varied agents and actors with overlapping interests in historic urban settings, and the evolution of seminal concepts in planning for conservation discourse(s).
Practically-based analysis of the environmental and social sustainability risk issues affecting private sector natural resource, infrastructure and other capital-intensive projects, primarily but not exclusively in emerging economies. The course will draw substantively on case analysis and aims to contribute to theory building in an area largely under-researched. It will cover a comprehensive review of key drivers for the private sector and provide an understanding of corporate performance and decision making processes and how environmental and social issues are assessed and integrated into core business strategy. It will include analysis of the role of the financial sector and its influence on environmental and social outcomes through investment practices and standards. It includes a review of assessment and management techniques and tools, the global standards framework, environmental and social risk assessment, impact mitigation and metrics. It will include an analysis of how global resource issues such as biodiversity, greenhouse gas emissions and water can be addressed at the project level. The broader institutional context will be addressed through understanding of global standards and the role of key stakeholders such as civil society, multi-lateral agencies, standards institutions and investors. The module will also promote an understanding of the private sector/development nexus and the contribution that environmental and social management at the project level can make.
Delivered by external infrastructure experts, this module explores different demand drivers, business cases, and appraisal methods in various infrastructure sectors.

Aims:

Provide insight into a range of infrastructure sectors (e.g., transport, energy, water & wastewater, solid waste, telecommunications, and healthcare), their past and future investment programmes, and the specificities of private financing in each sector
	Enhance your understanding of development and business case appraisal for infrastructure projects
Learning Objectives:

You will learn about the drivers of investment demand across infrastructure sectors and how this demand responds to:

Government policy/regulation
	Market demand (changes in preferences, aggregate growth)
	Changes in technology
	Historical investment and emerging global trends
This module aims to give students a broad introductory knowledge of some common, important neurological pathologies and of the role of Neuroimaging in the diagnosis, treatment and follow-up of these conditions. The module focuses in particular on Neurodegeneration, Demyelination, Peripheral Nerve & Muscular Disease.

At the end of this module, students will be able to…
1. Neurodegeneration (N)
1.01:                Describe and explain the clinical presentation of Neurodegeneration in terms of the disruption caused to function within the nervous system
1.02:                Demonstrate understanding of the cellular mechanisms and predominantly affected brain regions in: Alzheimer’s Disease (AD); Multisystem Atrophy (MSA); Motor Neuron Disease (MND); Progressive Supranuclear Palsy (PSP); olivo-pontocerebellar atrophy. 
1.03:                Show familiarity with the incidence, age of onset and long term prognosis for each of the above diseases.
1.04:                Identify the role of imaging in the clinical setup as well as the role of special techniques such as fluid registration and VBM.
2. Demyelination (D)
2.01:                Demonstrate an understanding of the role of imaging in the clinical setup for demyelinating diseases
2.02:                List and describe the role of special techniques such as DTI, perfusion, MT, qMT and spectroscopy for demyelinating diseases.
3. Peripheral Nerves & Muscular Disease (PNMD)¬¬¬¬¬¬¬¬¬
3.01:                Describe the pathophysiology and clinical presentation of peripheral nerves and muscle disorder.
3.02:                Identify the role of imaging in the clinical setup, including special techniques such as DTI, MT and qMT
4. Artificial Intelligence in Neuroradiology (MLN)
4.01:                Identify and outline the uses of Artificial Intelligence in the Neuroradiology of Neurodegeneration, Demyelination and Peripheral Nerves and Muscular Diseases
This module focuses on the Neo-Assyrian Empire in the period c. 900-c.600 BC. The aim is to analyse shifts and continuities in political, social and intellectual life, by examining ancient imperialism in its Near Eastern setting. Throughout the emphasis is on critical evaluation of a diverse corpus of evidence, with a particular focus on art historical approaches to iconography, and assessment of relevant academic literature. 

No prior knowledge is required, either of the period or of any ancient Near Eastern languages.
This module focuses on the Neo-Assyrian Empire in the period c. 900-c.600 BC. The aim is to analyse shifts and continuities in political, social and intellectual life, by examining ancient imperialism in its Middle Eastern setting. Throughout the emphasis is on critical evaluation of a diverse corpus of evidence, with a particular focus on art historical approaches to iconography, and assessment of relevant academic literature. 

No prior knowledge is required, either of the period or of any ancient Middle Eastern languages.
MRes in The Politics and Economics of Eastern Europe (1 year) dissertation -  15000 - 18000 words (including all notes and appendices, but excluding the bibliography).

The aims of the Dissertation are:

To provide an opportunity to pursue independent research on a subject of your choice;

To provide experience in identifying a clearly focused research question and developing a thesis around it, over an extended period;

To enable students to test their skills in producing a substantial piece of written work of potentially publishable quality (high level of analysis, judgment and clarity of expression);

To develop and showcase your academic development achieved during the MRes programme;

To prepare you for MPhil, PhD or any other research project you might do in your future career.

 

The objectives of the Dissertation are:

To choose an original topic for your research and to identify a relevant and appropriate research question within that topic;

To search for and understand existing literature on the subject (including classic works, up-to-date publications, periodical and internet sources);

To demonstrate knowledge of secondary sources on the chosen subject as well as your ability to assess critically other authors' views and to structure your own argument;

To take into account, as appropriate, relevant historical background and theoretical frameworks;

To develop your organizational, analytical and stylistic skills;

To work towards making an independent contribution on a particular subject.
This module aims to challenge and enhance participants' knowledge and understanding of international debates and research central to education involving children aged 4-12. The module features input from key researchers innovating developments in practice and theory, and reviews current research that is crucial to understanding and working in the sector. The curriculum and its management, as well as the impact of context on children's progress, will be considered.

Participants will develop an understanding of the factors that influence current debates and trends in education with young children and will be encouraged to reflect upon the implications for their further professional practice. Sessions will examine research from different countries and contexts into new thinking and initiatives related, for example, to: professional identity, inclusion, equity and achievement, assessment and standards, children's mental health and wellbeing and cross-cultural perspectives on pedagogy. Implications for teaching and learning in the primary sector will be considered.

The module is highly participatory, with structured activities and developmental tasks designed to accompany input from lecturers. Participants will be encouraged to develop their own interests in particular aspects of enquiry into educating children aged 4-12, to reflect upon and share their experiences of practice and to develop an awareness of recent research and developments within schools and communities.
What held Rome’s provincial empire together through political revolution, civil wars, and crises of succession? This module focuses on the administration and management of this international empire of the pre-industrial age. Past interpretations of the functioning of the Roman imperial state favoured constitutional analysis or viewed it as a thin façade to mask subjection by military force; more recent scholarship has tended to seek explanation for the relative longevity and stability of Rome’s imperial dominion in the late republic and principate in less tangible phenomena: e.g. ‘honour’ (Ted Lendon) and the establishment of ‘legitimacy’, reinforced by ‘charisma’ (Clifford Ando). These and other interpretations are tested against an in-depth analysis of the workings of the organs of the city of Rome as they were adapted to imperial responsibilities, both in terms of the formal administrative structures and their functioning in practice.
While the Roman imperial system has been likened to the Thatcherite ideal of ‘government without bureaucracy’, it was certainly not a government without paperwork. The core of this module comprises the study of selections from the considerable volume of surviving documents produced in the dialogue between the central government, its provincial representatives, citizens, and subjects. Deliberately eschewing the position of Augustus and his successors as the sole reference point for the system by which Rome governed her empire, the starting point for the investigation is placed in the post-Sullan period. The end is drawn with the provincialisation of Italy, which heralded the beginning of the establishment of a new order in which urbs Roma was now part of rather than mistress over her empire. All source material will be read in translation but in parallel with the original language so that, although Latin or Greek for Beginners is not a prerequisite for this module, those with these skills will be encouraged to exercise them.

 
Through much of its history, the United States maintained a comparatively small military and lacked an organised, international bureaucracy capable of projecting power abroad. Yet by 1945, the US commanded the world’s premier military, economic, and cultural empire. By the 1990s, it stood alone as the unchallenged superpower. How did the US manage to become a world-spanning colossus built on a barebones imperial administration and relatively few Americans abroad?

From colonisation to the present, the US has relied on small outposts of Americans to build and shape its commercial, cultural, and territorial empire. Soldiers stationed in once ramshackle forts and now sprawling military bases dotted across the globe were key. But so too were missionaries leading women’s schools in Shanghai, merchants plying sea cucumbers and copra from their Fijian posts, walrus hunters boiling blubber and carving ivory tusks in their Alaskan camps, and cowboys herding creole cattle herds across expansive Brazilian ranches carved out of the Pantanal wetlands.

This 15 credit undergraduate module explores how different kinds of outposts became key sites for directing and negotiating the different forms of US empire, from the early days of colonisation to the recent past. Each week we will explore a different kind of outpost, often focusing on one particular beachhead of American power. Likewise, we will analyse the outsized influence of Americans abroad and assess how the creation and maintenance of different kinds of outposts helped form the structure and sinews of the US empire. This module combines different strands of transnational history, particularly the histories of empire, capitalism, and ecology. Students will produce a written essay and a pod cast on an outpost of their choosing.

 
The course will introduce students to the ideologies and histories of the major right radical and fascist movements of the region during the first half of the twentieth century. The course will also cover some of the inter-war and war-time authoritarian regimes which frequently appropriated the symbols and rhetoric of the radical right while remaining essentially conservative (e.g. King Carol II’s dictatorship in Romania). During the course, students will be asked to consider the extent to which right radical movements in Eastern Europe were influenced by the Italian or German ‘model’ of Fascism and Nazism or were, in fact, indigenous or ‘native’.

The course will open with an exploration of the various definitions and causal theories of right radicalism, fascism and authoritarianism which have been put forward in the post-war decades. We will also look at the cultural conditions of fin de siècle Europe which were conducive to the rise of right radicalism and authoritarian nationalism. Important precursors to fascism, such as Georg von Schönerer and the Pan-Germans in Austria and Gabriele D’Annunzio’s Fiume regime, will be considered. We will also look at the impact of the First World War in shaping the mindset of interwar right radicals. The ideologies of Italian Fascism and German Nazism will also be briefly discussed for comparative purposes. The course will then proceed to a country-by-country study.

Students will also be encouraged to consider various themes relating to the right radical movements of the period throughout the course e.g. nationalism and revisionism; corporatism and Catholic social theory; religious politics; aryanism, racialism, anti-Semitism; violence; the cult of youth and the cult of death.
This module introduces students to Slovene literature and the culture and history of the Slovenes since 1800. It is focused on one of Europe’s smallest nations, but it asks big questions: How does a national tradition take shape by combining and integrating various cultural and linguistic influences? Does national unity depend on regional diversity? Can language be the sole basis of national identity? We will explore such questions through canonical works of Slovene poetry, prose, drama, visual art, film and architecture and address a number of key themes, including: romanticism and the national awakening; folk culture and Slovenian regions; search for a Slovene modernism; the birth of Yugoslavia; the Second World War and the partisan memory; the end of Yugoslavia and Yugostalgia; Gender and feminism; Slovenia and contemporary Europe.
This module enables student students to move from assessment and care planning to delivery of evidence based, wellbeing-focused low-intensity psychologically-informed interventions.  Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments.

Students will learn to set collaborative goals with people with severe mental health problems, and to deliver seven interventions according to an intervention manual.  These interventions are: 1 Behavioural Activation and graded exposure; 2 Teaching problem-solving skills; 3 Sleep hygiene and intervention; 4 Recognising and managing emotions; 5 Guided self-help for bulimia and binge-eating; 6 Improving self-esteem; 7 Medication support.  Each intervention meets specific service user needs and supports recovery through connectedness, hope, identity, meaning and empowerment (CHIME).  

Students will learn how to apply these interventions with appropriate flexibility within the context of a positive collaborative working relationship, whilst maintaining fidelity to the interventions.  Further supporting these interventions, students will learn how to: deliver relapse prevention work, work with motivational difficulties, manage endings safely and appropriately, use effectively use patient rated outcome measures, and work appropriately effectively with families and carers.

Throughout the module, students will develop the ability to reflect on of their own current level of competence and deliver interventions with the boundaries of their competence and role.
Students will be prepared for working in a sensory service or its equivalent, commissioned service or peripatetic role or related contexts as a setting for the delivery of practical habilitation skills and strategies for children and young people. It aims to identify and address the substantial responsibilities habilitation specialists need, contextualised by their national setting, to accept, in working with children and young people in a range of settings with varying degrees of risk.
Overview:

This module runs over the academic year for MSc students in Biomaterials and Tissue Engineering, and involves two components:

1. Group Project

The module provides experience of working in a multi-disciplinary group on a literature-based project. The projects are wide ranging in their themes and each project is championed by an individual member of academic staff.

Students have the opportunity to apply the engineering knowledge and skills acquired in the earlier part of the MSc programme to a multifaceted design problem. The group project applies formal project management techniques such as planning, resource allocation, cost estimation, project monitoring and reporting, as well as developing commercial skills and business awareness.

2. Bioprocessing & Life Sciences

The second part of the module consists of topical lectures on Bioprocessing & Life Sciences organised by the Department of Biochemical Engineering. This part of the module is examined by coursework.
This module is a compulsory component of the MARRLL programme. The module has two elements: Element 1: Teaching in Reading Recovery covers the principles and teaching procedures upon which Reading Recovery is based. It explores relevant research, which underpins, supports and challenges the design and effectiveness of Reading Recovery. This element includes teaching of children in Reading Recovery. Element 2: Leading of Teachers in Reading Recovery covers the professional role of Teacher Leaders. It includes study of theoretical models of adult learning and professional development, a variety of opportunities to develop proficiency in practical Teacher Leader skills and issues in managing an implementation at the level of the school and education authority.
The module provides an overview of the asset markets and their allocations to Private Equity (PE) and Venture Capital (VC). The module objective is to address fundamentals of asset valuation and modern and alternative valuation methods (such as APT, multi-factors models, binomial model and Black-Scholes) the sensitivities of these values and how these valuation methods are applied to PE and VC investments. Conventional portfolio management will be reviewed and extended to consider three main topics as applied to PE and VC: Portfolio Construction, Investment Monitoring and Exit Management. Relevant practical applications will be analysed in the classes to achieve a deeper and ‘learning by doing’ understanding of PE and VC.

The module aims to equip students with an understanding of the asset markets and their allocations to Private Equity (PE) and Venture Capital (VC). Students should be able to apply knowledge of valuation methods and the variables that impact these prices to portfolio management, including portfolio construction, investment monitoring and exit management. Using case studies, students will have the opportunity to learn through the process of applying the material.

Learning Outcomes

At the end of this course, students will have:

A critical understanding of asset valuation and alternative valuation methods.
	A critical understanding of variables that impact on prices.
	A critical understanding of Portfolio Construction, Investment Monitoring and Exit Management.
	A demonstrable ability to apply theoretic knowledge to the analysis of case study examples.
This module provides an introduction to the financial services regulatory infrastructure which exists in the UK and EU predominantly, the role of various regulatory bodies such as the UK’s FCA and PRA, the EU’s ECB, ESMA and EBA, and the importance of relevant trade bodies such as the BVCA (specific to PE/VC and fintech companies).

This module aims to provide students with a deep understanding of regulations and taxation for PE/VC companies. In particular the goal is to provide a general framework in which specific case studies could be implemented in different countries.

Learning Outcomes

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

Demonstrate understanding of the interaction between the regulatory framework and PE/VC
	analyze and implement the regulations that PE/VC companies should follow
	assess when to be proactive and reactive in terms of regulations, in particular when looking at Fintech.
	evaluate the different tax laws and their impact on PE/VC companies using global case studies.
This module explores political thought in northern Europe in the later Renaissance (c. 1500–c. 1670), focusing on the ways in which developments and conflicts in the social, religious, and philosophical environment transformed ideas about politics in this era. It traces the fortunes of the theories associated with humanism, republicanism, utopianism, ‘reason of state’ and absolutism, and focuses particularly on the writings of Thomas More, Jean Bodin, Justus Lipsius, Michel de Montaigne, Francis Bacon, Thomas Hobbes, and Margaret Cavendish. Students are encouraged to texts by these authors closely, to connect the ideas in them to their authors’ political and intellectual contexts, and to relate their understanding to the main interpretations of early modern political thought in modern scholarship.

There are no formal prerequisites for the course, but some familiarity with early modern intellectual history, particularly political thought, is strongly advised.
Before Mexico descended into the mayhem of the Drug War, it experienced a strange form of authoritarianism- what the novelist Mario Vargas Llosa called 'the perfect dictatorship'. With civilian leaders, nationalist rhetoric, regular (and fraudulent) elections, and apparently broad popular support, the Institutional Revolutionary Party (PRI) governed Mexico for decades; it bucked Latin American trends for coups and civil war, prefigured regimes of ‘electoral authoritarianism’ around the world, and left a profound legacy in Mexico.

This course has three main objectives. First, we will explore how and why the PRI dominated Mexico for so long, and who really wielded power in this peculiar system. Was rule violent or consensual, inclusive or exclusive? Was this regime either revolutionary or institutional? Second, we will use Mexico as a historical laboratory to explore critical twentieth-century themes: the global impact of WWII; the Cold War and US hegemony; ideas of national ‘development’; the New Left and the counterculture; spiralling urbanization and accelerating ecological crisis; violence and rise of the human rights; the remaking of race and gender hierarchies; the origins of neoliberalism. In doing so, we will challenge the idea that Mexico has been backward or marginal, and consider how it has been at the forefront of major global processes. Finally, we will trace how this history continues to shape contemporary conflicts over drugs, migration, and historical memory. The course introduces students to a lively and growing historiographical field, and draws on diverse primary sources: diplomatic dispatches, spy reports, memoirs, interviews, film, photography, and cartoons. More broadly, we will consider the opportunities and difficulties of researching the recent history of a place where access to archives is fitful, tens of thousands of people have recently been ‘disappeared’, and journalists are murdered at world-leading rates.
This module will explore how ideas about the body, soul and cosmos shaped the medieval understanding of what it meant to be human. We will look at how cosmological models from the twelfth and thirteenth centuries explained celestial bodies and supernatural beings and forces: their powers, their relationships and their intentions towards humans.‎ Cosmological ideas and discussions flourished in works of natural philosophy, theology, astronomy and medicine; more idiosyncratic cosmologies can be found in visionary literature, heresy trials, poetic works, popular science and magic texts. Our broad focus will capture some of the numerous cosmologies, both written and unwritten, that are likely to have been conceived during the Middle Ages – since most, perhaps all, people have views of some sort about their universe.

Our investigation of cosmological thinking will include looking at the boundaries of the supernatural and natural. Medieval theologians explored the differences between humans, animals and spirits: they emphasised the superiority of human rationality and the belief that animals would not have an afterlife. But there was also an intellectual and aesthetic fascination with the blurring of human and animal boundaries. We will also cover thirteenth-century studies of the nature and powers of angels and demons and fourteenth-century narratives of spiritual experience that expressed increasing anxiety about the ways humans and demons could be bound together through possession, invocation and pact. Our course concludes by looking at the culmination of these fears in the fifteenth-century mythologies of witchcraft and persecution of witches.
Every person has a story. Every story has a past. How were the lives and experiences of those in East and Southeast Asia during the Second World War (1937-1945) told, received, represented, and remembered? Through an examination of diaries, oral histories, letters, autobiographies, memoirs and other types of personal narratives and life writing, this module examines the limitations, challenges, and ways in which such sources can serve to capture and narrate the relationships between individuals and the state, with their families and communities, with one self, and how wartime pasts are negotiated by individuals and nations in the postwar period. Primary sources include reflections by ordinary civilians (women, the elderly, families, and students); the last letters of fallen soldiers and kamikaze pilots; accounts by missionaries and medical personnel; stories and drawings by children who grew up in the face of familial and social dislocation; and visual and literary representations of wartime East and Southeast Asia. Students will also be encouraged to draw parallels and comparisons with other wartime experiences in Britain, Europe, the United States, and other parts of the world. All documents and primary source materials are provided in English translation.
This module will focus on recent theoretical and political debates around orientalism/primitivism in the context of post colonial scholarship. It will include consideration of foundational authors and texts (Fanon, Said, Clifford, amongst others) and art historical debates around photography and painting in Europe in the nineteenth and early twentieth centuries. The historiography of these debates will be crucial for the intellectual underpinning of the module which will go on to address contemporary practice that foregrounds issues of the body, identity and the historical mapping of locale in the context of art produced in post-Apartheid South Africa. Video, installation, photography, sculpture and painting from this context will be considered in relation to equivalent practices that dramatise these issues in the global context. Questions of power, agency, sexuality and visuality will be central to the module as a whole. 
Objectives of this module:

To provide the adult diagnostic (theoretical, clinical and research) skills necessary to pursue a career as an audiologist and/or a career in research.
 To ensure that you  are scientifically literate at postgraduate level and clinically competent within a clinical audiology and audiological science setting and are eligible for the appropriate State Registration and ready to enter professional roles within audiological science within the NHS or other settings.
 You will be capable of carrying out and applying evidence-based practice
 Fit to practice clinically and / or to conduct research legally and ethically with appropriate professionalism and attitudes.
In addition, you will develop skills in paediatrics hearing assessment (assist level)

This is a compulsory module in stage 2 of the MSc / PG diploma in Audiological Science with Clinical Practice.
This module is compulsory and needs to be taken by all students completing the MSc in Special Care Dentistry.
This course covers international energy issues and challenges, spanning the main energy resources and systems, with emphasis on the interplay of technology, economics and political economy. The course develops over the term as follows:

Lectures 1-3 set out the basic structure and trends of global energy use and associated challenges, together with potential future pathways. We also consider electricity development and trends in renewable energy generation, the global structure of fossil fuel resources and the political economy of international oil and gas markets.
	Lectures 4-5 look at the global challenges particularly posed by climate change, and the structure of potential solutions to it, through the lens of the intellectual framework developed in ‘Planetary Economics’, and how the international community has sought to address the problem thus far.
The course then turns to look explicitly at the design, economics and political economy of energy policy:

Lectures 6-9 analyse the policy choices at national and regional levels. This starts with established issues in energy markets and market design, including regulatory dimensions of network-based industries; then looking explicitly at the theory and practice of the ‘Three Pillars’ of energy-climate policy: pricing and markets (including carbon pricing), energy efficiency, and innovation & infrastructure investments.
	The final lecture will outline different scenarios for future development of the global energy system, potential costs and benefits, consequences for key resources (including fossil fuels), and the inherent uncertainty such projections entail.
This module is aimed at physical scientists and engineers who intend to have careers in consultancy, technical management, government, and communication/journalism as well as anyone who wishes to pursue a research career. They will help students to craft effective reports, papers, and grant proposals as well as articles for newspapers, magazines, and websites.

We focus on giving you two sets of skills: the ability to analyze developments and trends in science, engineering, and technology; and to communicate these persuasively to a particular audience.

Specifically, you will learn how exploit diverse sources of technical information far beyond the technical literature. As part of this you will have the opportunity to do interviews, attend conferences, and go on laboratory visits. Then, you will be taught how to consider emerging technologies in the context of potential applications using a methodical, step-by-step process.

On the writing side, you will learn about different kinds of article structure and audience and many techniques for writing well and clearly. You will also learn the invaluable skill of being able to constructively criticize, analyze, and edit the work of others: identifying holes in technical arguments, pointing out jargon, and noting poor structure.

Finally, you will get formative feedback throughout the module to help you get the highest grade possible.

By the end of the module students should – in combination with the technical skills they learn in other parts of their course – be able to:

Research and analyze scientific/technical developments based on their potential impact in solving specific problems
	Use that analysis to write:
	News and feature articles about a single piece of research or development
		News and feature articles about trends in R&D
		Book reviews
		Interviews
		Conference reports
		Comparative technology literature reviews
		Edit the work of others for both content and style
This module is aimed at physical scientists and engineers who intend to have careers in consultancy, technical management, government, and communication/journalism as well as anyone who wishes to pursue a research career. They will help students to craft effective reports, papers, and grant proposals as well as articles for newspapers, magazines, and websites.

We focus on giving you two sets of skills: the ability to analyze developments and trends in science, engineering, and technology; and to communicate these persuasively to a particular audience.

Specifically, you will learn how exploit diverse sources of technical information far beyond the technical literature. As part of this you will have the opportunity to do interviews, attend conferences, and go on laboratory visits. Then, you will be taught how to consider emerging technologies in the context of potential applications using a methodical, step-by-step process.

On the writing side, you will learn about different kinds of article structure and audience and many techniques for writing well and clearly. You will also learn the invaluable skill of being able to constructively criticize, analyze, and edit the work of others: identifying holes in technical arguments, pointing out jargon, and noting poor structure.

Finally, you will get formative feedback throughout the module to help you get the highest grade possible.

By the end of the module students should – in combination with the technical skills they learn in other parts of their course – be able to:

Research and analyze scientific/technical developments based on their potential impact in solving specific problems
	Use that analysis to write:
	News and feature articles about a single piece of research or development
		News and feature articles about trends in R&D
		Book reviews
		Interviews
		Conference reports
		Technical analyses
		Edit the work of others for both content and style
In this 15-credit module students are introduced to the procedures and protocols necessary for laboratory work within the bio-integrated design context. Students conduct an original enquiry-led laboratory based investigation and use literature, measurements and observations to draw conclusions.

The module is focused on developing essential biological knowledge, as well as key skills required for scientific investigation, and formulating best practice for data collection and recording. Key importance will be given to safe working, risk assessment and biocontainment of organisms. Students will also be supported to learn good laboratory practice and trained on key pieces of laboratory equipment.

Additionally, students will be introduced to environmental monitoring, analysis and simulations. The project will be assessed via documentation of laboratory protocols, risk assessments and presentation of results.
The history of ideas underpinningand inspiring black activism has often been distilled down to individual, exceptional, black, male intellectuals (eg Fanon, Garvey, James). Challenging the assumption of the exceptionalism and masculinity of the Caribbean intellectual by situating renowned thinkers within black intellectual history, this module introduces studentsto some of the writings of Caribbean thinkers of the past 250 years. Highlightingblack anti-enslavement writings, anti-imperialists, nation-builders, and black feminists the course introducesstudents to a range of Caribbean thinkers thematically and chronologically, enabling engagementwith and understanding ofthe genealogy, historical context, and influence of radical Caribbean thought.

 
Module description

Can we discern a particular ‘structure of feeling’ and sense to contemporary fiction? Starting from discussions on fiction beyond postmodernism, this module will examine literary developments in 21st century literature from European, Latin- and North American authors, and situate them within a broader context that is characterized by social and ecological precarity and a lack of future. The module will develop an understanding of contemporary fiction as being preoccupied with questions of feeling and bodily experience in order to make sense of the world, and will look within this larger ideological frame at specific preoccupations in contemporary fiction: a desire for the real, feelings of depression and detachment, a disturbed sense of time and historicity, and movements between narcissism and community and between a home (intimacy) and the world (political commitment).

Primary reading may include novels by Catherine Lacey, Ben Lerner, Édouard Louis, Ling Ma, Samanta Schweblin, Zadie Smith, Niña Weijers and Alejandro Zambra
Environmental and Lifestyle issues are approached through a diverse syllabus of lectures. You will learn for example about noise and hearing in the musical environment, the importance of good eyesight in performance and the hazards of footwear, costumes and circus apparatus.

For the Travelling and Touring performer, the module explores numerous challenges such as sleep disturbance and emotional deprivation. You will discuss how resilience is built up and the role of the health professional in supporting these individuals.

This Module is also available for the Distance Learning PGCert
This module will introduce you to the diverse and fascinating cultural history of Ukraine. You will study literary texts written in many of the languages spoken historically in Ukraine, including Ukrainian, German, Polish, Russian and Yiddish. More broadly, you will consider how literature functions in borderland settings, caught between national and imperial political projects, and how cultures that occupy the same geographical spaces mutually influence and compete with one another. You will use cultural theories related to nationalism and empire to study how cultures overlap and interact and how literature responds to the social and political specificity of a multicultural imperial periphery. You will gain a detailed knowledge of Ukrainian cultural history from the late 18th century to the present day; you will study the role that the territories of Ukraine played in the cultures of Russia and Poland; you will also consider literature written by Jewish authors in multiple languages on these territories and how these writers interacted with the literatures and cultures that surrounded them.
The module is designed with the aim of familiarising students with the history of the oldest documented Slavonic language, Old Church Slavonic, and of introducing them to the basics of its phonetic, phonological, and morphological structure. Students will gain knowledge of the two early Slavonic alphabets, the Glagolitic and the Cyrillic. They will learn to read and translate, analyse and discuss a wide range of phonetic and phonological changes, word sets, phrases and grammatical structures in Old Church Slavonic. While examining Old Church Slavonic texts, students will also acquire some knowledge and understanding of Old Church Slavonic literature and its distinctive features.

The module will also introduce students to the different branches of modern Slavonic languages. By analysing individual words and grammatical features of various Slavonic languages from the Old Church Slavonic perspective, students will learn how to compare and contrast these languages and critically examine the level of linguistic proximity and distance within the Slavonic branch of Indo-European languages. For example, we will explore how and why certain Old Church Slavonic vowels evolved into qualitatively different vowels in modern Slavonic languages which explains why certain Slavonic words have similar phonetic content and only differ in the root vowel: e.g. ‘tooth’ is зуб in Russian, Ukrainian, and Belarusian and zub in Serbo-Croatian and Czech; zob in Slovene; ząb in Polish, зъб in Bulgarian, etc. Moreover, we will learn how to use the basics of Old Church Slavonic and comparative Slavonic grammar as a strategy in learning efficiently a new Slavonic language in addition to the one you already have been learning.
Made from the stuff of dreams and nightmares, ‘the fantastic’ in literature poses questions about the nature of reality in a changing world. As science transformed understanding of life in the eighteenth and nineteenth centuries, literature placed fears and hopes for the future alongside the oldest beliefs and superstitions, creating a new genre of the fantastic, a modern world of monsters and phantoms where nothing is quite what it seems. This module explores the development of the supernatural and fantastic in European literature from fairytales to science fiction, and examines contemporary resonances, including the enduring appeal of a Hollywood monster and a cult internet meme.
The content of this module follows the curriculum specified in relation to Child and Young People (CYP) IAPT. Specifically this module provides necessary knowledge, aptitude and competence to operate effectively in an inclusive, values driven service. The module contents will provide a foundation for the training practitioner in relation to the context of clinical delivery and an awareness of key issues.
This module will teach you to understand the importance of intellectual property (IP) rights in Pharma.

IP underpins the pharmaceutical industry - there are well established laws governing IP and other practices in the drug industry.

It is also important to understand the importance, complexity, and costs of developing a new drug. There are a number of different phrases of drug development, each with their associated costs and success/failure rates.

We will explore these concepts by doing an online tutorial on intellectual property.

This module will be beneficial for students who want to learn the broad concepts of IP and marketing operations in the drug industry.
This M Level module is embedded within the UCL Connected Curriculum and the research informed Teaching and Learning Principles project (TLRP; Pollard, 2014).

This module aims to:

empower you with a critical, research and enquiry-led approach to teaching and learning based on current, recent and relevant research/publications;
 maintain a commitment to social equity and social justice for the whole range of school students, teachers and schools; working towards a culturally diverse society in which the rights and responsibilities of all are recognised and promoted in teaching and learning;
 provide you with an excellent basis for professional practice as a classroom teacher that meets and extends beyond the statutory requirements of the standards for QTS;
 enable you to become a critically reflective practitioner and academic writer at M Level.
Expected learning outcomes for this M Level module are as follows:

a) To demonstrate an understanding of key aspects of the field of study and practice, exemplified via:

a grasp of issues and critical insight into professional pedagogic practice;
 an understanding of learning processes and the various contexts of learning;
 an ability to be creative, independent and successful in the application of knowledge in teaching and other work with a range of learners and colleagues.
b) To demonstrate the ability to explore, analyse, discuss and reflect on teaching and learning, exemplified via:

a capacity to analyse teaching and learning within immediate and wider professional contexts;
 an ability to draw from and apply appropriate intellectual perspectives to teaching and learning;
 an understanding and analysis of values underpinning or influencing pedagogic approaches.
These outcomes will be demonstrated in the assessment for this module - a 5,000 word essay - as well as engagement and attendance to Learning and Teaching taught sessions.
This module is an introductory course, focusing on the principles and selective regulations relating to the complex landscape of financial services. Modern financial services comprise of direct intermediated services, such as offered by banks, and indirectly intermediated services that engage with capital markets, as well as interactions between these modi. Fintech and financial innovation often challenge the boundaries and nature of directly and indirectly intermediated financial services. We will look at what purposes and functions are undertaken in direct and indirect intermediated services, and why they give rise to problems that are addressed by regulatory policy. Our study of regulatory policy involves discussion of principles distilled from regulatory texts and provisions as well as an appreciation of how they have evolved.  Students will learn the basics of regulatory concepts, navigating a rather multilayered regulatory framework and the debates in policy shaping standards for financial services. The module provides a foundation for those who wish to study the law and regulation of financial services in more detail and at an advanced level in postgraduate programmes, and will also assist those you wish to work in finance or financial regulation both in the UK and more globally.

The module will be based principally on a textbook, John Armour et al, Principles of Financial Regulation (2019), with readings supplemented by regulatory texts, policy papers and journal articles. Students should be prepared to engage in a wide range of reading, and the reading load for the course is likely moderate to heavy. 
Curriculum: Range of Issues and/or Concepts to be Covered -Models of learning, teaching and curriculum pedagogy, including national and international perspectives. Theories of learning and teaching; emotional literacy; teacher and pupil emotional well-being; the cognitive curriculum. -Psychological interventions that promote social and emotional well-being and further social inclusion, and improve attainments. -Working effectively with others to bring about constructive change in a Local Authority context, including: consultation, family/school systems, solution focused brief therapy, Personal Construct Psychology, Neurolinguistic programming. -Various forms of assessment and intervention approaches, including: context based assessment; dynamic assessment; standardised and psychometric assessment. -Psychological theories that promote understanding of organisations and organisational change, including soft systems methodology and problem analysis. -Developmental psychology and specialist knowledge base, including Autistic Spectrum Disorder, ADHD, attachment theory, adolescence, child development, intelligence and cognition, language and communication, emotional, social and behaviour difficulties, specific learning difficulties, dyspraxia, personality theories, bilingualism, refugees, spelling, reading, numeracy, social curriculum and bullying, motivation, memory, childhood stress and depression, able pupils, sensory and physical difficulties.
Curriculum: Range of Issues and/or Concepts to be Covered -Models of learning, teaching and curriculum pedagogy, including national and international perspectives. Theories of learning and teaching; emotional literacy; teacher and pupil emotional well-being; the cognitive curriculum. -Psychological interventions that promote social and emotional well-being and further social inclusion, and improve attainments. -Working effectively with others to bring about constructive change in a Local Authority context, including: consultation, family/school systems, solution focused brief therapy, Personal Construct Psychology, Neurolinguistic programming. -Various forms of assessment and intervention approaches, including: context based assessment; dynamic assessment; standardised and psychometric assessment. -Psychological theories that promote understanding of organisations and organisational change, including soft systems methodology and problem analysis. -Developmental psychology and specialist knowledge base, including Autistic Spectrum Disorder, ADHD, attachment theory, adolescence, child development, intelligence and cognition, language and communication, emotional, social and behaviour difficulties, specific learning difficulties, dyspraxia, personality theories, bilingualism, refugees, spelling, reading, numeracy, social curriculum and bullying, motivation, memory, childhood stress and depression, able pupils, sensory and physical difficulties.
Curriculum: Range of Issues and/or Concepts to be Covered -Models of learning, teaching and curriculum pedagogy, including national and international perspectives. Theories of learning and teaching; emotional literacy; teacher and pupil emotional well-being; the cognitive curriculum. -Psychological interventions that promote social and emotional well-being and further social inclusion, and improve attainments. -Working effectively with others to bring about constructive change in a Local Authority context, including: consultation, family/school systems, solution focused brief therapy, Personal Construct Psychology, Neurolinguistic programming. -Various forms of assessment and intervention approaches, including: context based assessment; dynamic assessment; standardised and psychometric assessment. -Psychological theories that promote understanding of organisations and organisational change, including soft systems methodology and problem analysis. -Developmental psychology and specialist knowledge base, including Autistic Spectrum Disorder, ADHD, attachment theory, adolescence, child development, intelligence and cognition, language and communication, emotional, social and behaviour difficulties, specific learning difficulties, dyspraxia, personality theories, bilingualism, refugees, spelling, reading, numeracy, social curriculum and bullying, motivation, memory, childhood stress and depression, able pupils, sensory and physical difficulties.
Curriculum: Range of Issues and/or Concepts to be Covered -Models of learning, teaching and curriculum pedagogy, including national and international perspectives. Theories of learning and teaching; emotional literacy; teacher and pupil emotional well-being; the cognitive curriculum. -Psychological interventions that promote social and emotional well-being and further social inclusion, and improve attainments. -Working effectively with others to bring about constructive change in a Local Authority context, including: consultation, family/school systems, solution focused brief therapy, Personal Construct Psychology, Neurolinguistic programming. -Various forms of assessment and intervention approaches, including: context based assessment; dynamic assessment; standardised and psychometric assessment. -Psychological theories that promote understanding of organisations and organisational change, including soft systems methodology and problem analysis. -Developmental psychology and specialist knowledge base, including Autistic Spectrum Disorder, ADHD, attachment theory, adolescence, child development, intelligence and cognition, language and communication, emotional, social and behaviour difficulties, specific learning difficulties, dyspraxia, personality theories, bilingualism, refugees, spelling, reading, numeracy, social curriculum and bullying, motivation, memory, childhood stress and depression, able pupils, sensory and physical difficulties.
Curriculum: Range of Issues and/or Concepts to be Covered -Models of learning, teaching and curriculum pedagogy, including national and international perspectives. Theories of learning and teaching; emotional literacy; teacher and pupil emotional well-being; the cognitive curriculum. -Psychological interventions that promote social and emotional well-being and further social inclusion, and improve attainments. -Working effectively with others to bring about constructive change in a Local Authority context, including: consultation, family/school systems, solution focused brief therapy, Personal Construct Psychology, Neurolinguistic programming. -Various forms of assessment and intervention approaches, including: context based assessment; dynamic assessment; standardised and psychometric assessment. -Psychological theories that promote understanding of organisations and organisational change, including soft systems methodology and problem analysis. -Developmental psychology and specialist knowledge base, including Autistic Spectrum Disorder, ADHD, attachment theory, adolescence, child development, intelligence and cognition, language and communication, emotional, social and behaviour difficulties, specific learning difficulties, dyspraxia, personality theories, bilingualism, refugees, spelling, reading, numeracy, social curriculum and bullying, motivation, memory, childhood stress and depression, able pupils, sensory and physical difficulties.
Curriculum: Range of Issues and/or Concepts to be Covered -Models of learning, teaching and curriculum pedagogy, including national and international perspectives. Theories of learning and teaching; emotional literacy; teacher and pupil emotional well-being; the cognitive curriculum. -Psychological interventions that promote social and emotional well-being and further social inclusion, and improve attainments. -Working effectively with others to bring about constructive change in a Local Authority context, including: consultation, family/school systems, solution focused brief therapy, Personal Construct Psychology, Neurolinguistic programming. -Various forms of assessment and intervention approaches, including: context based assessment; dynamic assessment; standardised and psychometric assessment. -Psychological theories that promote understanding of organisations and organisational change, including soft systems methodology and problem analysis. -Developmental psychology and specialist knowledge base, including Autistic Spectrum Disorder, ADHD, attachment theory, adolescence, child development, intelligence and cognition, language and communication, emotional, social and behaviour difficulties, specific learning difficulties, dyspraxia, personality theories, bilingualism, refugees, spelling, reading, numeracy, social curriculum and bullying, motivation, memory, childhood stress and depression, able pupils, sensory and physical difficulties.
This module focuses on how the immune system can cause pathology by mounting undesired responses to self-tissues. It is currently unclear why in about 5% of individuals there is a breakdown in the immunological tolerance mechanisms that normally prevent harmful immunity to our own body constituents.

We will explore the genetics and immune mechanisms underlying these responses, as revealed both by mechanistic studies in mouse models of autoimmunity and from clinical settings, studying diseases in human populations. A number of organ-specific and systemic autoimmune conditions will be covered in detail, as well as a range of relevant animal models of autoimmunity that have led to a better understanding of immune mechanisms. This study of clinical and experimental immunology will illuminate the contribution of the various components of the immune system to the destructive process responsible for disease and understand how modern immune interventions target different stages of disease development.

The module includes a formative ‘Data Interpretation’ assessment based upon analysis of a research paper. In-course summative assessment comprises an expansive essay drawing on broad knowledge of autoimmune processes.

Learning outcomes

By the end of the module, you will have a deep understanding of the immunopathology underlying a number of systemic and organ specific autoimmune diseases in humans, including systemic lupus erythematosus, rheumatoid arthritis, type I diabetes and multiple sclerosis. You will appreciate how relevant animal models help us understand the aetiology of such AIDs and how such knowledge underpins the latest immunotherapeutic approaches to treatment and prevention of these diseases.
‘Epidemiological Transition’ is a module that will develop your understanding of the history of population health. The module aims to introduce you to concepts of epidemiological transition, so you can understand the global shift from higher mortality to lower mortality and critically interpret the agents of change in mortality and in distribution of leading causes of death. You will be able to discuss how health risk are changing and may change in the future. Specifically, you will cover topics including the epidemiological transition and demographic transition theories, a comparison of health over time, contemporary health, future health trends, and a redefinition of the epidemiological transition and an introduction to the data sources and methods for measuring global health transitions.

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


	Summarise the agents for population health change
	
	
	Identify and appraise a wide range of population health resources including academic journals, online data repositories and public health information
	
	
	Present a review of existing evidence in a written report.
	
This is an introductory module for Year 1 students on the BSc Population Health Sciences programme. There is availability for UCL elective students from other departments. Places are allocated on a ‘first come, first served’ basis on Portico when the module selection opens. Spaces are limited.

Module leads are Professor Nicola Shelton, Dr Jitka Pikhartova, and Dr Mona Bajaj-Elliott.

Selected Reading List 


	Population and Society (2013) Holdsworth C, Finney N, Marshall A and Norman P. London: Sage.
Few myths about the United States have had as much traction as the belief in the supposed insularity and anti-intellectualism of its national culture, and with so little basis in fact. This course seeks to challenge both claims: firstly, by exploring the way canonical texts of postwar American thought were a product of interactions with cosmopolitan, and especially transatlantic, intellectual traditions; and, secondly, by seeing the broad influence that public intellectuals had on US culture and society in the second half of the twentieth century.

In our seminars we will examine the exchange of ideas between European (and, occasionally, extra-European) thinkers and US public intellectuals, then explore the ways their arguments, ideas and insights fed into the wider conflicts and collaborations of everyday life in the postwar United States relating to questions such as the relationship between the individual and society, humans, technology and nature, ethics, and freedom.

Through this, students should expect not only to gain a better understanding of US intellectual history but also to situate that within a broader global context.
Every person has a story. Every story has a past. How were the lives and experiences of those in East and Southeast Asia during the Second World War (1937-1945) told, received, represented, and remembered? Through an examination of diaries, oral histories, letters, autobiographies, memoirs and other types of personal narratives and life writing, this module examines the limitations, challenges, and ways in which such sources can serve to capture and narrate the relationships between individuals and the state, with their families and communities, with one self, and how wartime pasts are negotiated by individuals and nations in the postwar period. Primary sources include reflections by ordinary civilians (women, the elderly, families, and students); the last letters of fallen soldiers and kamikaze pilots; accounts by missionaries and medical personnel; stories and drawings by children who grew up in the face of familial and social dislocation; and visual and literary representations of wartime East and Southeast Asia. Students will also be encouraged to draw parallels and comparisons with other wartime experiences in Britain, Europe, the United States, and other parts of the world. All documents and primary source materials are provided in English translation.
This is the compulsory module for students on the MA History of Political Thought and Intellectual History degree programme.
This Special Subject explores the tension between order and disorder in the great cities of the late medieval Mediterranean world – Cairo and Milan, Venice and Jerusalem, Damascus and Florence. We will contrast and compare cities across the Mediterranean world during an era which saw violent confrontations, but also economic and cultural exchange between the different civilisations which met in the region of the Great Sea.

Cities stood at the heart of these interactions. They became the centres of emerging states, stood at the crossroads of networks of contact and exchange, and were sites of major new directions in art and culture. However, underneath the picture of order, harmony and progress were high levels of conflict and fragmentation which manifested themselves through frequent revolts and civil wars, the marginalisation of particular social groups, and religious divisions that culminated in outbreaks of violence. We investigate the degree to which such apparent disorder was itself an ordinary feature of life in cities, and explore the political, social and religious systems which lay behind the complexity of urban life in the Mediterranean world.

Rather than investigating them in isolation from each other, cities will be studied from an integrated perspective that considers connections and comparisons across real and perceived divides between Islamic and Christian civilizations, as well as national and linguistic boundaries. We shall especially focus on Italy and the Near East, the Mediterranean world’s most urbanised regions, but we will also look at Iberia and the Ottoman Empire. Our sources range across the writings of prominent thinkers from these cities such as Machiavelli and Ibn Khaldun, chronicles and narratives, governmental and court records, and the wealth of surviving visual and material evidence.
Few features of the Middle Ages are as familiar, even to the most profane of observers, as the series of expeditions which, throughout the 12th and the 13th centuries, aimed at establishing Christian control of the holy lands. Although the word crusades was not used in the Middle Ages, in the course of the centuries the term has become a powerful tool to evoke policies and aspirations of an entire society. This course aims at observing these expeditions, and the world in which they took place, from a cultural perspective. In doing so, we will shed light to some key aspects of Western European society in the 12th and 13th centuries, such as the religious and political ambitions of the papacy; the new devotional aspirations of the laity; the development of a chivalric culture; the cultural expansion of parts of Western Europe.
This course traces the negotiations of British art with the image-making of other places through the conflictual artistic practices anticipated and produced by the figure of travel. The expansion of an art market in 18th-century Britain, a parallel investment in pleasure touring (Britain, Europe and beyond), the East India Company's colonization of India and the institutionalized, metropolitan sponsorship of projects of exploration in Polynesia, Melanesia and Tibet generated conflicting visual economies of travel. Located in the historical framework of the Second British Empire, the course will explore the agency of the visual in the construction of other places, peoples and temporalities through an exciting range of media and ideas. This endorses a set of preliminary questions: what might be 'eye-witness precision' or quasi-scientific objectivity, 'authenticity' or an aesthetic of the Exotic? How far did this entanglement of art and travel embody a charged semiotics of nostalgia? Did British/colonial artists create an auratic sense of place whereby objects, peoples and spaces became signs of themselves? And what are the tensions between materiality and visuality enacted by travel? In the later parts of the course we track alternative regimes of travel as figured by the dialectic of tourism and pilgrimage in 19th-century India.
This module explores strategic action in urban development policy, planning and management. It reviews the evolution of urban development planning approaches and unpacks the theoretical and methodological challenges facing contemporary urban development practice.

Applied to rapidly urbanizing and increasingly unequal cities of the Global South, strategic action presents a framework through which to think planning differently with students encouraged to engage reflexively with contemporary urban challenges and consider how to plan with diverse urban communities in order to transform urban areas into places where women and men of different classes, ethnic groups, religions and ages, can exercise real individual and collective choice in their lives.

Engaging with case material from cities of the Global South and Global North, the module draws connections from these cases to current debates on strategic action for socio-spatial justice. It then explores the implications of these debates for problem diagnosis, participation, organisational development and ‘public learning’ in strategic urban action.

The module comprises lectures, group work session and discussion forum contributions. It is assessed through two, equally weighted, coursework submissions in Terms 1 and 2.

 
This module is aimed at physical scientists and engineers who intend to have careers in consultancy, technical management, government, and communication/journalism as well as anyone who wishes to pursue a research career. They will help students to craft effective reports, papers, and grant proposals as well as articles for newspapers, magazines, and websites.

We focus on giving you two sets of skills: the ability to analyze developments and trends in science, engineering, and technology; and to communicate these persuasively to a particular audience.

Specifically, you will learn how exploit diverse sources of technical information far beyond the technical literature. As part of this you will have the opportunity to do interviews, attend conferences, and go on laboratory visits. Then, you will be taught how to consider emerging technologies in the context of potential applications using a methodical, step-by-step process.

On the writing side, you will learn about how to write news stories for different audiences and many techniques for writing well and clearly. You will also learn the invaluable skill of being able to constructively criticize, analyze, and edit the work of others: identifying holes in technical arguments, pointing out jargon, and noting poor structure.

Finally, you will get formative feedback throughout the module to help you get the highest grade possible.

By the end of the module students should – in combination with the technical skills they learn in other parts of their course – be able to:

Research and analyze scientific/technical developments based on their potential impact in solving specific problems
	Use that analysis to write:
	News and feature articles about a single piece of research or development
		Interviews
		Conference reports
		Basic technical case studies
		Edit the work of others for both content and style
Please see ARCL0155
The history of radical Caribbean thought is explored thematically and chronologically on this course. Examining key primary source material including black abolitionist writings, early Pan-Africanists, anti-imperialists, communists ,nation-builders, black feminists, and postcolonial thinkers, the course introduces students to a range of Caribbean thinkers and enables engagement with and understanding of the genealogy, historical context, and global influence of Caribbean thought. The history of ideas underpinning and inspiring black activism has often been distilled down to individual, exceptional, male intellectuals (eg Fanon, Garvey, James). Challenging the assumption of the exceptionalism and masculinity of the Caribbean intellectual by situating renowned thinkers within black intellectual history, this module introduces students to some of the writings of some of the major Caribbean thinkers of the past 250 years.

 
This course examines the relationship between power and protest in US foreign relations by closely examining the history of domestic and international opposition to American foreign policy in the post-World War II period. After a preliminary session setting out the parameters of the module and introducing students to key concepts and approaches to the study of foreign relations, the course will be structured around eight different flashpoints for anti-imperialist movements in the US since 1945. Classes will cover: black internationalism and its links to domestic Civil Rights; the Fair Play for Cuba movement; US-Middle East relations; opposition to the Vietnam War; the rise of human rights movements in the 1970s; the Central America solidarity movement; opposition to US complicity in the South African regime of apartheid; and, finally, opposition to the “War on Terror”. The module will conclude with a writing workshop in which students will read and critique each other’s work in advance of submission of the final assignment.
This module focuses on the "financial city” of London during the first era of financial globalisation. The period from the 1870s to World War I was marked by the dominance of the City of London as the leading international financial centre. The financial success of the City was closely linked to the performance of its key institutions, mainly the London Stock Exchange and the Bank of England. These organisations, together with several others, constituted the pillars of the City’s governance and ensured an effective running of its banking system, its various exchanges, and its money market. As the capital flows surged across the world, the London Stock Exchange became the hub for domestic, international and colonial stocks, bonds and currencies. The rise in financial activity was slowed down by several episodes of domestic and global financial crises, which gave way to further regulation and adaptation of the City to the changing market conditions. This module aims to establish and analyse the success record of the City by using some of the key contemporary sources drawn from various print and digital collections. It contemplates the histories of financial capitalism, imperialism and globalisation during 1870-1914. In terms of methodology, students are expected to engage in both quantitative and qualitative literature of financial history. The module is structured thematically. Each theme covers the entire period and is discussed with reference to the key historiography and a relevant source. Besides these core themes, the first four weeks will introduce key concepts, debates, sources and methods in the financial history of the City, as well as its physical geography and technology during 1870-1914.
This module analyses developments in Russian literature after Stalinism, covering major literary texts and events in Russian cultural history from 1953 to the present, with a brief look at the period immediately preceding the post-Stalin era. Each week is devoted to a particular text or author, but certain themes recur throughout the course, including: emigration and exile; the boundaries between published and unpublished literature; experimentations in literary form; the effects of ideological and political change on literary production; and writers’ involvement in (or withdrawal from) politics.
Only for affiliate students at UCL in Term 2 only.

This module will introduce you to the diverse and fascinating cultural history of Ukraine. You will study literary texts written in many of the languages spoken historically in Ukraine, including Ukrainian, German, Polish, Russian and Yiddish. More broadly, you will consider how literature functions in borderland settings, caught between national and imperial political projects, and how cultures that occupy the same geographical spaces mutually influence and compete with one another. You will use cultural theories related to nationalism and empire to study how cultures overlap and interact and how literature responds to the social and political specificity of a multicultural imperial periphery. You will gain a detailed knowledge of Ukrainian cultural history from the late 18th century to the present day; you will study the role that the territories of Ukraine played in the cultures of Russia and Poland; you will also consider literature written by Jewish authors in multiple languages on these territories and how these writers interacted with the literatures and cultures that surrounded them.
As decolonization accelerated in the years after the Second World War, dynamic new linkages opened up between the so-called “Second World” (from the Soviet Union to the GDR) and the “Third World” (from Latin America to Africa to Asia). Nikita Khrushchev trumpeted the expansion of a “socialist world system,” and multi-lateral contacts proliferated through political connections, economic development and trade relationships, educational projects and cultural exchange, migration, and military training and intervention. This course explores the new historiography of the Second-Third World encounter, offering new insights into the global circulation of ideas during the Cold War and evaluating the fate of socialist modernity as an alternative globalization.
With an increasing awareness of the role of religion in the recent violent conflicts in the former Yugoslavia and in current global affairs, the module introduces theoretical and historical reflections on religion in South-Eastern Europe, mainly Christianity (Eastern, Latin and Protestant Churches) but also Islam and Judaism. The module will draw upon a wide range of disciplinary approaches from the fields of history, sociology, anthropology, and political science. Integrating church history and religious studies into general political and national history narratives, the module opens new perspectives for students interested in both theoretical/methodological issues and the history of the region. Approaches that define religion in terms of “lived religion” and “everyday practice” will be applied to both past and contemporary religious developments. In particular the module aims to address the connections between religion, nationalism and political ideologies in South-Eastern Europe in the period of the dissolution of empires and the formation of modern nation states.
Technological innovation and the fourth industrial revolution are introducing technologies that are rapidly shifting the nature of international interactions and global conflict. Each technological leap opens a new world of infinite possibility as well as endless opportunities for misuse and abuse.

This course seeks to address the theoretical and policy implications of uses of technological innovation in international relations, conflict and conflict resolution.  Drawing upon the theoretical security literature and current policy discourse, this module considers the strategic, geopolitical, regulatory, legal and ethical dimensions of the use of new technologies including cyberwarfare, AI and autonomous systems, big data, quantum computing, Web 3.0 blockchain and nanotechnology. 

Highlighting both the potential positive and negative uses of new technologies, the course seeks to address transformative role of emerging and new technologies on conflict and its resolution.  Building on philosophical and strategic theories and conceptions of international relations and security, we seek to examine some of the critical questions posed by the use of these new technologies and their management, including: How do key strategies such as deterrence operate under these conditions? Is cyberspace a fifth dimension for warfare? How do we prevent  geopolitical rivalry fracturing the free, open and interoperable internet? How does international humanitarian law and the law of armed conflict operate in these new conditions? Should there be an arms control regime for autonomous weapons systems? Can blockchain and drones reduce global conflict? How can we regulate for security without stifling innovation?

The course may not provide all the answers, but aims to open pathways to a more holistic understanding of key technological innovations, their potential to affect the dynamics of global conflict and the future of the public sphere.
The content of this module follows a national EMHP curriculum within Child and Young People (CYP) IAPT. Specifically this module provides necessary knowledge, aptitude and competence to operate effectively in an inclusive, values driven service. The module contents will provide a foundation for the training practitioner in relation to the context of clinical delivery and an awareness of key issues within an educational setting.
Planetary/Provincial: Modern Art and Architecture in its Global Context

Arguably modernism was always driven by transcultural dynamics, even if art history remained stubbornly national. In this module we will engage with the challenges of a planetary outlook on modern art, architecture and aesthetics. In place of national surveys and further additions to the European canon, we will think about points of contact, appropriation and circulation in the art, architecture and aesthetics of Europe, East Asia and Africa between c. 1850–1960. Drawing on a number of case studies from Czechoslovakia, Germany, Japan and Nigeria, the module will also introduce key debates on the modern nexus of art and anthropology and emerging scholarship on the contradictions of colonial entanglement. We will pay close attention to material infrastructures of colonial trade, travel and economic exchange but also think about modes of world-making enabled by radical pedagogies, socialist and feminist internationalisms and transnational networks of solidarity and friendship.
This module is compulsory and needs to be taken by all students completing the MSc in Special Care Dentistry.
This component covers the special interest practicing skills defined in the competencies for Dental Practitioner with a Special Interest. Through supervised mentoring on a teaching clinic and record keeping and discussion relating to endodontic treatment in external practices, the postgraduate student will gain the confidence and practical skills to deal with pulp therapy, primary root canal treatment and endodontic retreatment cases of moderate difficultly.
The module explores European culture and society through the lens of attitudes towards, and beliefs about, language which characterise the European tradition. Discourses of ’national’ ’standard’ languages have permeated thinking about language in the West at least since the Enlightenment. When linguistic diversity is addressed by various non-specialist stakeholders such as policy makers, educators, and interested members of the public, it is generally understood against the backdrop of a conceptual framework which takes monolingualism for granted. In most parts of the world, however, multilingualism is still the norm today, and language is not associated with politically-mediated identities of groups and individuals.

How did it happen that language came to be understood in this peculiar way in Europe?
	What are the pitfalls of framing language as a ’tool’ or ’container’ whose ’content’ can be uncoupled from its form?
By exploring the history of ideas about language, this module pins down the processes through which beliefs about language are transmitted across languages and geographic areas of Europe, typically, from West to East. By the end of the module, students will gain a thorough understanding of the cross-linguistic diversity of attitudes towards language as well as patterns of convergence among them, including ways in which cultural, social, political, and language-internal factors influence ways of talking, and ways of talking about language.
Children and Young Peoples Mental Health (CYPMH) and Wellbeing Services are going through an ambitious change. This step-change in provision comes from a recognition that systems transformation is needed if CYPMH services are to meet the growing demand. The transformation programmes are driven by a series of government policies and reports into CYPMH and wellbeing services. These include:

the recent Green Paper setting out the ambition to establish mental health support teams within schools and creating a new workforce of Education Mental Health Practitioners (EMHPs)
	the development of Child Wellbeing Practitioners (CWPs) set out in the Five Year Forward View, and
	Future in Mind (FiM) which enshrined the principles of the CYP IAPT programme
These are not simply training programmes to improve the competence of front-line practitioners but are an ambitious service transformation programme involving systems change across the whole of CYPMH and Wellbeing services. These changes require skilled and dedicated leadership at all levels of the system to implement the transformation.

This course is for CYPMH and Wellbeing leaders and mangers across health, social care, and education within the NHS, schools, others statutory and third sectors. This focus of the course is to provide leaders and managers with an effective learning environment and toolkit by which to deliver their service change and transformations objectives. The course will benefit anyone in a leadership role implementing change in CYPMH and Wellbeing provision including:

Senior school staff involved in the EMHP and Mental Health Teams in schools,
	Clinical Leads in NHS CAMHS implementing CYP IAPT and/or the CWP programme
	Commissioners and Social Care leads who are driving service transformation
	Managers and Senior Clinicians in CYPMH & Wellbeing charities and third sector organisations
Children and Young Peoples Mental Health (CYPMH) and Wellbeing Services are going through an ambitious change. This step-change in provision comes from a recognition that systems transformation is needed if CYPMH services are to meet the growing demand. The transformation programmes are driven by a series of government policies and reports into CYPMH and wellbeing services. These include:

the recent Green Paper setting out the ambition to establish mental health support teams within schools and creating a new workforce of Education Mental Health Practitioners (EMHPs)
 the development of Child Wellbeing Practitioners (CWPs) set out in the Five Year Forward View, and
 Future in Mind (FiM) which enshrined the principles of the CYP IAPT programme 
These are not simply training programmes to improve the competence of front-line practitioners but are an ambitious service transformation programme involving systems change across the whole of CYPMH and Wellbeing services. These changes require skilled and dedicated leadership at all levels of the system to implement the transformation.

This course is for CYPMH and Wellbeing leaders and mangers across health, social care, and education within the NHS, schools, others statutory and third sectors. This focus of the course is to provide leaders and managers with an effective learning environment and toolkit by which to deliver their service change and transformations objectives. The course will benefit anyone in a leadership role implementing change in CYPMH and Wellbeing provision including:

Senior school staff involved in the EMHP and Mental Health Teams in schools,
 Clinical Leads in NHS CAMHS implementing CYP IAPT and/or the CWP programme
 Commissioners and Social Care leads who are driving service transformation
 Managers and Senior Clinicians in CYPMH & Wellbeing charities and third sector organisations
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
This group of Overall Themes represents themes that either pervade all elements of practice, or are central aspects of learning in all modules.

Mental Health and Social Determinants of Health represent contemporary health and healthcare priorities. Clinical Communication, Ethics and Law, Patient Safety and Patient Experience, and Professionalism address a wide range of areas including scholarship & critical thinking, professional skills and behaviours, teamwork, leadership, safety, quality of care and medical ethics.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
This group of Overall Themes represents themes that either pervade all elements of practice, or are central aspects of learning in all modules.

Mental Health and Social Determinants of Health represent contemporary health and healthcare priorities. Clinical Communication, Ethics and Law, Patient Safety and Patient Experience, and Professionalism address a wide range of areas including scholarship & critical thinking, professional skills and behaviours, teamwork, leadership, safety, quality of care and medical ethics.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
This group of Overall Themes represents themes that either pervade all elements of practice, or are central aspects of learning in all modules.

Mental Health and Social Determinants of Health represent contemporary health and healthcare priorities. Clinical Communication, Ethics and Law, Patient Safety and Patient Experience, and Professionalism address a wide range of areas including scholarship & critical thinking, professional skills and behaviours, teamwork, leadership, safety, quality of care and medical ethics.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
This group of Overall Themes represents themes that either pervade all elements of practice, or are central aspects of learning in all modules. Mental Health and Social Determinants of Health represent contemporary health and healthcare priorities. Clinical Communication, Ethics and Law, Patient Safety and Patient Experience, and Professionalism address a wide range of areas including scholarship & critical thinking, professional skills and behaviours, teamwork, leadership, safety, quality of care and medical ethics.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
This group of Overall Themes represents themes that either pervade all elements of practice, or are central aspects of learning in all modules.

Mental Health and Social Determinants of Health represent contemporary health and healthcare priorities. Clinical Communication, Ethics and Law, Patient Safety and Patient Experience, and Professionalism address a wide range of areas including scholarship & critical thinking, professional skills and behaviours, teamwork, leadership, safety, quality of care and medical ethics.
Advances in technology, increasing interest in ‘everyday history’ and history ‘from the bottom up’, and the voices of marginalised people who are often under-represented in official sources, have seen the rise of oral history from its beginnings in the 1960s and 1970s to its present-day omnipresence in archives, exhibitions, and documentaries. From the First and Second World War to the Holocaust, the US Civil Rights Movement to the Vietnam War, and from environmental activism to industrial heritage to sports: communities all over the world have had their histories recorded for posterity; collected by archives, assembled by filmmakers, curated for exhibitions, and studied by researchers.

In this module, students will critically analyse existing bodies of public and oral histories, or devise, conduct, and evaluate their own interviews, on select historical eras and subjects. It will introduce students to a wide range of audio/audio-visual recordings, including oral histories, other types of qualitative interviews, and documentaries. Doing so, the module will reflect on ethical issues arising from particular theoretical and methodological approaches, and the relationship between private and public, and history and memory. Students will engage with current debates surrounding the uses and limits of oral history; its use in museums and education; its future in a digital age; and questions of subjectivity, agency, memory, and identity.
Module Description:

This module introduces students to the European historical avant-gardes, focusing on Italian Futurism, Dada, and French Surrealism. Students examine literary and critical texts, manifestos by Filippo Tommaso Marinetti, Tristan Tzara, André Breton and others, and paintings by various European artists, and reflect upon how the history of these movements has been told, and the theory of the avant-garde elaborated over time.

Aims and Learning Outcomes:

gain a critical understanding of the Futurist, Dada, and Surrealist movements
	become familiar with primary and secondary sources on the subject
	learn to apply key tools for literary, visual, and theoretical analysis
	develop skills to support a critical analysis of prescribed topics or problems, and structure a sustained and original argument
Suggested Reading:

In preparation for the module, we advise reading the following text, which can be accessed throuth the UCL Library:

Luca Somigli, “Introduction: The Artist in Modernity,” in Legitimizing the Artis: Manifesto Writing and European Modernism 1885-1915 (Toronto: University of Toronto Press, 2003), pp. 3-28
This module explores the educational impact of digital technologies and infrastructure through their capacities to both amplify and disrupt conventional forms of pedagogy and spatial configurations. It focuses on various aspects of the digital world, including virtual environments, augmented learning, innovation spaces, fab labs, the internet of things, and data analytics (both in terms of smart buildings and for personalised learning). In particular, the module will critically examine the changing role of physical space in the delivery of teaching and learning where education is going online and becoming hybrid. Students will consider real world based scenarios where digital technologies are intersecting with physical environments, so as to assess estates, pedagogic and economic implications.
This module explores the social, cultural, political and economic history of the South from the turn of the twentieth-century to the present day.  Major topics include racial and gender reform from the progressive era onwards; the impact of war, economic depression, industrialisation, and urbanisation on a historically rural and agricultural region; the rise of the Sunbelt and suburbanisation; the Republican resurgence, growth of conservatism, and re-emergence of white supremacism; the expansion of Bible Belt religiosity; the impact of immigration and the rapid growth of ‘New Destination’ southern cities; enduring cultural trends of the cowboy, southern music, plantation fashion and the confederate flag; and the role of myth and memory in preserving ideas of southern distinctiveness.
Module description

Of the many complex civilisations to arise in the ancient Americas, three stand out: the Maya of Mexico and Guatemala, with a sophisticated art style and the only true writing system ever to develop in the Western Hemisphere; the Aztecs, the last ancient Mexican civilisation, known for their huge city-on-a-lake of Tenochtitlan and for the mass practice of human sacrifice; and the Incas of Peru, whose rigid state structure and many gold and silver treasures so amazed the Spanish conquistadors. This module studies the states, societies, religions and cultural practices of these peoples, drawing on both a rich corpus of primary sources and a vibrant historical literature.

Please note: This module description is accurate at the time of publication. Amendments may be made prior to the start of the academic year.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These 5 modules in the Integrated CPP grouping address factual knowledge connecting science and clinical medicine and core skills and competencies.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These 5 modules in the Integrated CPP grouping address factual knowledge connecting science and clinical medicine and core skills and competencies.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These 5 modules in the Integrated CPP grouping address factual knowledge connecting science and clinical medicine and core skills and competencies.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These 5 modules in the Integrated CPP grouping address factual knowledge connecting science and clinical medicine and core skills and competencies.
These modules are part of the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

The CPP modules are organised into three groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These 5 modules in the Integrated CPP grouping address factual knowledge connecting science and clinical medicine and core skills and competencies.
Images of ‘Drug Wars’ today dominate popular perceptions of Latin America. The news is full of stories about cartel shoot-outs in Mexico, while television series like Narcos have made Pablo Escobar a figure familiar to millions. This course will examine the development of drug production and trafficking in the Americas. It will assess the role of the region’s governments – including the US – in the development of the contemporary drug trade; its impact on local societies, political systems, economies and cultures; and pay special attention to both academic and popular/media portrayals and understandings of the drug war, and the effects of drug use, production and drug-related violence on marginalised groups like indigenous peasants, disenfranchised youth, and women.
Western observers have primarily looked upon post-war Eastern Europe as the homeland of crisis: a region where history favours the dramatic props of show trials, tank divisions, and ethnic cleansing. Eastern Europeans, however, lived far more often in between such events. These periods of 'normalcy' could of course be bleak (encouraging idealization of the excitement of Western consumer culture) but also created their own particular possibilities for action and interaction. This module will explore how everyday life in Eastern Europe — simultaneously boredom and threat, shelter and surprise — could inspire powerful forms of cultural expression.

 

The module is organized around dates that sound obscure: years or periods in which social change seemed distant rather than imminent, moments anchored in everydayness rather than buffeted by upheaval. These 'snapshot moments' may be less familiar from the history books, but they are more representative of broader social patterns. In each case that pattern shall be approached through analysis either of a significant work of literary, visual or cinematic art, or through popular culture produced at that time, allowing exploration of how cultural expression works through both rejection and exemplification of social norms. Further, for each moment a different country serves as a point of focus that may be contrasted and compared to events elsewhere: the region as a whole thus appears more complex, being characterized by both simultaneity and dissimilarity. In every case, however, special attention will be paid to the ways people have turned banal realities into sources of creativity, and to how these historical 'grey spots' might change our broader image of developments in post-war Eastern Europe.
This module is only for affiliate students at UCL for Term 2 only.

 This module explores twenty-four Russian and Soviet films from 1896, the date of the first demonstration of the Lumière Brothers’ cinematograph in Russia, to the present day. The films have been selected as examples of the important dialogue that takes place in the twentieth and twenty-first centuries between cinema and other forms of cultural expression, but also for their significance in the development of Russian and Soviet film culture and film-making practices generally. The films engage with a range of discourses in the spheres of art, literature, history, ideology, politics, social and religious thought, and film culture; they act as a mirror or screen with which to reflect these discourses, but also as an instrument with which to reflect upon them. The module is intended to appeal to postgraduate students from a range of disciplinary and interdisciplinary backgrounds. It is a cinematic odyssey through some of the most important cultural trends and intellectual ideas during the twentieth and twenty-first centuries as far as Russia and the Soviet Union are concerned. Each film is presented in the context of a specific cultural discourse.

 The module is delivered in two separate contact hours. The first, primarily a lecture hour, introduces the films, supplies a context in the form of a particular cultural and intellectual discourse, and refers students to a selected range of writings in which that discourse is embodied; students will also be required to give presentations during this hour and there will be an element of seminar-style discussion of the material covered. The second, the tutorial hour, timetabled separately and later in the week, involves students in discussing and analysing the individual films from the perspective of the particular discourse. Film screenings are arranged in the students’ private time between the lecture hour and the tutorial hour.
The module introduces students to the literary and cultural history of the lands that constitute contemporary Ukraine. As well as familiarizing themselves with the rich cultural history of the region, students will also be encouraged to think of literature beyond national paradigms and in terms of mutual influence and hybridity. Sessions will focus on particular regions/cities and look at how these places functioned as ‘crossroads’ of culture, where writers from different national traditions co-existed and interacted. These will be Kyiv/ Central Ukraine, Crimea, the Carpathian mountains and Galicia.
This course serves as an introduction to the frequently overlooked but colourful history of women and women’s political thought in Central and Eastern Europe (CEE). Beginning with the Enlightenment, the aim is for students to explore a collection of primary and secondary texts that illustrate how women have engaged in politics, and how women (and others) have voiced, shaped, and organized ideas about the role of women in the region over the past two-and-a half centuries. The primary works selected will vary from political and philosophical treatises, pamphlets, as well as works of literature, art, and film. The topics broached will cover key issues relating to women’s political and social rights, drawing from the more traditionally studied spheres of education, suffrage, the gendered division of labour and the body, reproductive rights, and violence against women. However, these and similar topics will be examined in their various ‘national’ contexts within the CEE region, while intersections with transnational ideologies (e.g., liberalism, nationalism, conservativism, communism etc.) will also be emphasized in order to challenge commonly held assumptions about the East-West political divide, and the claim that Central and East Europe is a region characterized by ‘backwardness’ with regards to women’s rights and feminist thinking. Having said that, the course will also seek to consider less-explored topics, such as how women have related to questions of nationhood, war, and even reactionary authoritarianism and fascism. By probing these more uncomfortable avenues of women’s political thought, the course seeks to provide a more holistic understanding of the historical struggles and contexts through which women have engaged in politics, and even provide some insight into the challenges faced by women in the region today, including those posed by a resurgence of ‘anti-feminist’ ideologies after the collapse of the region’s communist regimes in 1989.

 
This module explores key concepts in European political thought in the seventeenth century. Natural law, the state of nature, state sovereignty and the social contract are just some of the themes which will be studied. Our focus will be on a close reading of the major works by Hobbes, Pufendorf and Locke, as well as examining the relationship of these authors.
This module explores the centrality of poetry and the assertion of Black aesthetics in the Global South, with a particular focus on various interpretations of the poetic that reach beyond Anglo-European notions of the figurative and nonliteral. From theories of feminist poethics and Caribbean poetry to Afro-futurist literature and contemporary dance, students will explore the poetic as a key site of experimentation and political necessity, which derives from an analysis of twentieth century to present Black aesthetics, and the history of race and caricature. Ultimately, the module opens new pathways to the study of race through various methods of performance and Black thought that reflect on the relationship between lived experience and broad claims of aesthetic practice.
Module description

This is a module about political, social, cultural and economic change in the Benelux-countries (Belgium, the Netherlands and Luxembourg) from the inter-war period to the present. Among the themes covered are: the crisis of democracy in the 1930s; collaboration, resistance and accommodation during the German occupation of World War II; decolonisation; Dutch, Belgian and Luxembourgian post-war politics; the Cold War and European integration; development of the modern welfare state; cultural revolution and new social movements in the 1960s; linguistic and inter-communal tensions and federalisation of Belgium; immigration, the polder-model, the 'crisis of multiculturalism' and the recent rise of populism in the Netherlands. 

Teaching Delivery 

The module aims to:

provide a broad survey of the contemporary history of the Benelux states;
	enable you to place current developments in a historic context;
	introduce concepts and approaches in the study of contemporary history; help you develop analytical, writing and presentation skills.
Recommended Reading

The following textbook, a standard history, provides back-up to the programme (copies of which are held in the College library):

Blom, J.C.H. and E. Lamberts (eds.), History of the Low Countries (New York/London: Berghahn Books, 1999, 2nd ed. 2004).
For a shorter survey of the history of the Benelux countries, please check out the following work:

Arblaster, Paul, A history of the Low Countries (Basingstoke, 2006) (DUTCH H 32.51 ARB).
The module also uses online teaching and learning resources will be made available via Moodle. For an interactive reading list please see this module’s Reading List@UCL Library: https://rl.talis.com/3/ucl/lists/580C6252-B5A4-D37A-8B0A-3D7385A8348D.html
In recent years, narratives of illness and medical practice have been subject to intensive scrutiny by scholars in the relatively new field of ‘Health Humanities’. Literary works have undoubtedly provided many highly complex accounts of the ways in which ill-health and medicine affect the lives of individuals, their families and communities. However, for much of the twentieth century, the cinema provided mass audiences with an equally powerful and more readily accessible source of images and ideas about doctors, illness and medical practice. Notwithstanding this, it has thus far attracted much less scholarly attention.
The study of medicine in film will involve close textual and contextual analysis of relevant movies, and be based on a good basic understanding of the language of film and relevant aspects of film theory, as well as the comparative study of narrative in medicine, literature and film. The emphasis will be on representations and narratives of ‘medicine in general’, but will also look at the systematic presentation of different aspects of medicine (eg. doctor-patient relationships; professional ambitions and rivalries, in particular the role of nurses in medical care; medicine in non-Western contexts; doctors as patients; the gender politics of health care and medicine; and the peculiar psychological and professional challenges and conflicts associated with the practice of psychiatry and psychotherapy. The module will also consider performative issues in the learning and practice of medicine as represented in films.
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.

The Final examination is an open-book paper lasting six hours, with a copy of the complete works (Arden edition) provided for each candidate. The aim is to encourage candidates to give considered answers, to show how they can work closely with Shakespeare’s works, and to show how their work on the module has equipped them to think on their feet about Shakespeare. There are commentary as well as essay questions on the set plays in the first section of the exam.
Summary: This part of the course discusses estimation and inference in econometric models. The ﬁnal couple of lectures will introduce basic elements of time series analysis.

Prerequisites: The course assumes knowledge of Econometrics at the MSc level. The following concepts are taken for granted: random variables, distribution functions (marginal, joint, conditional), transformations of random variables, independence, expectations, conditional expectations, moments, covariance and correlation, (multivariate) normal distribution. To review these topics, see the ﬁrst few chapters of Casella and Berger (2001). Importantly, I will also assume knowledge of most of the ﬁrst chapter of the recommended textbook (chapters 1.1–1.6 of Hayashi (2000)), which includes: the classical linear regression model, OLS estimation, ﬁnite-sample properties of OLS, hypothesis testing under normality, GLS estimation. Part of this material will be covered by problem sets, but it is a good idea to read up on it beforehand.
Aims: To provide students with a thorough understanding of core concepts and methods of microeconomics, as a foundation for subsequent study of microeconomic topics within the degree programme, and as one of the key elements in the professional training of an economist.

Suitable for: Compulsory for 2nd year BSc Economics (L100, L101 and L102), Economics and Geography (LL17) and Philosophy and Economics (VL51) students. Also BSc Politics, Philosophy and Economics (4V86) students on the Economics and Politics concentration, and BA European Social and Political Studies (R990) students (if taking the Economics Specialisation route).

Prerequisites: ECON0002 or introductory microeconomics at an equivalent level, ECON0010 or introductory calculus at an equivalent level.

Assumed knowledge: We expect students to have some familiarity with the main concepts of microeconomic theory as follows: consumer theory, utility maximisation, demand for goods, labour supply, savings, risk; producer theory, input demands, cost, profit; supply and demand, economic equilibrium, competition, monopoly, oligopoly; welfare, Pareto efficiency, conflicts of interests, inequality; game theory.
We also expect students to be competent in calculus of one and many variables including differentiation, integration and constrained optimisation, to be comfortable with linear algebra including use of vector and matrix notation, and to have come across concepts of homogeneity and convexity.
Aims:

The module aims to introduce and familiarise students with logical and mathematical inference. Students learn a number of logical inference methods for classical logics and for non-classical logics.

Learning outcomes:

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

Understand how axiomatic systems can be used for propositional and predicate logic.
	Understand the notions of soundness and completeness.
	Understand how propositional and predicate tableaus work.
	Have familiarity with other logics, including modal and temporal logics.
	Analyse algebras of relations.
Content:

Propositional logic, Predicate logic, Modal Logic and Temporal Logic:

Review of syntax and semantics.
	Deduction and Inference.
	Truth tables.
	Decidability of propositional logic.
Mathematical proofs:

Proof by contradiction.
	Induction and structured induction.
	Hilbert systems.
	Axioms and inference rules for propositional logic.
	Axioms and inference rules for predicate logic.
	Axioms and inference rules for modal and temporal logics.
	Tableau construction for propositional logic, predicate logic, modal logics.
	Soundness and completeness theorems for first order logic.
	Semi-decidability of first order logic.
	Undecidability of arithmetic.
Algebras of Relations:

Algebras of binary relations
	Kleene Algebra
	Relation Algebra
	Other Algebras of Relations.
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 taken Theory of Computation (COMP0003) and Algorithms (COMP0005); and (3) have some programming experience (as the assessment will require them to implement a program in C).
Module Content

This course will introduce Medical Anthropology, which is the subfield of anthropology concerned with how human societies respond to and shape the experiences of health, illness, and recovery. These human responses include uniquely evolved systems of diagnosis and therapeutic intervention based on diverse cultural ideologies, etiological assumptions, and views of the universe. Medical anthropology also studies cultural definitions of health, well-being and “the normal” and includes critical analysis of the social relations, ideologies, and technologies that help constitute modern biomedical systems. Whereas the biomedical sciences increasingly reduce health and illness to biology, medical anthropology emphasizes the influence of social and political structures, cultural interpretations and norms, inequality, ecological contexts, and human relationships as they shape local clinical realities.

Delivery Method

One 2 hour lecture and one 2 hour seminar per week.
This module is introductory, 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.
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 12,000 words in length. You can opt for either an annotated translation or a critical discussion of theoretical, practical, technological or historical aspects of translation. Among others, research areas might include aspects of translation theory, translation technology, audiovisual translation, specialised translation and localisation. 

You will be free to choose the topic of your dissertation and will be assigned a supervisor. Preparation for the dissertation involves a series of seminars on research skills imparted throughout the academic year. The dissertation itself 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. 
A comprehensive introduction to the immune system. We will start by looking at the various cells and molecules that are involved, and explore their functional organisation. We will ask some basic questions such as how does the immune system know what to respond to? How does it eliminate infection? We will go on to discuss the concept of immunological memory and how vaccination works. Like any complex machine, there are multiple ways in which the immune system can malfunction. Once you have an understanding of the `nuts and bolts’ of the immune system, and grasped some of the main concepts behind how it functions in a healthy individual, we will move on to talk about disease situations associated with imbalanced immunity, including immunodeficiencies, allergy and autoimmunity. We will also look at the medically very important field of transplantation, and investigate the potential for the immune system to fight different types of cancer

Aims

By the end of the module, you will have an understanding of:

The cells and molecules that constitute the immune system.
	The functional organisation of the immune system.
	How the immune system recognises and then destroys pathogens.
	The concept of immunological memory and how vaccination works.
	How the immune system itself can sometimes cause disease – immunopathology.
Learning outcomes

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

Describe and cells and molecules that constitute the immune system.
	Describe the functional organisation of the immune system and the processes that are involved in the recognition and destruction of pathogens.
	Discuss the role of the immune system in health and disease, including allergy, cancer, transplantation and autoimmunity.
This is an integrated language-culture module for second-year students. It is taught entirely in German and designed as preparation for university-level study or work experience during the Year Abroad. As such, it functions on two levels:

Content: This module aims to provide students with the literary, cultural and political history of the two capitals of Germany and Austria. The module will teach analytical skills in German using a number of texts, from literary genres (poetry, drama, prose) to non-literary genres (newspaper articles, political speeches, editorials).
 Language acquisition: All work for this module (reading, writing, speaking) must be done in German. Specific language acquisition goals of the module are to:
refine students' perception of different styles and text types

enable students to discuss, orally and in writing, literary, social and political issues on a stylistically sophisticated level

furnish students with a principal vocabulary and style for textual analysis, in preparation for university-level study or professional activity in German during the Year Abroad. Stylistic refinement will take place on two levels - the textual and the contextual. The textual level involves close reading of selected passages/scenes, analyses of plot/character, characterisation and linguistic aspects. The contextual level will involve discussion, analysis and comparison or major historical and cultural issues.
Aims:

The aim of this module is to provide students with an introduction to data structures and algorithms that are fundamental to programming and to understand computation. We will apply these techniques to computational problems, with the aim to develop problem-solving skills, to develop the ability to analyse the efficiency of algorithms, and to encourage a thoughtful approach to the analysis and design of computational problems.Learning outcomes:

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

Understand a variety of fundamental data structures and be able to use them effectively in the design and implementation of algorithms.
	Understand a variety of fundamental algorithmic problems and algorithms for solving them.
	Analyse the space and time efficiency of algorithms and understand how to design efficient algorithms.
Content:

The module will cover:

Analysis of algorithms
	Abstract Data Types
	Sorting Algorithms
	Searching Algorithms
	Graphs Algorithms
	String-processing Algorithms
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 experience of Python programming.
Aims: To develop an understanding of the application of economics to the analysis of education policy, and to provide empirical evidence on the returns to different types of investments in human capital, and discuss the implications of this evidence for policy.

In this module we will analyze education policy through the lens of economics. There will be discussions of rigorous economic arguments for or against different types of policies. We will also examine the best empirical evidence on these arguments.

Suitable for: 2nd / final year Economics (L100, L101 and L102) and final year Econ/Geog (LL17), Phil/Econ (VL51) and PPE (4V86) students.

Prerequisites: ECON0002: Economics, ECON0004: Applied Economics, ECON0005: Statistical Methods in Economics and ECON0006/ECON0010: Maths for Economists (or equivalents). Students should also have taken ECON0013: Microeconomics and ECON0019: Quantitative Economics and Econometrics (or equivalents).

Assumed knowledge: Students coming into the module should be able to solve basic consumer maximization problems (e.g., maximize utility subject to a budget constraint), understand supply and demand, and solve for market equilibria in simple economies. They should also have an understanding of basic concepts in public economics such as externalities, public goods, taxation. Finally, they should have a working knowledge of essential tools in applied econometrics (e.g., regression, least squares, instrumental variables, difference in differences, regression discontinuity).
The students will be required to provide an own coursework project supported by an allocated academic supervisor. The project is aimed at assessing the knowledge and skills the students have gained attending the programme and is focused on a topic relevant to the MSc and agreed with the supervisor. The outcome of the project is intended to be an original piece of work, not necessarily primary research, in which the students are supposed to prove their ability to organise and conduct a research project. Specifically, they should prove to be able to select and go through the relevant literature on the chosen topic and to gather data (if necessary) in order to critically address the issue. They should also be able to critically make their own points in a logically structured and consistent way. Typically, the student will submit the dissertation proposal in Term 2 and be allocated to an academic supervisor. Then they start working and write the dissertation over the summer.

Learning Outcomes

The ability to select a topic in the financial literature and interpret and analyse the relevant literature on the chosen topic
	Acquired competency in gathering data (where necessary) in order to critically address chosen issue
	The ability to critically communicate one’s own points in a logically structured and consistent way Increased confidence in working independently on a topic related to banking and digital finance
	The ability to produce original work in the financial field
	The ability to contact industry or relevant organisations to gather data or information and develop professional relations
This module is a fundamental core element of the degree for current 4th year students. It is constituted by research on a topic derived from the field of specialisation of each student. The theme of the Dissertation is chosen during the second year in discussion with ESPS tutors and course teachers. Dissertation Guidelines are available on Moodle. You may also find it useful to consult dissertations from previous years in the ESPS Library. Please note, for students taking a Full Economics specialism, the Dissertation is an optional module. Compulsory for final year ESPS (exception: full economics specialists).
The aim of the dissertation project is to undertake a sustained enquiry into a specific theoretical, empirical, or policy issue in economics. You will integrate and apply the critical thinking, knowledge, and methods developed in the core and options taught modules and present your findings in a written, word-limited academic research paper. Your project will require you to refine an interest into to a viable question, situate it within the existing academic literature, justify your intellectual and methodological approach to its investigation, and carry out your investigation using formal economic theory, quantitative tools and data analysis, or a combination of both. You will demonstrate your ability for lightly supervised research, time and task management, and effective written communication with an academic audience.
Aims:

To introduce more formal aspects of algorithms and data structures, techniques for analysing the complexity of algorithms, and to discuss the limits of computation (intractable and undecidable problems).Learning outcomes:
On successful completion of the module, a student will be able to:

Understand how to use a variety of data structures.
	Understand a variety of common algorithms and why some are more efficient than others
	Carry out time complexity analysis in a variety of scenarios.
	Discuss intractable and undecidable problems.
Content:

Course Introduction:
Algorithms and Data Structures:

Why study algorithms and data structures?
	Pseudocode.
	Efficiency of algorithms.
	Recursion.
	Arrays.
	Approaches to algorithm design including greedy and divide and conquer.
	Graph traversal.
Analysis of Algorithms:

Empirical vs theoretical analysis.
	Algorithmic complexity.
	O-notation.
	Forms of time complexity analysis (worst case, average case, best worst case).
	Sums of series and simple summation formulae.
	Recursive algorithms and recurrence relations.
Limits of Computation:

Tractable and intractable problems.
	The complexity classes P, NP, NPC.
	Undecidability.
Requisites:

To be eligible to select this module, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have also selected Introductory Programming (COMP0066), App Engineering (COMP0067), and Computer Architecture and Operating Systems (COMP0068).
The dissertation is a scholarly work of 12,000 words based on independent research and thought, and usually includes some original analysis of screen media that integrates a single or syncretic interpretation of known materials. The Film Studies Programme requires that the dissertation show that a candidate has a good proficiency in their chosen topic and shows a mastery of the material and is effective in its overall organisation and argumentation. Students are required to identify a member of staff based on their expertise and discuss the suitability of their project with them. Supervisors will offer guidance on how to define, conceptualize and prepare the project and will offer feedback on writing at various stages of the dissertation's development. Dissertations are submitted in early September of the following year.
This compulsory component of the named MA and MSc degrees enables students to undertake a research project to produce a substantial piece of research writing in the form of a 15,000 word Dissertation.
Aims: This course is designed for students interested in addressing important questions affecting
nearly two-thirds of the world’s population living in poverty: why are some countries rich in
comparison with the vast majority that are poor? what are the root and the proximate causes of
economic underdevelopment? to what extent are health and education important for economic
development? what is the most effective way of vaccinating against diseases – including
COVID – 19 – in poor countries? are within- country income inequalities detrimental to
economic prosperity? why does gender inequality matter for economic development? can the
relaxation of credit and saving constraints help to alleviate poverty and empower women via
micro-credit and micro-savings?

 

Assumed knowledge: Students coming into this module should know micro, macro, and have a solid understanding of the Solow growth model. They should be able to understand OLS, 2OSL, instrumental variables, and randomized control trials. They should be able to explain various methodologies to detect causality, and read tables showing econometric results from journal articles.
Property Law I provides an introduction to the whole of the law of property, and a detailed examination of the law of property related to land.

Property law is about rights to things. You will learn what property rights are, how they differ from personal rights, and why that distinction matters. You will be introduced to a variety of different property rights recognised in English law. The course covers many of the various ways in which new property rights can be generated, existing property rights can be transferred to others and the rules that are used to resolve disputes when two or more people have competing property rights to the same thing.

Property Law I provides an essential foundation for the study of a number of areas of law, such as commercial law, company law, intellectual property, and trusts. It also helps provide a framework for understanding the relationship among the three pillars of private law: contract, torts, and property. There is overlap in several topics with material and ideas from contract law. The course requires careful and thorough engagement with statutory material, improving skills in statutory interpretation, in addition to using cases.

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

 
Aims: The aim of the module is to introduce students to the most essential topics in microeconomic theory and to provide a broad grounding for the more detailed analysis that is required in subsequent optional modules. Theory-oriented lectures will be accompanied by a series of tutorial classes in which problem sets will be discussed.

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

 
A 6 month supervised clinical training placement within the NHS and/or private organisation.
This module will consider a variety of film genres under the ’short film’ rubric. We will analyse the impact of film length on narrative, characterisation, persuasive strategies, and other aspects of the short film. Both the short fiction film and genres such as the public information film, the art film and the science film are explored.
This module aims both, to introduce to the criminal law of England & Wales, and to help you develop the legal, analytical, and argumentation skills that will form the foundation of your university education (whether legal or otherwise). You will need to be willing to read a lot of case law carefully and analytically, and make fine distinctions between different factual scenarios in order to do well in the module. However, since the assessment is open book, this module will not be a test of your memory. If you engage with the module critically and carefully, you will find this module very enjoyable.

The module will (broadly described) cover the following subjects:

Introduction to the Criminal Law: Limited introduction to the structure of the criminal law and the actus reus and mens rea, as well as the courts’ role in developing the law.
	Sexual Offences
	Some more basic concepts: Acts and omissions, causation, and recklessness, considered in the context of criminal damage.
	Non-fatal offences against the person: To include actual bodily harm, grievous bodily harm, consent
	Homicide and intention
	Theft
	Complicity
	Denials of offences
	Defences 
Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.
This is a compulsory module for the MSc Environment, Politics and Society programme that focuses on the political geographies of the earth. Classical geopolitics focused on the role of the environment in shaping the outcomes of state-based politics, frequently invoking a determinist lens. The dismissal of this approach by academic geography in the latter 20th century led to a de-materialization of geopolitics as scholars considered the discourses of the earth. Today, however, geopolitics has re-materialized around new philosophies of agency and causation. This module will examine a sample of the ways in which the earth, the sea, and the atmosphere have been re-theorized in recent years to create a new 'geo-politics'.

The course aims are:

- To trace recent theoretical developments in the field around issues of power, change, and the material world.
- To ground that theoretical understanding in a longer historical trajectory of thought around the role of the earth in geopolitics.
- To demonstrate the utility of these theoretical developments through an examination of specific policy areas that are relevant to current events.

The primary career skills developed on this module include: Critical thinking: ability to assess data and ideas, Time management: organisation and planning of work, *General ICT competence, and *Other digital skills – e.g. podcasts / online videos, web designs, app development

The module content is refreshed each year in order to keep up with fast moving debates and research agendas.

 
This module is a direct continuation of INST0002 Programming 1. Programming 1 introduced some of the basic concepts of imperative and object-oriented computer programming, and developed programming skills and related problem-solving skills using a subset of the Java programming language. The Programming 2 module expands this subset and uses it to introduce the more complex concepts required to perform more detailed (and more interesting!) programming tasks using the Java language.
The aims of this course are to introduce you to some of the basic concepts of imperative and object-oriented computer programming, and to develop your programming skills and related problem-solving skills using a subset of the Python programming language.

On successful completion of this course you will be able to design, write, debug and test short Python programs and program modules containing a combination of some or all the following features:

classes and objects
	variables, variable re/assignment and constants,
	standard console-style input and output
	Control statements including branching and loops
	Methods and constructors
	Abstract data structures such as strings and arrays
This module introduces first year undergraduate students to thinking and writing about political, social and environmental events, ranging from environmental disasters and infrastructure failures, to epidemics and conflicts. The module will enable students to think critically about past and on-going events, and the ways in which they are represented in both academic writing and the media. The course will focus on the analysis of a small number of past, recent and on-going events, and introduce students to a variety of ways of analysing, researching and representing events.

The core content of this module will focus on geographical events and various models of causation. This core content will be supplemented by case studies of a range of ripped-from-the-headlines current events, each of which will be explained in detail in order to articulate the circumstances that enabled change to unfold. While the specific case studies may change from year to year, previous topics have included Brexit, the election of Donald Trump, and the impact of Hong Kong's reunion with China on today's patterns of migration.

Recommended Reading: In preparation for the module, we advise reading the following core text. It can be found in the UCL library:
Ingram, A. (2019) Geopolitics and the Event: Rethinking Britain’s Iraq War through Art (Wiley) [Chapter 2]
This module provides an introduction to the political, economic, social and cultural history of Britain between 1850 and 1997.

Britain’s position in the world is a key theme of the module. In 1850, the British empire was expanding; from the mid-twentieth, decolonisation and its aftermath fundamentally shaped British society, culture and politics. The two world wars—both closely entwined with the history of the British empire—form key turning points in modern British history and significantly impacted Britain’s place in the world as well as domestic politics and society.

In domestic politics, we examine the birth of mass democracy, the rise of working-class politics and the growth of women’s suffrage campaigns, as well as the development of the welfare state and ‘warfare state’. In economics, we explore both industrial revolution and recurrent ideas about British economic ‘decline’.

Britain has always been a ‘four nations’ country; the ethnic make-up of society also changed substantially across the period, with Irish, Jewish and new commonwealth migration. Ideas about race and its relationship to national identity changed significantly between 1850 and the late twentieth century, and are key topics for this module. Changes in race, class and gender are, thus, key themes in the module, alongside broader cultural trends such as demographic change, secularisation, the development of mass consumerism, and the decline of deference.
This module provides an introduction to the sub-discipline of urban geography. It explores the distinctive contribution that geographers have made to the analysis of cities and urban life. The module outlines the economic and social origins of urban life, exploring the relationship between population density, size, and diversity that characterise cities. The module systematically outlines how contemporary cities can be interpreted as economic spaces, social spaces, and political entities. It also explores the different ways that urban geographers and others have framed their research into cities and urban environments. Given that cities – for all their attractions and strengths – are frequently defined by their dysfunction and inequality, the module examines how such poor outcomes are generated. It also explores the kinds of policy programmes that might be capable of generating more liveable and equitable cities. The module takes a selfconsciously international perspective, encouraging participants to read widely about the diversity of cities that form the focus of urban geographical thinking today.

The aims of the course are:
• To examine the cultural, social, economic, and political dynamics that shape urban life.
• To provide students with a grounding in the intellectual traditions upon which contemporary urban geography is built.
• To provide an overview of some of the intellectual debates within contemporary urban geography.
• To present case studies of cities that are paradigmatic of a range of different patterns of urbanization.
• To give students an overview of both the challenges and potentialities of urban life.
• The course will place particular emphasis on examining case studies situated in and about cities from a wide range of different contexts from the Global South and Global North.

 
This course provides the transferrable research skills to support students undertaking molecular biology projects (stream 1) or engineering projects (stream 2). The proposed module will have a common framework for all students covering: (A) literature review and presentations skills; (B) use of project-specific tools for the different streams; and (C) research statistics. The module will allow students to become proficient in the areas of reading journal articles and extracting key information; finding research papers and research data; using project-specific simulation or software tools; presenting research data using Powerpoint and posters; writing an abstract and; practical statistical analysis of research data.Stream 1 – the students will use online molecular biology tools for finding proteins and DNA sequences, using introductory online bioinformatics tools for manipulating such sequences; rationally designing genes and proteins; knowledge of expressing genes and purifying proteins; selecting appropriate microbial host strains for transgene expression

Stream 2 – the students will use bioprocess simulation, ProSim, Fluid flow simulations, Computational fluid dynamics, kinetic modelling, Matlab
This module explores the interface between urban form and social outcomes and in particular, space syntax research into the role of the city in structuring social, economic and ethnic diversity. It offers an overview of some of the key factors in the formation of social exclusion and presents research into the relationship between urban design and crime, poverty, health and other issues of ‘disurban’ space. Its aims are that students will develop an appreciation of the complexity of the relationship between built form and social diversity; that they will gain understanding of social theories as they pertain to family, community and societal structures; and that they will appreciate the design issues that stem from people's living arrangements in different parts of the world.
This module covers the rehabilitation of stroke from the actual process through to outcome measurement and research methods. It also covers management of commonly encountered symptoms in the post stroke period and approaches to treatment of them. Within the delivery of rehabilitation it covers goal setting, multidisciplinary assessments and self management in addition to service organisation.

The module objectives are: 1. Identify the most appropriate outcome measures for a particular scenario 2. List approaches to managing spasticity and pain 3. Describe how the multi disciplinary team assesses a patient 4. Describe the impact of long term disability on the economy, NHS and on a personal level 5. Understand the difficulties in prediction of recovery.
Aims - This module aims to enable students to apply Statistical Science to real world problems and to present their findings in a written report. It is intended for students registered on certain taught postgraduate degree programmes offered by the Department of Statistical Science.

Objectives - On successful completion of the module, a student should be able to plan a suitable schedule for completing an extended project; obtain or access relevant background information and data; select and apply appropriate formal and informal statistical methods, using computer software as appropriate; assess what has been achieved and point to further research; use appropriate word processing skills to write up a project dissertation efficiently; and communicate findings both technically and non-technically, in a word processed dissertation and an oral presentation.

Scheduled teaching activities - Preparation for the project starts with several practical exercises, presented and discussed in workshop sessions during Terms 1 and 2. Topics include preparing and presenting short talks, presenting information in tabular and graphical form, reading and digesting other people’s research, and the use of the document preparing system LaTeX. Students typically begin work on their project at the start of June. Over the course of the project, student and supervisor meet regularly.
This is the Research Project for the MSc Genetics and Multiomics in Medicine.

During this module students will join one of the research UCL labs to work on a research project, computer-based, lab-based or combined. The first part of the module will consist of a literature review aimed at bringing them up-to-date with the subject and also to build up skills like critical evaluation of scientific papers, processing and summarizing information and written communication. They will receive feedback from the tutor thus preparing them for the dissertation. Virtual work will be arranged for distance learning students and they will be able to take part in group meetings with their colleagues and tutors via online tools.
The Collections Care module will benefit all those with responsibility for collections and will focus on the challenges inherent in preservation management, conservation programming and the collection care needs of library and archival material; this will include digital preservation, photographic media, disaster planning and archival standards. In this way, this module will reflect a wider focus and be relevant to those studying Information Management and those with responsibilities for providing access to information.

A range of guest speakers will introduce many of the topics, which will include the moving of book and archive collections, the management of archival building projects and the challenges presented by photographs, film, and audio-visual materials. There will also be opportunities to hear experts talk on environmental management issues, on preparing for, and managing a disaster, and a practical session, utilising digital preservation software. In addition students will be encouraged to interact with speakers and will have formal sessions for the preparation of questions to encourage both interaction and debate. The programme, consists of ten sessions, and will present a wide- ranging and exceptional series of lectures on all the key aspects of collections care.
The module will cover:
- The global energy budget.
- Mechanisms of poleward heat transport.
- Fundamental interactions between atmosphere and ocean.
- The major modes of climate variability
- The role of atmospheric greenhouse gases.
- The effects of increased greenhouse emissions due to human activity.
- The changes in both regional and global climate due to other human activities.

The module is based on pre-recorded lectures, class discussion and computer practicals.
In this module you will learn the importance of team dynamics and collaboration for design and innovation as you bring your learning across the programme into one of two final projects.  You will bring together key aspects of business and management that you have acquired across the programme such as strategy, project management, financing, marketing and leadership through a group project that involves conceptualising, undertaking a proof-of-concept, developing an initial business proposal, preparing an outline business case and then a detailed business case on an approved project. You will also learn how to pitch/present your ideas as part of the learning on this capstone module.
Aims: This module is concerned with the history of industrialisation and economic growth from the late 19th century to the present day. Its aim is to explore factors that helped or hindered countries to industrialise. By examining these factors, it provides an insight into the complexity of long-run economic development. By studying the patterns of past industrial revolutions, this module encourages you to think like a historian about the possible effects of the ongoing Artificial Intelligence Revolution. 



Suitable for: 2nd / final year students in Economics (L100, L101, L102), BA Philosophy and Economics (VL51), BSc Philosophy Politics and Economics (4V86), BSc Economics and Geography (LL17).



Prerequisite: ECON0002: Economics (or equivalent).



Assumed knowledge: Students coming into the module should understand micro-economic concepts relating to production technology and technical change. They should also have a basic knowledge of econometrics. Essay writing skills are highly describable for this module.
Summary 

The module consists of a laboratory research project conducted in one of the relevant laboratories you will select from the project portfolio. You are expected to work full time in the laboratory or on a computational project agreed with the supervisor during the third term. The aim of this module is to carry out novel research using a variety of different methodologies to try to answer clearly defined question(s) in the field of cell and gene therapy or personalised medicine and write it up clearly, concisely and critically in the form of a scientific report.

Learning Objectives and Outcomes 

After successfully completing this module, you should acquire:

Significant knowledge of research methods
	Understanding of experimental design, including the value of appropriate controls
	The ability to work well within a team
	The skills to effectively present research data orally and in writing
Who is this module for?

This is a compulsory module for all MSc Cell and Gene Therapy students and MSc Personalised Medicine and Novel Therapies.

Teaching and Learning Methods

This module consists of 12 weeks of laboratory study plus 4 weeks of writing up.
Each student who is registered for an MSc in the Department of Civil, Environmental and Geomatic Engineering is required to carry out an individual Research Project as part of their programme of study. The objectives of this are: To further enhance your knowledge of one particular area of the subject you are studying. To demonstrate your understanding of the subject at a higher level than has been possible during the taught part of the course. To demonstrate your ability to think originally and analytically about problems in your subject, and to synthesise ideas from current literature. To demonstrate your ability to design a research project, carry out research and solve problems independently. To enhance your written and oral presentation skills.

Learning Outcomes

Demonstrate the ability to conduct independent research in a topic of your choice
	Ability to communicate and critique your research both in writing (via the report) and orally (via the presentation).
The MSc Dissertation is a 10,000 word piece of original research which you undertake throughout the later part of you course and which has to 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 the course 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 a number of distinct phases:

Research methods lectures;
	Allocation of an academic supervisor;
	Submission of the research ethics form;
	Submission of the completed dissertation.
The Research Methods lectures are compulsory, but is not assessed.
MSc Behaviour Change students are required to undertake a research project using empirical data. Research projects will address a behaviour change research question, which is a well-defined and focussed question that seeks to add knowledge and value to the field of behaviour change through contributing to an identified gap in the behaviour change literature. This project contributes to one-third of the final mark on the MSc and is a very important component of the MSc Behaviour Change. It is a chance for students to apply their learning in a new way, and to experience the excitement of investigating an area of their own particular interest and choice. Students receive a list of supervisors and their available projects. Students may choose to work on an existing project or devise a project of their own with an appropriate supervisor. 
Aims:

Understanding the theoretical concepts behind computer that generate pictures from virtual worlds and teaching practical skills to implement them.Learning outcomes:

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

Perform operations to 3d primitives using linear algebra
	Write a simple ray-tracer to intersect primitives with rays through pixels.
	Understand how all steps of rasterization work and being able to code that from scratch.
	Understand the concept of Monte Carlo simulation and how it relates to image synthesis.
	Implement Monte Carlo simulations.
	Use scene graphs, including light, material and textures to describe virtual 3D worlds.
Content:

Introduction:

The painters method.
Creating an image using ray tracing:

Ray casting using a simple camera.
	Local illumination.
	Global illumination with recursive ray tracing.
Specifying a general camera:

World / image coordinates.
	Creation of an arbitrary camera.
	Ray tracing with an arbitrary camera.
Constructing a scene:

Scene hierarchy.
	Transformations of objects / rays.
	Other modelling techniques.
Acceleration Techniques:

Bounding volumes.
	Space subdivision.
From ray tracing to projecting polygons:

Graphics pipeline.
	Transforming the polygons to image space.
	Sutherland Hodgman clipping.
	Scan conversion.
	Z-buffer.
	Interpolated shading.
	Texture mapping.
	Back face culling.
Shadows:

Shadow volumes.
	Shadow buffer.
	Shadow mapping.
	Soft shadows.
The nature of light:

Transport theory, Radiance, luminance, radiosity.
	The radiance equation.
	Photon mapping.
	Monte Carlo integration.
Parametric surfaces:

Bezier Curves.
	B-Splines Curves.
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 understanding of linear algebra and basic programming.
Module Outline:

The aim of this course is to teach students the fundamentals of modern chemical dynamics and modern experimental methods in chemical physics.

Module Aims:

At the end of the module students should be able to:

Interpret scattering data from molecular collisions and connect them to the underlying physical mechanism.
	Understand molecular collision in the gas phase and in solution from first principles.
	Understand how lasers work and the properties of laser light.
	Learn how lasers can be employed to understand molecular structure and dynamics.
	Apply quantum mechanical principles to understand photophysical observations.
	Determine photophysical mechanisms from presented data and observations.
Teaching and Learning Methods:

Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours.

Workshops: To support your learning a revision workshop will be held for each topic.

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 (additional questions available on Moodle and past exam questions) and further reading in textbooks and online.
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.
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.
This module introduces students to the study of medieval manuscripts, providing a foundation of the knowledge necessary to work with manuscripts in a rare-books environment. The focus is the medieval book as object: how it was created, stored, and used in its medieval setting, as well as how it can be catalogued and delivered in a digital environment. 

The core of the course is a survey of the scripts used in western Europe from late Antiquity to the Renaissance. Students will be introduced to specialist terminology to discuss handwriting as well as some of the common ways in which scribes abbreviated words. Time in most sessions will be given to the business of reading medieval handwriting. In addition, there will be opportunities to visit special collections libraries to better understand the physical make-up of books in the flesh. 
Economic geography seeks to understand socio-spatial inequalities: why do these arise, how are they changing, and what can be done to reduce disparities and create more sustainable ways of meeting our needs? This module examines different ways of defining the economy and their implications for measuring, managing and changing it. We will engage with a range of critical theoretical perspectives, some of which suggest broad interpretations of the economy that extends beyond corporations to consider domains such as unpaid household labour and different scales of government, as well as the role of social categories such as gender and race in shaping economies. As you build up a sophisticated conceptual understanding, you will explore competing explanations for geographical differences in economic activities, wealth and development, as well as the relations between places. The exact content may vary, but key themes may include geographies of labour, finance and regional development.

This module will support students to:

Understand different ways of explaining geographical unevenness and conceptualising economies as embedded in space.
	Source and critically analyse diverse literature and data produced and used by economic geographers.
	Apply different theoretical approaches to a range of key issues of interest to economic geographers as well as policymakers, communities and the private sector.
	Communicate summaries of material and independent perspectives through seminar discussions and online activities.
	Evaluate concepts and evidence to produce in-depth analysis in a sustained piece of writing.
Students will develop the following transferable careers skills:

Critical thinking: ability to assess data and ideas.  

Communication: academic writing  

Communication: verbal  

Presentation skills  

Time management: organisation and planning of work  
Aims:

An introduction to the perceptual principles underlying auditory computational modelling and applications. In particular, principles and theory of sound detection, selection and organization underlying computational auditory scene analysis, speech recognition and sound and music computing.

Learning outcomes:

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

Understand the basic principles of auditory processing, acoustics, the design of auditory filters and applications in computing.
	Explain the fundamentals of auditory processing, modelling, and its applications.
	Understand and appreciate the contribution of low-level auditory processing and the development of computational models of binaural hearing, pitch perception, and speech recognition models
	Understand some key principles of music computation involving representation, sonification, and algorithmic design. 
Content:

An introduction to the perceptual principles underlying auditory computational modelling and applications. This module will complement other module content such as machine learning (auditory filters, non-linear models), machine vision (spectro-temporal processing, organization, representation), speech recognition (spectrograms, time-series analysis), neural computing (cognitive systems), and virtual environments (binaural and spatialized sound presentation). Not all topics will be covered to the same depth.

Requisites:

There may be an element of maths and/ or coding involved in the understanding of the concepts, practical work or assessments. Coding may use the following languages: Python, Java, MatLab, C#.
Module description 

This module explores translation theory from the perspective of its intersections with cultural studies and philosophy. Topics include: ontological and epistemological underpinnings of key theoretical frameworks used in translation studies; equivalence and authorised translation; paratexts; translation and gender; positioning and social narrative; geopolitics and translation; translation and postcolonial studies. We also examine philosophical statements on translation by Friedrich Schleiermacher, Walter Benjamin, and Jacques Derrida. 

Preparatory Reading 

‘The Revision of the Traditional Gap between Theory & Practice & the Empowerment of Translation in Postmodern Times’ by Rosemary Arrojo (1998, The Translator 4.1:25-48) 
Module aims:

The MSc HCI project gives students the opportunity to conduct research in the area of human-computer interaction under the supervision of a UCLIC member of staff. There is a broad range of topics and questions that might be considered, and students should work closely with their supervisor in selecting and carrying out their project.

A number of events are orgnaised to support students in deciding on the project they are going to carry out. Students are expected to arrange regular meetings with their supervisor to discuss their project work. Students might also work with organisations outside of UCL during their project .

Project work is normally carried out on a full-time basis over a three month period during the summer term.

Students can normally expect up to 10 supervision meetings in total with their supervisor. Students are required to write a dissertation based on the work conducted during the project period. Part-time students typically choose to either complete their project work full-time during a single summer term, or work part-time on the project over two consecutive summer terms.

Module Objectives: By the end of the project students should be able to:

Explore an HCI topic in depth
	Develop HCI skills and experience
	Generate and/or apply HCI knowledge
	Learn to plan, implement and report substantial, self-directed work
Learning Outcomes

Knowledge and understanding of: Research and development methods appropriate to the chosen topic.
	Intellectual (thinking skills): Able to apply theories to chosen practical examples and critically review the relevant research literature.
	Practical skills: Practical application of design and evaluation techniques; collecting and analysing data; critically reviewing and summarising literature. Transferable skills: Argumentation; communication of ideas; information seeking.
When the Riurikid dynasty unexpectedly came to an end in 1598, Muscovy was plunged into civil war. Beginning with that chaotic ‘Time of Troubles’, this course analyses the ways in which the Romanov dynasty installed in 1613 restored stability and secured their territories against enemy incursion. To some extent, they drew on Western models, but it was only when Peter the Great (r. 1682-1725) built a new capital at St Petersburg that Russia fully confronted European civilization. Over the course of the following century, Westernization transformed the Russian elite, bringing noble culture into contact with the European Enlightenment under Catherine the Great (1762-96), the most celebrate ruler of her age. However, as the state counted the cost of its new army, its extensive multi-national territories and its glittering cosmopolitan capital, the people paid the price. Risk-averse serfs relapsed into traditional collective responsibility as the only way to meet their rulers’ fiscal demands. The more the tsars tried to modernise their state, the more backward their empire became. Alexander I’s defeat of Napoleon in 1812-14 made Russia the greatest continental power in Europe. But as the Crimean War was to show, the colossus had feet of clay. The course covers a wide range of social, political, cultural and diplomatic topics, and you can choose from these in writing your essays.
This is a residential course (self-catering in a beautiful old cottage) based in rural Dorset during the month of May. The course will be delivered through a combination of lectures (2-3 hours in the mornings for 5 days), fieldwork (late morning to late afternoon) and laboratory sessions (late afternoon and some evenings). Fieldwork will take place in a range of environments including shallow lakes, ponds, chalky rivers, ditches and coastal lagoons. The course will also cover aquatic conservation issues and the general natural history of the area. It will be a real natural history-lovers treat! Aside from wetland plants, we will use this course as a means of talking on general countryside conservation issues and of introducing characteristic birds, plants and animals of the area, including some special surprises.

The following specific topics are covered:

structure and ecology of freshwater-brackish aquatic plants
	role of aquatic macrophytes in aquatic ecological functioning
	methods for surveying aquatic macrophytes
	design of sampling programmes for water plants
	taxonomy and identification of aquatic macrophytes
	importance of aquatic macrophytes to conservation and water legislation
The module aims:

to introduce students to the structure, ecology and identification of aquatic macrophytes, including the full range of wetland plants
	to provide students with practical skills in the field sampling of aquatic macrophytes in lakes, rivers, ponds and wetlands in general
Coronavirus note: Due to COVID-19 updates, there may need to be changes to planned field trips for this module. This will depend on travel restrictions, social distancing measures, and the availability of the relevant venues. We will keep you updated if any changes need to be made and on alternative options, as successfully used in 2020-2021.

Please note that the cost of the field class to students is approximately £300
Aims: To provide students who have completed at the first term of the second-year compulsory module in microeconomics ECON0013 and in econometrics ECON0019 with a framework for understanding modern ideas in the theory of international trade; to use this framework to analyse the major policy issues of world trade.

Suitable for: Second Year and Final year Economics (L100 / L101 / L102), BSc Economics and Geography (LL17), BSc Economics and Statistics (LG13), BA Philosophy and Economics (VL51), PPE (Philosophy, Politics and Economics (4V86 ) and BASc students subject to satisfying the pre-requisites.

Prerequisites: Completion of the first term of ECON0013 Microeconomics and ECON0019 Quantitative Economic &  Econometrics modules or any of POLS0008: Introduction to Quantitative Research Methods,  POLS0010: Data Analysis, POLS0012: Causal Analysis in Data Science or POLS0013: Measurements in Data Science. Students may also take ECON0019 concurrently.

Assumed knowledge: Students coming into the course should understand concepts relating to profit maximisation under different market structures particularly perfect competition and monopolistic competition, consumer theory, supply and demand analysis, welfare effects of taxes and subsidies and other interventions in the market, basic game theory and the concept of a Nash equilibrium, and an understanding of how to interpret regression models (including with dummy variables and fixed effects).
Aims:

The aim of the module is to introduce the students to the principles of quantum mechanics from a computer science perspective, and to the field of quantum computation and algorithms.

Learning outcomes: 

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

Understand (i.e. be able to describe, analyse and reason about) quantum computation, and how it differs from classical probabilistic computation.
	Analyse the behaviour of simple quantum circuits.
	Understand how quantum superposition and interference can give quantum speedups over classical algorithms in certain cases, and apply these concepts to the design of quantum algorithms.
	Derive the Quantum Fourier Transform, and apply it to the design of quantum algorithms
	Derive Grover’s unstructured search technique, and apply it to the design of quantum algorithms.
Contents:

The module provides a first course on quantum computation. The basic mathematical formalism of quantum mechanics is be introduced from a computer science perspective, assuming no prior knowledge of quantum mechanics or physics. Building on this, the module develops the standard circuit model of quantum computation and basic quantum complexity theory. The majority of the module is devoted to quantum algorithms, including rigorous derivations and algorithm analysis. This section of the course starts from simple examples, and builds up to the major quantum algorithms, such as Shor’s quantum factoring algorithm and Grover’s unstructured search algorithm.

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 a formally available.
Computer Programming is a course for students with little or no prior experience in computer programming. The course consists of 10 three-hour lecture sessions in which programming concepts are introduced and hands-on experience is provided. Programming assignments are set on a weekly basis to solidify concepts and provide further familiarity. This course provides an introduction to computer programming with a particular focus towards tasks that are essential for psychological research, such as developing computer-based experiments and parsing/formatting experimental data. The overall aim is to equip students with the fundamental knowledge and the confidence required to tackle a variety of programming tasks, as well as the ability to adapt to future needs and changes in technology. Topics covered include: Basic programming concepts, file handling, user interface development, organising code for readability and maintainability, advanced troubleshooting techniques.
Positioning literacy as a cognitive, cultural, social and emotional practice, this module provides a systematic introduction to the social factors and cognitive processes which shape language development, reading and writing.  The module offers a programme to critically evaluate research in this field in order to understand the theoretical roots of current classroom practice and also recognise that literacy and literacy learning includes a need for teaching the knowledge and skills needed to decode and comprehend various texts, but also acknowledges that ‘literacy is inseparable from the social context of families, homes and communities and that this requires professional thought about literacy learning and teaching to extend beyond the classroom and classroom pedagogies’ (Ellis and Smith, 2017: 85 – 86). Therefore, this module offers the opportunity for students to reflect on how the cognitive models and social cultural lenses discussed relate to their own educational and cultural experiences.

This module would be particularly valuable for those who wish to learn about the cognitive processes involved in oracy and literacy development, practitioners who wish to consider the theoretical underpinnings of literacy practices and school leaders who wish to deepen their understanding of the empirical research supporting cognitive models of literacy learning, literacy development and literacy difficulties.
The module considers theories and practices in information literacy from a library and information professional viewpoint. The recent history of information literacy (developed from bibliographic instruction) will provide context for a detailed review of theoretical models and practical approaches using real life examples from the wide information landscape, including health, everyday, school, academic and workplace settings. A range of skills and attributes (cultural competence, communicator, researcher) and delivery of inclusive information literacy for diverse learners will be investigated. As the need for librarians to develop their teaching skills gathers apace, pedagogical approaches, teaching design and assessment will be examined and discussed.

This course is designed and taught on the assumption that participants will be able to allocate approximately 3-4 hours of private study to it per week during the weeks in which is it taught, in addition to the 3 hours per week of scheduled lectures, plus extra hours for completion of the assessment.

Students taking this optional module will examine in detail the key issues from a professional perspective around information literacy. Learning outcomes are:

To provide a detailed knowledge and understanding of theories and practices in information literacy and associated areas
	To identify and discuss the challenges presented by the lifelong learning nature of IL in a digital world.
	To enable the development of appropriate skillsets of library and information professionals as central players in the delivery of IL in education, workplace and society.
Aims:

The purpose of this module is to introduce students to the main concepts and practical issues in constructing and understanding Virtual Environments, and how people respond to a VE experience. Given the background of the module teachers, the focus on the technical side will be more on the visual aspects of VEs. A central theme of the module will also be that the understanding of VEs can be best understood through the concepts of presence and shared presence.Learning outcomes:

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

Understand the core issues in VEs and have constructed a VE using an immersive system.
Content:

Introduction:

Virtual Environments.
	Technology Requirements.
	Applications.
Interaction:

3D Interaction tasks.
	Tracking.
	Input devices.
	System affordances.
	3D Widgets.
Presence:

Immersion and presence.
	Meaning and utility of presence.
	Measuring presence.
Displays:

3D and Stereo Viewing.
	HMDs, CAVEs and desks.
	Graphics Architectures.
Programming Virtual Environments:

Programming models.
	Simulation and animation.
	Programming for distribution ves.
Devices:

Haptic devices.
	Sound simulation.
	Augmented reality.
Requisites:

To be eligible to select this module as an option or elective, a student must be registered on a programme and year of study for which it is a formally available.
The dissertation is the capstone project and represents the largest share of the credits on this Masters programme. It gives students the opportunity to focus intensively and develop their own area of research interest. The other core modules on the programme feed directly into (or run in conjunction with) the dissertation project.

While selecting dissertation topics is a student-led process, given the programme’s clear focus on the intersection of the creative, cultural and health domains and in particular the need for robust datasets on the efficacy of non-clinical health interventions, we would expect that most student dissertation projects will seek to contribute to this limited, but growing, body of research. Moreover, students will work on their research projects in collaboration with one of our selected community partner organisations. Consequently, the specific focus of their dissertation may be the outcome of a joint exploration (between the student, the partner organisation and the supervisor(s)) of the need to enhance research on a specific area of creative health relating to the work (and client group) of the particular partner organisation.

This module is taught on the UCL EAST campus in Stratford.
This module introduces Level 4 undergraduate students to geographical scholarship that has sought to explain, understand and critically analyse the manifold relationships between space and society in different contexts. The module will familiarize students with innovative geographical research exploring issues such as, for example, environment and uneven development; culture, the global and the local; transnationalism and migration; gender, race, identity; politics, the state, and regions; empire, colonialism and postcolonialism; nature, materiality, and non-human agencies. In and through such domains of geographical research and theorization, students will be encouraged to grasp and analyse the ways that spatial and social processes are always entwined, and therefore what difference critical geographical analyses at a variety of spatial scales can make to understanding the politics of the social world as we commonly experience and know it. Besides the module’s conceptual emphasis on the entwining of space and society through a number of different registers, the module will focus on contemporary and historical events and case studies in order to emphasize to students the real world value of geographical scholarship.

Students will develop the following transferable careers skills on this module: Critical Thinking, Team Working, Communication: Writing and Verbal, Presentation Skills, Time Management, Cultural Awareness.
Aims: The modern world is truly interconnected and most social and economic challenges do not stay within national boundaries but are global. This module will provide a largely non-technical introduction to the basic concepts and methods used by economists to understand and explain the features of the world economy today.

Suitable for: Students taking ECON0002 concurrently and 1st year Economics and Statistics (LG13) students.

Prerequisites: No previous knowledge of economics is necessary.

Assumed knowledge: We assume students coming into the course are interested in the following: globalisation of trade and finance; the emergence of global value chains and the rise of China and India; winners and losers of globalisation within rich and developing economies.
This course will explore three principal sets of questions in relation to a number of twentieth-century fictional texts which represent grief of different sorts. The first is that of tragedy itself: why are writers drawn to inventing grief? Secondly, what are the implications of fictionalizing a painful experience? Thirdly, while grief, as an intense emotion, is primarily considered an intimate, personal matter, what are the political implications of inscribing it in a public sphere? Using textual analysis informed by psychoanalytical theories of mourning and theories of tragedy, the course will seek to understand what is at stake in fictional mourning.
This module is an introduction to mathematical analysis, 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, theoretical statistics, econometrics, and optimisation. The aim is to introduce students to the ideas of formal denitions 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. This module is a prerequisite for Complex Analysis, MATH0013 (previously MATH2101) and provides a useful foundation for courses such as Logic, MATH0050 (previously MATH6801). The module is intended for second or third year students in departments outside Mathematics, particularly in Economics or Statistics. Students taking this module should be mathematically able and will normally have demonstrated this by achieving a strong result in a module such as MATH0047 (previously MATH6403) or having an A* in Further Mathematics A-level.
The course reviews the nature and extent of development theory, practice and policy over the past 70 years (mid-20th century onwards), with case studies largely focused on the Global South.

The course aims to provide a broad awareness and understanding of the key theories and policy debates which inform humanitarian development ideas and practices, as well as the empirical context of different regions of the world.

The course encourages critical thinking and wide reading.

The course starts with four weeks of foundational topics: introduction to development theories (e.g. modernisation theory; dependency theory; post-colonial and post-development theory), understandings and measurements of poverty and well-being, and key institutions involved in formulating and implementing development policy. The next 5 weeks cover key themes concerning current development policy debates (e.g. participatory approaches, migration, gender, urbanisation, enterprise-led development). Each lecture aims to combine theoretical reflection with regional case studies to set these theoretical and empirical topics in context.

The course delivery will combine synchronous teaching, class discussion, and some asynchronous formative activities.  Each week will include a lecture and a short formative task associated with the readings and lecture material. In addition, 4 discussion-based seminars are usually held during the term to complement the lecture content and give students a chance to engage in class discussion and debate. This will help students engage with the readings and key concepts of the course. The seminars are a crucial form of preparation for the summative assessment.

There are no pre-requisites. This course will introduce mostly new material to students (though it will build on some aspects of GEOG0015 Global Events and GEOG0007 Human Ecology).
Evolutionary Genetics will provide you with a full introduction to the genetic basis of evolution and adaptation. The module invokes numerous examples drawn from animal, plant and prokaryotic species to explain the rich interplay between the forces which contribute to evolutionary change in gene frequencies in populations. There is a particular focus on how the levels of genetic variation observed in populations reflect the impact of natural selection, random change and mutation. You will find out how these fundamental processes are related to major topics in evolution including, the resolution of conflicts between individuals over resources, the prevalence of sexual reproduction, speciation and the coevolution of genomes. Lectures will be supported by small-group teaching sessions (tutorials).

Learning Objectives

After completing this module you will be able to:

Link the topic of evolution to other research disciplines, including biodiversity, computational and molecular biology, conservation, ecology and taxonomy
	Solve numerical problems on evolutionary topics including gene frequency change under selection and game theory
	Retrieve and evaluate relevant information from diverse sources including lectures and the scientific literature
	Critically discuss current topics in evolution
Indicative lecture topics – based on module content in 2021/22

Evolution & Mendel
	Selection at a single gene
	Genetic drift
	Selection and drift
	Selection at more than one locus
	Mutation
	Frequency-dependent selection
	Kin selection
	Quantitative characters
	Evolution of sex
	Evolution of quantitative characters
	Phenotypic plasticity
	Multivariate evolution
	Molecular evolution
	Chromosomal evolution
	Evolution of gene regulation
	Sex-specific selection
	Speciation
	Genome dynamics
	Mitochondrial evolution
How does a consideration of nature and the non-human world change the ways we think about politics? How does nature shape politics and how are politics shaped by nature? What is non-human nature and does it make us think differently about what it means to be human? How do scholars think about the natural world in their analyses of nationalism, colonialism, power, violence, belonging, spirituality, ethics, care, time, nourishment and embodiment? How are ideas about nature gendered and racialised? Is nature queer? How is nature represented in scholarly, political and popular discourse and with what consequences for the political choices and policy options that are possible and thinkable? Who gets to take solace and enjoyment from nature and in what ways? Who is excluded from or threatened by the natural world? How is nature involved in the construction of relationships, communities and hierarchies?

 

If you are intrigued by these questions, you will enjoy this module and by the end you will be able to develop your own answers to some of them. You will be encouraged to draw on and analyse your own relationships with the natural world. Nature is not understood to be ‘out there’ in the wilderness, but part of our everyday lives in ways that we will notice, analyse and discuss. You will also be encouraged to feel and experience, as well as think about, your involvement in the natural world.

 

The module will be delivered through weekly seminars as well as object-based learning and trips to outdoor spaces in class time. Alongside this, there will be approximately 2 hours per week hours of tutor-led e-learning. Alongside the final written assessment, you will be expected to engage in e-learning activities and to write a weekly reflective response linking the module materials to your own relationship with the natural world.
The aim of this first-year core language module is to establish a firm grasp of basic grammatical structures and tenses and to engender the skills of comprehension, explanation and free production of written French in a variety of forms. The module is taught in French.
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.

How do firms develop and conduct their strategy when operating across national borders? This course is designed to expose students to fundamental and advanced issues in international strategy enabling them to analyse opportunities and challenges from the point of view of business analysts and practising general managers.

The course provides students with frameworks and tools to identify and measure cross-cultural and market-economy differences across national markets. It will hone their critical and analytical thinking to understand the impact of these differences on distinct types of firms. Students will learn how firms strategize when they internationalise across borders, as well as the operational roles and relationships across the different entities of a multinational corporation.

A continual series of short readings introducing key concepts will be distributed throughout the module for students to read, reflect upon and comment BEFORE each weekly lecture. The lecture will emphasise the practice of managing a multinational as it internationalises and the key theoretical frameworks/analytical methods behind that practice.  Seminars allow students to reflect upon their own international mindset and apply the course concepts to real-life situations faced by companies.

This course is relevant for anyone intending to pursue a managerial career in multinational corporations or entrepreneurial firms or beneficial to anyone seeking a career as an analyst in consulting and finance. Students will gain an appreciation of the expectations of international business managers and practice applying key principles to more strongly position themselves to meet those expectations as they begin their careers.
The Understanding Research (UR) module aims to provide a general introduction to social research and to advance students’ ability to recognize, describe and appraise different types, principles and practices of research in education and the social sciences. It introduces students to the methodological landscape of education research and the social sciences and explores the purposes of different types of research. Students will learn to engage with research as a critical reader, develop a critical stance towards research and its uses and critically reflect on the range of theories of knowledge which underpin different approaches to research. In the course of this module, students will become familiar with a range of research concepts and approaches and will learn how to critically assess various purposes of research, specifically reflecting on how different research approaches help to explore and shape what is possible to know about particular research topics within the field of education and social science.
Module Outline:

This module aims to provide students without an A or AS level in maths with the required level of mathematics for the remainder of the chemistry degree programme.

Module Aims:

At the end of the module students should be able to:
1. Understand how to present mathematical workings and solutions.
2. Understand and be able to use the fundamentals of algebra.
3. Differentiate and integrate functions of one variable.
4. Perform statistical analysis of data sets.
5. Understand and be able to use operators, vectors, and eigenvalue equations.
6. Understand and be able to use complex numbers, matrices and different coordinate systems.
7. Understand and be able to integrate functions of more than one variable, expand functions in terms of a basis set, and recognise and find/prove solutions of differential equations.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 workshops or problem classes. Questions will be available on Moodle prior to the workshop and you will work through the problems with the assistance of the workshop leader. Answers and full solutions to workshop questions will be posted on Moodle. Workshops are an opportunity to receive feedback on your understanding of the module material, hence preparation and active participation is essential if you wish to derive the most benefit. Workshop attendance is monitored, but not compulsory.

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, worked examples from lectures), completion (and redoing under exam conditions) the set coursework, and further reading in textbooks and online.
Aims: The module provides a survey of theoretical and empirical aspects of modern labour economics. After providing some basic information about characteristics and trends in actual labour markets (concentrating on the UK, but providing international comparisons) the module analyses in some detail the supply side and the demand side of the labour market. These building blocks enable further analysis of special topics such relative wages, human capital, labour market discrimination and unemployment. The module provides applications, in the context of labour markets, of analytical concepts and empirical techniques taught in the core modules of the BSc Economics degree (and joint degrees).



Suitable for: 2nd / final year BSc Economics (L100, L101 and L102), 3rd year BSc Economics and Statistics (LG13), BA Philosophy and Economics (VL51) students and BSc Politics, Philosophy and Economics (4V86) students.

Prerequisites: Microeconomics at the intermediate level (Level 5) and some knowledge of basic econometrics is assumed.

Assumed knowledge: There are no formal prerequisites for the module. However, some calculus is used in the theoretical sections and these sections also assume knowledge of microeconomics at the intermediate level. The empirical labour economics literature is quite econometrics-intensive and but in order to keep this course accessible the emphasis is on empirical results rather than detailed statistical techniques. Where methodological issues are central, particularly in relation to potential biases in estimated effects, these will be explained intuitively as well as guiding those with a stronger quantitative background to more rigorous treatments.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content: The module will focus on discussing Homer’s Odyssey in translation. Issues discussed will include the composition of oral poetry, structure, plot and character, the idea of heroism, the theme of war, the role of the gods, gender and social values, the reception of Homer in later ages.

Skills:  By the end of the module, students will engage with classical ideas as explored in the Iliad and with their reception in secondary literature. In this way, they will gain an understanding of concepts and theories produced by these sources. They will also concentrate on primary materials and develop the ability to read texts independently, to manage their own learning, to communicate ideas orally and in writing and to gather, present, analyze and synthesize data. Teamwork and independent thinking will also be strongly encouraged in order to enable student development and achievement.

Introductory reading:

J. Griffin, Homer (Oxford 1980);
B. Graziosi, Homer (Oxford 2016);

R. Rutherford, “Homer”, Greece and Rome New Surveys in the Classics (Cambridge 1996); Recommended translations are the one in the Chicago University Press (by Lattimore).
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.
Overview

The module is divided in to two complimentary parts: control and robotics.

Topics covered in control:

Introduction to Digital Control Systems
 Mathematics of Digital Control Engineering
 Discrete Time Systems
 Discrete Control Systems
Topics covered in robotics:

Introduction to robots
 Introduction to Kinematics
 Independent Joint Control
 Dynamics
 Multivariable Control
 Force Control
The module explores the many different relationships for science and religion developed from antiquity to the present and around the globe. Students consider the value of particular modules for this relationship, such as conflict or co-ordination. They also explore explore case studies in rich detail. Examples include: the relation between science and religion in the ancient world, in Islam and in China, the role of Christianity in the scientific revolution of the seventeenth century, and the relation between religion and science today.
This module will cover the design, the development and the evaluation of secure computer systems &
networks. In particular, it will be focused on security/privacy challenges in a "Big Data" world. We will
also pay attention to new and emerging technologies, such as Blockchains and Distributed
Ledger Technologies, which hold significant promise in terms of security and privacy. The module will
encompass exercises during the sync session.
The overall aim of this module is to explore conceptions of human rights, equality and justice, and to consider how these apply to prominent debates in the context of education. We will examine competing conceptions of rights, equality and justice, and explore how these apply to debates about statutory education, affirmative action and multicultural schooling. We will look at such questions as how much priority should be given to the most disadvantaged pupils, the case for compulsory schooling and how far schooling should prepare pupils for a world of work that may not share the values that educationalists wish to promote. Amongst the groups we take a close look at are prisoners, migrants and children with profound and multiple learning difficulties and disabilities.
This compulsory module provides a critical overview of key concepts, theories and developments within the interdisciplinary fields of media studies, digital culture and cultural studies. The aim is to provide a foundation in concepts which will be applied and developed across the different areas throughout the programme. The module provides an introduction to key aspects of media and cultural studies including: the relationships between texts and audiences, questions of power and ideology, and approaches to identity and representation. Each week of the module will feature a large group lecture in which key issues and theorists will be introduced. These lectures will be followed by seminars, each tailored to the three programme pathways/routes (critical studies, education, or production) in which relevant concepts will be explored in greater depth.
This module aims to provide an overview of research on cognition and socio-emotional functioning in children, covering developmental issues, the neurocognitive systems involved, the historical background and individual differences. Students should become familiar with major aspects of infant and child cognitive and socio-emotional development, with Piaget’s theory and with newer theoretical approaches.The module is taught in two sections. The cognitive development section begins with Piaget's approach to development from infancy to middle childhood, then goes on to consider more recent experimental work and complementary/alternative perspectives. The second section explores processes of socio-emotional development and factors influencing these.
The module will provide you with an introduction to the different types of material used in medicine. In this module you will explore biomaterial failure mechanisms and the need for improved materials with better control of biological interactions. You will discuss how material physiochemical properties can be changed to direct desirable biological interactions and improved implant outcomes.
In a hyper-connected environment, marketing is now a core function within organisations. The marketing team is responsible for supporting the organisation in driving brand reputation, new product development, expanding the customer base, and ultimately enhancing the financial performance of the organisation. With the increasing digitization of marketing and customer-brand interactions, marketers need to identify new and impactful ways of creating meaningful and relevant customer engagement.
The module will equip students with the skills and knowledge to understand the key functions of marketing, the principles of market and consumer research and the impact that emerging trends have on them, the importance of customer centricity, and focus on how consumers engage with organisations and businesses, the opportunities for new product development and enhanced brand positioning, as well as how marketing communications can be used to heighten awareness and build differentiation.
This is a practical and applied module with hands-on exercises and activities to engage and enhance students learning. Students have the opportunity to learn about the current marketing methods, techniques and strategies underpinned by the latest research and best-practice case studies.
The course provides an introduction to methods and tools used in applied mathematics to develop simple models of mechanical, biological and other systems of interest. The main tools introduced are qualitative and analytic approaches to differential equations, stability, waves and oscillations.
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 30-credit module GEOG0033 involves a dissertation of no more than 8,000 words. It resembles the longer GEOG0037 dissertation insofar as it should be treated as an original research project, not an extended course paper. It can however be based largely on secondary sources, although dissertations reporting original empirical research are also welcome. In either case, the emphasis is still on the process of research undertaken, as an exercise in asking and answering specific research questions. The reason for the choice of topic in relation to the existing literature must be justified and the relevance of contemporary theoretical debates in the discipline should be considered. Research questions should be clearly specified and the approach to answering them stated and justified. The contribution of the dissertation to academic knowledge must be considered.
Aims:

The module aims to introduce students to formal logical reasoning and to fundamental concepts in the theory of computation and formal languages.Learning outcomes:

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

Identify and reason with the logical content of arguments.
	Recognise, write down and reason about automata and language grammars.
	Carry out standard proofs and refutations involving logic and computational models.
Content:

This module introduces students to the theory of computation. The first 5 weeks of the course will focus on mathematical logic, including: propositional logic, first-order logic, proof by induction and modal logic. The second 5 weeks will focus on fundamentals of computation, automata and language theory.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 A-level Mathematics (or equivalent).
The history of mathematics is not history alone, nor is it mathematics alone, but a subject requiring sympathy for and knowledge of the techniques of both disciplines. The aim of the course is to provide a survey of mathematical thought from the earliest times up to the early nineteenth century, so that students may see, for example, how Archimedes obtained his famous bounds for π and how non-Euclidean geometry was discovered. While the material of the course is delivered in the lectures, with additional notes provided, students are expected to read some primary sources from the set anthology of mathematical writings as well as specific chapters from the standard histories. The basic requirement for the course is a good understanding of high school calculus, algebra and geometry but there are also one or two more challenging topics which demand a slightly higher level of mathematics. It is also advantageous to have a good command of written English.
The aim of this course is to provide students with an introduction to four mathematical topics (a) Fourier theory, (b) the calculus of variations, and (c) partial differential equations and (d) vector calculus. In (a), we develop tools to decompose a periodic function as a (possibly infinite) sum of sine and cosine modes. In (b), the fundamental problem is to determine a function which either maximizes or minimizes an integral when specified end conditions are satisfied. In (c), linear and quasilinear partial differential equations of the first and second order are considered, including the well-known equations of mathematical physics - the wave equation, the diffusion equation and Laplace's equation. In (d) the divergence and curl are defined. Proofs of the divergence and Stokes' theorem are presented.
This module offers a comprehensive overview of the grammar of contemporary English. During the first term we start with the basic building blocks of word classes, phrases and clauses, as well as grammatical functions. During the second term we discuss more complex syntactic structures. A major feature of the module is that you will be trained to apply the principles of syntactic argumentation. 

This 30-credit module is compulsory for all students on the MA in English Linguistics. It is taught in two-hour long weekly seminars over two terms, and is assessed by a three-hour written exam.
This module aims to identify and explore some of the major perspectives in the sociology of education, bringing together a team of experts to explore a range of contemporary issues in this exciting and diverse field. We explore the relationships between education, society, the state and the individual, and consider how forces like globalisation and marketisation are impacting education. We pay particular attention to educational (in)equalities relating to social class, race, ethnicity, religion, gender, sexuality, migration and citizenship. Over the course of the module you will discover how key theorists and bodies of research in sociology of education can help us to better understand and respond to pressing educational issues. This module can be taken face-to-face (autumn term).
Aims:

The aims of the module are to provide familiarity with Bayesian approaches to deep learning, currently a very active area of research. This complements material covered in Introduction to Deep Learning (COMP0090).

Learning outcomes:

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

Identify both the benefits and difficulties posed by Bayesian approaches deep learning.
	Implement a number of different approaches to Bayesian neural networks for classification and regression and understand the trade-offs between methods.
	Recognize the key concepts related to uncertainty quantification in predictive models.
	Implement approaches to using deep learning for generative modeling and unsupervised learning.
	Identify the fundamental connections between both deep learning and probabilistic modelling.
Content:

This module covers topics on Bayesian approaches to deep learning, including theory and applications. We focus on understanding the role of uncertainty in deep learning models in both supervised and unsupervised settings.

Topics include:

Bayesian treatments of model parameters.
	Uncertainty quantification.
	Inference in deep generative models.
	Applications which benefit from a Bayesian approach, including active learning and semi-supervised learning.
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 a strong understanding of Linear Algebra, Multivariable Calculus, Probability Theory; and (3) have taken at least one introductory machine learning module, for example Supervised Learning (COMP0078) or Introduction to Machine Learning (COMP0088) (or be concurrently enrolled in such a module).
This module involves in-depth study of theoretical and critical texts reflecting a variety of modern approaches to literature. The main part of the module consists of two small-group, intensive seminars, which each take place over five week periods. Students are encouraged to pursue their own research interests and to choose from a range of topics. The seminars available will change from year to year.
The Library Project will train you to carry out secondary data-analysis rigorously, critically, and comprehensively.

At the end of the module you will have experience of all major components of a literature review .i.e. carefully formulating and revising the research question, devising and recording the search strategy including full reporting of the systematic interrogation of data-bases, including key-words used, hand searching etc, ensuring the methods are sufficiently well-recorded to be replicable by another searcher, searching the literature; critical appraisal of published data, including an understanding of the ‘hierarchy’ of evidence and possible sources of bias; discussion and interpretation of results, and the writing of the review.
Module Outline:

The course provides an introduction to modern materials chemistry, covering both inorganic materials and organic polymers. Models of bonding and structure in the solid state are developed and linked to functionality of the materials themselves. Synthetic and characterisation methods are discussed. Students will learn about current challenges in materials chemistry, and how to design materials to overcome them.

Module Aims:

At the end of the module students should be able to:

Use the band theory of bonding in the solid state to explain and predict material properties
	Describe structure in the solid state and link structure to properties
	Understand the link between the structure and properties of organic polymers
	Design / select materials for a specific function
	Compare modern materials synthesis and processing techniques.
	Correctly interpret data from several characterisation techniques
	Understand topics in modern materials chemistry research
	Retrieve and communicate information to demonstrate a deeper knowledge of a specific type of material.
Teaching and Learning Methods:

Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours.

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 (additional questions available on Moodle and past exam questions) and further reading in textbooks, online and the primary scientific literature in preparation for completion of coursework.
This course provides students with a detailed understanding of bioreactor design, scale-up and operation. Particular themes of the course include the interaction of biological catalysts/cells with the engineering environment within a bioreactor, the theoretical basis of process scale-up and scale-down, and the impact of cell engineering on bioreactor design and operation. Attention is paid to the instrumentation and control of bioreactors and issues underlying biosafety with respect to contained operation.

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

Gain in-depth knowledge required to design a fermenter in terms of mixing, power input and oxygen capabilities
	Specify bioreactor design, including monitoring and control system
	Understand how the engineering environment affects fermentation and cell culture
	Perform design calculations with regards to scale-up and scale-down of a fermentation process
	Select appropriate sterilisation methods and determine operating conditions
Projects rely on excellence of both governance and control to enable successful delivery. Project governance is associated with corporate governance, which itself is intrinsically linked to corporate responsibility to shareholders and owners, and the wider set of societal stakeholders. This module explores the core topics of risk and uncertainty, as well as specific ‘hot’ topics such as sustainable development that will deliver balanced impact across economic, environmental and social priorities. It does this within the context of achieving local impact that has relevance at the global-level of the UN Sustainable Development Goals and climate change priorities.

Aims:

Examine the strategic framework that exists around any project and how it sets the aims and objectives, environmental context and project culture.
	Explore the interrelatedness of this strategic framework and the management systems that are used to provide control measures.
	Appreciate that the framework and control measures are part of inherent corporate and project risk management.
 

Issues that the Module may tackle:

Increasing numbers of external parties are now monitoring the performance of organisations, leading to the term ‘governance’ entering the everyday lexicon of business managers and leaders. How this focus will affect projects is therefore an important question that needs to be addressed. This module will deal with project control issues as part of a suite of risk management tools that look to optimise the impact across economic, environmental and social priorities.

 

 Learning Objectives: 

How corporate and project governance affects project leaders
	The resultant increase in the need for appropriate reporting to achieve accountability, responsibility, transparency and fairness – the four OECD principles of governance
	The need for effective sets of portfolio and project controls and proactive management of risk  
This module presents and develops advanced structural analysis methods, to resolve problems relating to structures supporting real buildings, formed of several structural elements with different functions. This will allow the students to develop their proficiency in analysing and solving building design problems from a structural viewpoint. Theoretical procedures will be applied to real cases via use of numerical simulations and lab-based models.
The course will cover early development of the nervous system (including induction and initial patterning of the CNS, neural progenitors, and genetic analysis of laterality in the developing CNS), origin of neural phenotypes (including organizer patterning in the CNS, migration of neurons and motor circuitry in the developing spinal cord and the plasticity of neural circuits), peripheral development (including neurogenesis and neuron-glial switch, and regulation of Schwann cell development and differentiation), and axons, synapses and circuits (including axon guidance in the visual system of Drosophila, axon outgrowth and Ca2+ in growth cones).

The students will become familiar with the cutting-edge research done at UCL into Developmental Neurobiology. They will grasp and understand the knowledge of the research in this field as it progresses. They will learn about the initial patterning of the nervous system, neuronal differentiation and specification, axon guidance mechanisms and the initial formation of synapses during development and the plasticity of neural circuits. The module will be organized roughly in accordance with the ontogeny of development itself.

Indicative lecture titles

Week 1: Early development

Neurogenesis Paula Alexandre Zebrafish
	Laterality in the CNS Steve Wilson Zebrafish
	Neurulation Gabriel Galea Mouse
Week 2: Mid development

Neuronal cell fate & plasticity Richard Poole C.elegans
	Neurogenesis & glia William Richardson Mouse
	Ear sensory system Nicolas Daudet Mouse
Week 3: Late development

Synapse formation Patricia Salinas Mouse
	Schwann cell development Kristjan Jessen Mouse
	Axon guidance Christiana Ruhrburg Mouse
Week 4: The visual system and neural circuits

Neuron-glia interaction Ryan Macdonald Zebrafish
	Neuron-glia interaction Vil Fernandes Drosophila
	Neural circuit & modulation Arantza Barrios C. elegans
SECU0058 is an introductory course about simulation methods used in crime science. Within the space of 10 weeks, you will quickly learn how to develop, test and apply powerful agent-based models to analyse crime problems. Learning is facilitated by mini lectures (incl. online videos), interactive lab sessions and one to one clinics. This course is highly recommended to all students with an interest in data science.
Module outline: This module outlines general theoretical principles that underlie cognitive processes across many domains, ranging from perception to language, to reasoning and decision making. The focus will be on general, quantitative regularities, and the degree to which theories focusing on specific cognitive scientific topics can be constrained by such principles. There will be an introduction on general methods and approaches in cognitive science and some of the problems related to them. Later in the course, some computational approaches in cognitive science will be discussed. There will be particular emphasis on understanding cognitive principles that are relevant to theories of decision making.

Module aims: To know and understand the basic principles of cognition across many areas of cognition, and the big theoretical questions and challenges in the field, as well as common experimental methods and computational approaches.
Outline:

This course aims to familiarise students with the fundamental concepts and mathematical frameworks of modern quantum science. The course begins presenting a more formal and mathematical postulates approach to quantum mechanics than students have encountered in previous courses and then presents advanced concepts in wave-function quantum mechanics such as tunnelling in non-idealised potentials described via WKB approximation. The course then introduces students to formal mathematical approaches to study quantum dynamics of both isolated quantum systems and quantum systems in interaction with an environment. The advanced techniques the students are expected to learn in this part of the course include treatments of quantum dynamics via Suzuki-Trotter approximations, description of dynamics in the Interaction and Heisenberg pictures, time-dependent perturbation theory, and dynamics of open quantum systems via Markovian master equations.

Aims:

This course aims to:

review the basics of quantum mechanics to establish a common body of knowledge;
	extend this, by discussing these basics in more formal mathematical terms;
	explore the WKB approximation, as a method for studying tunnelling and quantum wells;
	explore advanced topics in the dynamics of quantum systems; including time-dependent perturbation theory, and the dynamics of open quantum systems;
	provide students with the techniques and terminology which they can apply in specialist courses and in their research projects.
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.
Algebraic number theory is one of the foundations of modern number theory. An algebraic number field is a finite algebraic extension of the field of rational numbers, and algebraic number theory studies the arithmetic of algebraic number fields: the ring of integers in the number field, the ideas and units in the ring of integers, the extent to which unique factorization holds, etc. As well as being interesting objects in their own right, number fields can be used to prove results about the ordinary integers; a very advanced application is the proof of Fermat's last theorem.
The Changing Health Systems module will offer an overview of the patterns of health system financing and delivery around the world as the international community moves towards the global goal of Universal Health Coverage. The module will introduce you to methods of financing and purchasing of services, and also to some of the evidence around delivery mechanisms in public, non-profit and private health services while evaluating these in terms of outcomes such as improved health, efficiency and equity. Recognising health as one of humanity’s most complex knowledge systems, you will discuss the political, economic, regulatory and social context that shapes attempts to change health systems.

Subjects covered:
•    Health systems frameworks and systems thinking as applied to health
•    How health policy change: drivers, actors and processes
•    How health systems are financed
•    Priority setting and strategic purchasing
•    Health and care integration
•    Health system regulatory frameworks
•    Primary health care
•    Public-private interactions in health systems delivery
•    Innovative financing – globally and nationally
This module provides the knowledge and skills to analyse, design and implement advanced digital electronic systems, including pipelined reduced instruction set microprocessors, from the transistor and logic gate level and using structural and behavioural description using the SystemVerilog hardware description language.

Students will be introduced to advanced logic design, hardware description languages (HDL) and logic synthesis tools, and taught the technical skills to design, simulate, analyse and verify complex digital circuits.

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

Understand the basic operations of CMOS technology for both combinational and sequential logic circuits;
	Analyse the operations of flip-flops and latches;
	Explain the concept of datapath/controller partitioning;
	Describe the operation of FPGAs, PLAs and PALs, and how they are programmed;
	Understand the need for testing and fault models;
	Design fault-oriented test pattern sequences and carry out fault simulation of digital circuits;
	Describe structured design techniques for testing, built-in self-testing and boundary scanning;
	Design (using the SystemVerilog hardware description language), and understand the operation of, complex sequential systems, such as microprocessors
Aims: The module will explore the ethical basis of economics, with special reference to applied microeconomics and environmental policy analysis. Key skills developed include critical thinking (in understanding the theory), active listening (in lectures and tutorial classes), written materials (through the essays), information skills (in preparing essays) and oral/visual presentation (in tutorial classes).

Suitable for: Final year Economics (L100 / L101 / L102), Econ/Geog (LL17), Econ/Stats (LG13), Phil/Econ (VL91), PPE (4V86) and BASc students, subject to satisfying the pre-requisites.

Prerequisites: the main prerequisite is ECON0013: Microeconomics or equivalent.

Assumed knowledge: Basic laws of supply and demand, and the way they enter into the price mechanism, as well as elementary macro-economics. familiarity with the concepts of economic equality and the criteria for the efficient allocation of resources in the economy would also be useful.
This module aims to develop a theoretical and practical understanding of the roles played by social and economic institutions in the development of land, infrastructure and property. As well as examining the process of real estate development, the module includes assessment of risks and evaluation of the financial feasibility of projects. The module is designed to give students insight into the perspectives of both Planners and Developers.
This module examines the principal motivations, interests, dynamics, and debates that shape US foreign policy in the contemporary world. The module also contextualises US foreign policy in the broader study of global politics and international relations. It explores theoretical explanations and empirical examples of US foreign policy, as well as impacts of US foreign policy in different contexts. 
The module will discuss the theories and concepts associated with the publishing function and its associated activities including reading, writing, textual criticism and editing, and the dissemination and circulation of books and information. The interaction of the book with society will be a key theme of the module.
This course focuses on key films of the Weimar and Nazi eras. Students will analyse major works from this crucial period of cinema history, and by understanding the films in the context of the period, will also gain an insight into the discourses of the time. These include the so-called Kinodebatte and the status of film, concerns over urbanisation and commodification, Benjamin's and Kracauer's reception of film, the art historical traditions manifest in the films, and changing views on gender and technology. Furthermore, students will engage with current developments in film theory.
This module builds on the knowledge gained in years 1 and 2 and is delivered at a more advanced level requiring students to do more independent reading. The Fluid Mechanics part covers the fundamental concept of Navier-Stokes equation, where the students will see how this can be used to solve simple cases and in computational fluid mechanics to solve more complex problems. Tools and concepts used for open-channel flow are covered to give the students a fundamental an understanding of how total energy can be used to characterise, understand and solve a range of open channel flows. The Soil Mechanics part focuses on the application of geotechnical knowledge to real engineering problems e.g. plasticity solutions, earth retaining systems, derivation of parameters from advanced soil testing data.

Learning Outcomes

Formulate and solve geotechnical problems using limit analysis approaches
	Understand and design earth retaining systems, know the difference between various types of retaining walls
	Understand and interpret some advanced soil tests in order to define characteristic design parameters
	Understand and apply the Reynolds Averaged Navier–Stokes Equations (RANS) to simple cases
	Knowledge of how non-dimensional variables can be used to get non-dimensional flow parameters
	Understand how the concept of total energy can be used to describe open-channel flow
	Able to characterise open-channel flow
	Apply Chezy and Manning’s equation to complex problems
	Ability to apply the specific energy equation for a range of problems
Reading List: 

Munson, B.R.; Okiishi, T.H.; Huebsch, W.W. (2013) Fluid Mechanics, 7th Edition SI Version, Rothmayer, A.P.
	Massey, B.S. (2006) Mechanics of fluids, 8th ed. Taylor & Francis.
Overview

The module is divided in to two parts: Vibrations and Acoustics

Topics covered in vibrations include:

Introduction to vibrations
	Free and forced vibration of single degree of freedom systems
	Transient response of single degree of freedom systems
	Unforced multi degree of free systems, matrix notation
	Energy methods
	Harmonic force applied to a multi degree of freedom system
	Vibration in continuous systems
Topics covered in acoustics include:

Introduction to Acoustics
	Propagation of sound waves in solids and fluids
	Interaction between vibrating structures and sound
	Propagation through partitions
	Sound in an enclosure
	Introduction to underwater acoustics
Aims: One often encounters situations in which two agents are involved in a mutual agreement. Invariably, one economic agent has more information about a characteristic that is relevant to the agreement, than the other. In this module, we will study how agents deal with this information asymmetry by designing incentives and embedding them in contracts. We will also study the effects of information asymmetry on the prevailing market equilibrium. Applications of the theory include insurance, labour economics, industrial economics, and environmental economics.



Suitable for: Final year Economics (L100 / L101 / L102), Econ/Stats (LG13), and Math/Econ (G1L1/G1LC) students.



Prerequisites: ECON0013: Microeconomics, and ECON0019: Quantitative Economics and Econometrics or equivalents. ECON0019 can be taken in parallel.



Assumed knowledge: Students coming into the module should understand concepts of supply and demand and partial equilibrium, Pareto efficiency in an exchange economy (in an Edgeworth box), and should have basic knowledge of decision making under uncertainty, expected utility, and risk aversion. The module makes use of Lagrangians to solve constrained optimization problems with inequality constraints. If time permits, the course also discusses empirical studies, students need to be familiar with linear regression, and probit to understand these studies. Generally, students are expected to derive results formally in problem sets, students whose prior experience is focussed on verbal discussions will have to put in extra effort to get used to this.

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.
Module description:  

This is a core module for all pathways on the MA Translation and MSc Translation and Technology. The module offers an overview of theoretical ideas about translation and language that have a direct impact on translation practice. The syllabus is research-informed, and whilst being annually reviewed, it is likely to encompass theories of equivalence, functional translation theories, descriptive translation studies, linguistics-bases translation theories, translation and culture, translation and globalisation, translation ethics, translation technologies. 

Recommended Reading (available in UCL library)  

Munday, Jeremy. (2016). Introducing Translation Studies: Theories and applications. Fourth Edition. London and New York: Routledge. 

House, Juliane. (2017). Translation: The Basics. London and New York: Routledge. 
Summary 

This Specialist Paediatrics module provides five days of evidence-based teaching on diverse Acute Paediatric topics, predominantly from specialists working at Great Ormond Street Hospital and the Institute of Child Health. Our aim is to encourage flexible, active learning of clinically-relevant, applied topics to facilitate a critical approach to clinical care and understanding of the importance of research to delivery of quality care.

Students are expected to involve themselves fully in the lectures, to reflect on the teaching, and to follow up with self-directed reading and research in topics that interest them.

· .

Leaning Objectives and Outcomes 

After taking this module, you will be able to: 

Understand research and practice in a range of acute paediatric topics.
 Frame questions and to critically appraise the relevant literature.
 Reflect upon the impact of research findings on clinical practice.
 Increased understanding of acute paediatrics across a range of general and specialist topics
Who is this module for? 

This is a core module for the MSc Paediatrics and Child Health: Advanced Paediatrics pathway. 

Teaching and Learning Methods 

You are expected to involve yourself fully in the lectures, to reflect on the teaching, and to follow up with self-directed reading and research in topics that interest you. 

Assessment 



This module is assessed by a single 3000 word essay.
The module takes a uniquely multimodal approach to the teaching of Shakespeare. It is intended for teachers, drama practitioners and anyone with experience of involving children and young people with Shakespeare. It will enable participants to explore and critically evaluate socio-cultural issues involved in teaching Shakespeare in diverse educational settings, both in the UK and internationally. The module explores recent innovations in pedagogical approaches, including drama, film, animation and computer games. Participants will be supported in providing a theorised account of their own and/or others’ current practice in relation to teaching Shakespeare. There will be opportunities for participants to engage with a range of theoretical perspectives and to test these out in relation to particular texts and particular experiences of these texts. 
 

Assessment: One summative assessment (either essay or oral presentation plus written reflection). 
This module aims to produce confident and articulate lighting designers, who can demonstrate the ability to use lighting design techniques to produce conceptual and detailed lighting designs and luminaire product designs.
Are international institutions, like the WTO, violating the human rights of the poor across the world? Are we in affluent countries responsible for violating the rights of the poor? Is poverty itself a human rights violation? How should we define poverty and what is the relationship between poverty and development? How do both relate to human rights? What is the “resource curse” suffered by countries with natural resources? Should international trade be subject to human rights standards or conditionality, and would these solve the problem of global poverty? What is international law and does it enshrine privileges that should be reformed in order to address global inequalities? This module addresses international and global institutions in terms of their relationships to poverty. It asks students to consider and debate whether different accounts of fairness and rights can be applied to institutional questions of international significance. The module covers theoretical approaches and conceptual frameworks such as cosmopolitanism, statism, self-determination, development, meanings of poverty, fairness, human rights, fair trade, and global resources, in order develop answers to these questions. Students are encouraged to take up positions and defend them in debate as part of their preparation for writing an essay that sets out a clear ethical argument.

We use real life, practical examples from international politics to consider the ways that poverty might be addressed as an ethical priority in the modern world.
This module is an introduction to the experimental and non-experimental methods and assumptions used for quantifying the causal impacts of social and economic programmes in both the government and non-government sectors. How many more people are in work because of a policy to help those on the margins of the labour market? Does including a free pen in a charity mail shot increase the probability of response? Does more education for girls in developing countries promote child outcomes in the next generation? The module covers a range of experimental and quasi- experimental methods of impact evaluation that can be used to answer such questions, in and outside government. The methods covered include randomised control trials (‘field experiments’), ‘before and after’ and  ‘difference in differences’ methods, matching methods (including propensity score matching), instrumental variables and regression discontinuity design. The module will also cover cost benefit analysis. A basic understanding of regression methods and hypothesis testing is required for this course. 

*This module is only available to EMPA/MPA students in the first instance. If additional spaces are available, they will be opened up to other Political Science MA/MSc students. 
Thinking Geographically 1 introduces students to the history and identity of the discipline of Geography. It familiarizes students with what it means to think geographically by elaborating on some of the key themes in the history of disciplinary thought, and by introducing students to key concepts that geographers work with from a variety of disciplinary perspectives. It also introduces some key study skills for students of geography.

The module is comprised of 3 blocks. The first introduces students to the discipline, something of its history, why we think it is important, and what difference ‘thinking geographically’ about the world and its human and physical environments can make. The second block teaches students some basic university level study skills for geographers, which as well as providing an essential basis for degree level work, emphasizes how geographers effectively make evidence based claims and arguments. The third block begins introducing students to a series of key words and concepts that are, and have been, key to the identity, history, and epistemological terrain of the discipline of Geography.

 

The course aims are as follows:

To introduce some key themes, debates and developments which have shaped the modern discipline of geography;
	To explore the key tensions and dynamics within geography and in geography’s relationship to other disciplines and wider social, cultural, economic, scientific and historical contexts
	To develop students’ abilities to interrogate key geographical concepts and ideas, and to develop an appreciation of the diversity of different approaches used in geographical research.
	To develop students’ generic academic skills (writing, referencing, finding sources, debate and analysis).
GEOG0151 will develop the following skills for students:

University level study skills (essay writing, referencing, note taking etc)
	Subject related critical thinking and analytical skills
	Informal presentation and debating skills  
The MA Education Dissertation Module supports students to undertake an original independent scholarly investigation in the field of education.  Students often choose a dissertation research topic that is relevant to their personal and professional interests and typically include some fieldwork or empirical data collection.

By carrying out a small independent research project, students will have the opportunity to:

Identify a relevant and distinctive topic
	Engage with theoretical perspectives
	Ask critical questions about an educational issue
	Search for, collate, and synthesise a wide range of sources related to an educational issue
	Identify and use appropriate research methods
	Develop their positionality in relation to an educational issue and the wider field of education studies
	Make a scholarly contribution to the field of education studies
	Develop a critical perspective, and understand alternative perspectives on an educational issue
	Understand the ethical dilemmas involved in educational research and take appropriate steps to mitigate any issues that arise.
	Develop a strong foundation for future independent research
Students have a dissertation supervisor to support them through the development, execution and writing up of their dissertation project. Supervisors will provide formative feedback on the following submissions throughout the module:

A dissertation proposal
	An ethics application
	An initial (5000 words maximum) submission
	A final submission of a collection of draft chapters or a full draft dissertation
This module is assessed by:

An academic poster on the dissertation research project (submission of a poster is a requirement to pass this module, though the final grade is 100% based on the written research project)

A 16,000 word (+ 10%) written research project
The course covers statistical principles and techniques for analysing engineering data, with an emphasis on advanced least-squares estimation techniques for determining the coefficients of mathematical models from experimental data. The level of complexity and sophistication increases as the module progresses. Essential tools such as matrix algebra and calculus will be revised in the early sessions. The course then proceeds to cover basic ideas on the nature of errors, probability distributions and statistical tests, followed by the theory of error propagation and the correlation of errors in space and time. The course then moves on to least-squares estimation, including both linear and non-linear problems, constrained solutions, reliability and quality control procedures, and Kalman filtering. The examples focus mainly on geospatial engineering, but the mathematical techniques we teach are applicable to any branch of science and engineering. Please note that this module does not cover data science, data analytics or machine learning.

Learning Outcomes

Apply statistical tests to experimental data
 Understand the generic concept of least squares
 Generate quality indicators and interpret results
 Apply these techniques to a range of suitable engineering problems with an emphasis on the geospatial sciences
This course provides an overview of the antibody field. The course consists of 8 topics that provide the principles of antibody targeted therapy and underlies the rationale to develop therapeutic antibodies from basic knowledge of the structure and function, through to genetic and immunological considerations and development and regulatory concerns. In addition, there is a range of animation videos. Assessment is via online multiple choice assessment, as well as a written report based on a case study and literature research. The method of delivery is wholly online – a mixture of interactive and audio seminars, as well as quizzes, and case study documents to review. The student will have access to support from the tutor and other leaners via an online forum.

Upon completion of the course, students will be able to:

assimilate a broad knowledge of the antibody therapeutics area in their role as scientists and engineers
	gain knowledge on how to formulate a strategy to design, develop and apply industry regulations and best practice to ensure quality and success
	familiarize with antibody structure, drug discovery using antibodies, protein expression methods, antibody manufacturing, and applications of antibodies in industry
	understand the regulatory challenges associated with antibody therapeutic development
	understand the impact of protein structure properties on antibody manufacturing, and formulation
Aims:

In this M Level Module, you will link subject knowledge (chosen from a set of up to 11 pre-determined subject specialisms which reflect the primary curriculum) to practical work in school via a teacher/practitioner research project.

Expected learning outcomes are:

To deepen your understanding of the nature of the subject and its role in the education of young children;
	To critically examine the nature of the curriculum for primary children and explore factors that have influenced its origins, considering future directions for change;
	To increase your awareness of current research, policy initiatives and developments in practice related to the Specialism subject;
	To extend your understanding of techniques of research and evaluation and the ways in which these can be used to support continuing professional development.
In the context of a school research project, you will analyse the range of opportunities for learning both in and outside the classroom via a subject specialism and examine critically what is meant by effective teaching and learning.

This module is assessed in the form of a presentation (and viva) in line with UCL and the PGCE Primary programme's commitment to diversify modes of assessment.
The module is comprised of 3 blocks. The first block introduces students to the nature of geographical research and practice, with special emphasis on how research is carried out, especially among those of different disciplines, and the inclusion of user communities and other stakeholders. The second block allows students to see how research is undertaken in the department, and how research is translated into wider societal impacts. The third block explores what geographers do professionally, and encourages students to think about the skills they may need / want to develop. This third block is done in conjunction with the RGS-IBG. The course content will be delivered mainly through weekly 1h lectures and weekly small group tutorials.

This module will enable you to develop your interpersonal and verbal communication skills in small group tutorials, as well as written communication skills in assessments. It will also enhance your critical thinking skills by encouraging you to challenge and debate ideas. The module also provides windows onto the real-world applicability of geographical research.
Aims:

To provide a grounding in Mathematics and Statistics most relevant to a Computer Science undergraduate degree.Learning outcomes:

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

Apply concepts in mathematics and statistics to frame problems, and reason about them.
Content:

Mathematics:

Trig, exp and log.
	Polynomials.
	Limits and continuity.
	Differential calculus of one and two variables.
	Integration.
	Series summation and power series.
	Complex numbers.
	Vector spaces.
	Matrices.
	Linear Algebra.
Statistics:

Probability, descriptive statistics.
	Discrete random variables.
	Continuous random variables.
	Statistical estimation.
	Hypothesis testing.
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.
MODULE AIMS

This module aims to give students a rich experience in using scientific databases and online literature searches to find relevant literature relating to a research topic in modern-day chemical research. Students are assigned a research project in the first part of Term 1, and this will form the topic for their literature review. Students will write a 6,000-7,000 word literature review describing references from the primary literature. This module aims to teach students to critically select appropriate scientific articles, find answers to scientific questions in the literature and to communicate the relevant details. In addition, they will research and understand the area in which they will go on to perform their research project. This module is supported by the literature searching and scientific writing sections of CHEM0072 Transferable Skills for Scientists.

By the end of this module students will be able to:
•    Effectively use appropriate databases and search terms to look up chemical literature describing a specific research topic.
•    Critically assess the available literature and identify papers that best describe significant advances in a given area of research.
•    Find answers to scientific questions in the literature.
•    Write a fully-referenced review describing their research topic.

TEACHING AND LEARNING METHODS

As well as a briefing session there will be lectures providing advice on how to structure and write a literature review. Students work under the supervision of their research project academic supervisor to identify key papers in their research area and choose the most relevant to include in the literature review. In addition to timetabled hours it is expected that students engage in significant self-study in order to write their final report. They will need to invest a significant amount of time in carrying out literature searches, reading papers, making notes and writing drafts. 
Each week will be some combination of whole class, paired, and small group discussion/activities. Guest speakers will also be invited to contribute to some of the sessions. In weeks where a guest speaker is present, they will participate in / lead the discussion, but it won't substantially change how the class runs. The guest speaker sessions will be structured discussions around the teaching topics for the week. So rather than the speakers guest lecturing, the students (and I) will come prepared with questions for the speaker based on the readings for the week.

In the last session of the module, the students will be involved in a live simulation where they will represent stakeholders who are trying to find a solution to an emerging human rights crisis.

 
ims: This module is about the economic effects of taxation, and economic aspects of tax policy. It aims to give students an understanding of the key economic issues in tax policy, and to show how these can be analysed using standard tools of theoretical and empirical economic analysis.

Objectives: At the end of the module, students should:

Have a knowledge of the structure of taxation in at least one country
 Be familiar with basic economic concepts and methods relating to taxation, including incidence and efficiency.
 Have an understanding of some of the key behavioural effects of taxes, including those on consumer spending, labour supply, saving and investment.
 Be able to analyse, using relevant economic concepts and methods, a number of issues in tax policy, such as the optimal structure of indirect taxes, and the relative merits of different forms of income taxation.
Suitable for: 2nd / final year Economics (L100 / L101 / L102) and final year BSc Economics and Geography (LL17), BA Philosophy and Economics (VL51) and  BSc Philosophy Politics and Economics (4V86) students.



Prerequisites: ECON0002: Economics. Students should have taken, or be concurrently taking, ECON0013: Microeconomics (or equivalents).



Assumed knowledge: The module mainly makes use of ideas and methods drawn from microeconomic theory, including the standard theories of consumer and producer behaviour and the core ideas of welfare economics. Students coming into the module should be familiar with constrained optimisation, Pareto optimality,  income and substitution effects of price changes, measures of welfare change, etc. In addition, it would be useful if students had a basic understanding of econometric methods, and in particular the ability to interpret the results of econometric regressions.
Module Content

This module combines social and natural science approaches to the study of rural production systems in the Global South. By focusing on ‘traditional’ small scale production and the systems of meaning in which they are embedded, it provides the foundations for understanding local responses to phenomena of global economic and environmental change. Starting with rather separate bodies of knowledge, the course aims to integrate insights and perspectives from the different disciplines as the course goes along. This year the course will cover pastoralists and fishers. You may find the following journals useful general browsing: Human Ecology; Development and Change..

Learning outcomes

Familiarity with a range of social-ecological systems and case studies illustrating their conditions and constraints around the global south
 Comparative analysis of environmental and social issues facing rural peoples around the global south
Additional Information

Assessment

Two 2000-word essays are required for the module. Both are assessed, but only the best grade goes through as a mark for the module. This gives the opportunity, where appropriate, for feedback from the first essay to be formative.

Indicative readings

Christine Carter & Caroline Garaway (2014) Shifting Tides, Complex Lives: The Dynamics of Fishing and Tourism Livelihoods on the Kenyan Coast, Society & Natural Resources, 27:6, 573-587, DOI: 10.1080/08941920.2013.842277

Galvin K 2009 Transitions: pastoralists living with change. Ann.Rev.Anthropology 38,185-198

Useful journals for general browsing: Human Ecology; Development and Change.
This course shall provide an introduction to the subject of public international law. It shall address the background, subjects and sources of international law; states and international organizations as subjects of international law; state jurisdiction over individuals, land, water and outer space; state responsibility for violations of international law; state and diplomatic immunities; the system of the United Nations; and lawful use of force. During classes, current affairs will be discussed and analyzed. Prerequisites: none Available to: All years and Affiliates
This module introduces key concepts relating to risk, decision making in situations of high uncertainty, and the factors that determine system resilience. The module covers the human dimension of how choices are made (including psychological traps and team dynamics), and the relationship between risk and margin is examined. The human dimension is further explored regarding its contribution to successful systems, including that of human factors in HMI/HCI design and the role of humans as both operators and parts of systems. Failure avoidance and tolerance are investigated through different tools and techniques, together with the contribution of different system viewpoints and classifications. Key terminology such as system reliability and availability are discussed, alongside their relationship with quality and value engineering.
This is the core module for the MSc International Public Policy (IPP). The module provides an introduction: a conceptual overview and empirical illustrations intended to help students understand and analyse the key challenges, actors and institutions of contemporary international public policy. You will learn how to think analytically and critically about topics and policy challenges 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 at the centre of international policymaking. 

The module typically covers topics such as: 

•    international security;
•    international trade;
•    development;
•    human rights;
•    democracy;
•    the environment. 
Module description

This is a language module that develops a range of core linguistic skills, including spoken and written German, reading comprehension, and translation from German into English. The module consists of 3 components:
Discussion and Essay: students write essays and give presentations on selected literary, historical and cultural themes.
Translation and Reading Comprehension: this seminar provides an introduction to translation techniques, addresses linguistic differences between English and German, and develops techniques for reading and understanding German texts.
German Grammar: this seminar will focus on the structure and use of the German language. Topics include word order, case, adjectival endings and verb forms.

Preparatory Reading

Hilke Dreyer and Richard Schmitt, Lehr- und Übungsbuch der deutschen Grammatik + Lösungsschlüssel (Hueber, 2009)  or
 Hilke Dreyer and Richard Schmitt, A Practice Grammar of German, trans. by Gerald R. Williams (Hueber, 2010) + Answer Key.
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 is intended to give you frameworks and models that will shape your thinking about small and medium size businesses within the national and global economy for driving forward innovation particularly in the digital health sector.  Using simulation and gamification, you will gain an understanding of the complexity of initiating a business, the different contexts in which entrepreneurship can flourish, the decision making processes and the dynamics and competitive nature of the digital health marketplace for new products and services.  You will also reflect on the characteristics of entrepreneurial leadership.

Much attention will be paid to business models, selection of the most appropriate business model and the validation as they relate to health innovations.  You will also get an introduction to the regulatory environment for digital health technologies both nationally and internationally as well as questions around intellectual property.  You will consider sources of investment such as venture capital and the governance and control of company decisions that come with different equity arrangements. The subject will come alive through a series of digital health entrepreneurs who will speak to you on a bi-weekly basis.

You will also learn about the critical aspects of running a start-up in terms of acquisition of resources, finances and human resource management.  
The Gender and Digital Media module provides students with a critical overview of issues, concepts and methodologies relevant to the researching of gender on screen and online. Students begin by exploring and theorising gender on screen, with reference to digital media and screen studies literature on representation, genre, and the gendering of audiences. During the second part of the module students extend this work into an investigation of ‘gender online’, engaging with research literature from Internet Studies to examine gender and online community, intersectionality, diaspora, fandom, sexuality and censorship. Sessions will combine lectures and presentations, seminars, group tasks, discussions, peer support and set readings.
This module focuses on how transport can affect people’s quality of life. This course analyses how people perceive their trips made and how this can affect the performance of – and satisfaction with – other daily activities. Furthermore, it looks at the different ways in how transport can influence long-term well-being and satisfaction with life. Finally, we will also examine how transport is related with elements such as social exclusion and health, and how travel behaviour, attitudes and the residential location choice are affected by each other.
What does it mean to do qualitative and mixed methods research in political science? What are the best practices for designing and conducting research based on interviews and surveys? What do we learn from observation and ethnographic research? When is a structured interview preferable to a less structured one? How does one find participants? How does a researcher pick a research site and gain access? What are techniques for analysing data generated through fieldwork? What ethical and political dilemmas shape field research?
The main objective of the module is to introduce students to field research methods in political science. By the end of this module students will be familiar with a range of field research skills that will typically include asking relevant research questions, selecting a field site, conducting interviews, surveys and focus groups, analysing field data, and interpreting the results. Typically students have the opportunity to work on research designs and practice data collection techniques as part of this module. Students gain an understanding of how to assess quality research and the components of putting together a research project. The module is delivered as a combination of lectures and seminars and is assessed with a written essay that reflects on homework assignments done throughout the term.
Module description 

The MA module in Translating Literary Culture examines the theory and practice of translating text-based literary materials, broadly-defined. The module discusses theoretical engagements with translating literary culture, including notions of voice and style, contextualizing source and target literary systems, and ideological and other issues in the selection and conduct of translations. 

We consider practical and theoretical approaches to the translation of a range of genres, such as canonical literary texts, poetry, children’s literature, academic literature, and theatre translation. The case studies, as well as the precise content of the module, are likely to vary from year to year. 

The module is taught and assessed in English and welcomes contributions from all languages and cultures. Some practical translation into and out of English is incorporated during the module. Translations are submitted as supporting documents for assessed critical commentaries but are not assessed work. Students are encouraged to reflect on the processes of translation and comment on the implications of translating these various text-types from both practical and theoretical perspectives. 

Preparatory Reading 

Literary Translation by Chantal Wright (Routledge, 2016) 
‘Introduction to Microbiology’ will provide you with an introduction to the diversity of microorganisms including viruses, bacteria, archaea, protozoa, algae, fungi and slime moulds. We will discuss the importance of microbes for biomedicine; for the ecology of the planet, and as model organisms for genetics, molecular biology and cell biology. It will be taught through lectures, weekly laboratory exercises and coursework at a level that provides a continuation of material presented in school studies and a base for second year modules in the life sciences.

After completing this module you will be able to:

Appreciate the diversity of microorganisms.
	Describe the characteristics of different groups of microorganisms.
	Identify and quantify some types of microorganisms.
	Discuss the uses of microorganisms, their roles in ecosystems and as the causative agents of disease.
	Employ basic laboratory skills for handling, isolating and identifying microorganisms.
	Understand "good microbiological practice" and laboratory hazards in microbiology.
	Understand the basis of microbial genetics and mutation.
Indicative lecture topics (based on 2021/22 schedule)

Introduction to Microbiology and Bacteriology
	Growth of microorganisms
	Counting, classifying and killing bacteria.
	Exploiting bacteria
	Some examples of bacteria diversity.
	Bacterial pathogenesis
	Prokaryotic genetics and genomics
	Genetic variation
	Bacterial Genetics
	Horizontal gene transfer
	Extremophiles
	Biology and genetics of yeasts: Yeasts as model systems for understanding basic biology, and for biotechnological applications.
	Eukaryotic Microbiology: Biology of algae and protozoa.
	Eukaryotic pathogens
	Virology
	Microbial Communities
	Bacterial Competition
Module Content

The aim of this Creative Product Development module is to make enterprise ideas manifest: to help you take the steps that turn your enterprise ideas into something that you can make or do that someone is prepared to pay for. You will gain valuable experience understanding what is involved in delivering your product or service in a way that accords with your vision of your enterprise.

You will turn your enterprise ideas into deliverable actions and objects and create a series of “Product Zeros” to get fast immersive user feedback.

Throughout the term you will engage with creative thinking to articulate the essential act of your enterprise and to produce a series of experiments. You will identify what is testable and doable, embarking on a series of BUILD / RELEASE / LEARN cycles enabling you to iterate and improve your initial insight with tangible user data.

The Project Portfolio details your journey creating a series of “product zeros” that deliver the essential act, or aspects of the essential act, of your enterprise. Students are required to use a scratch methodology (“start before you are ready”) in conjunction with creative processes from other parts of the course, and draw upon the practices of design thinking, pretotyping, and prototyping.

 

Delivery Method

Two 3 hour workshops per week for the first half of the term.

 
Climate change is one of the most pressing issues of the 21st century due to its multi-sectoral, global dimension with impacts on all areas of public policy, from economic policy to health policy, development policy and social policy. This applied, introductory and wide-ranging course will provide you with a background in climate change issues from a multidisciplinary perspective. You will be introduced to climate change policy and science, international climate negotiations, international climate finance, energy policy, environmental policy, business and sustainability, and research design and analysis in energy and climate policy.

The course will also equip you with multidisciplinary methodological approaches for undertaking policy-relevant analysis in the climate change field. The course assignment will provide you with the opportunity to undertake a small piece of research on a topic of your choice to apply what you have learned. There are no pre-requisites for the course with the module catering to both those with limited background and some background in the field.
For single hons Geog and joint degree Geog students only. The module teaches students about the nature and practice of research, with a particular focus on dissertation preparation. It is practical in character, emphasizing why and how research is undertaken and the choices which may be made between different research methods, designs and strategies.

The aim of the module is to help students produce high quality dissertations by teaching them how to write a research proposal. In support of this aim the course has a number of objectives: it will

(1) teach students about planning a research project by looking at research design and formulating feasible questions;

(2) teach students about how to undertake distinctive research through developing an understanding of originality, in relation to current geographical knowledge and debates; 

(3) help students plan safe, ethical projects based on data collection and/or analysis techniques that have been taught in Research Methods training modules in Term 1.

The module will familiarise students with some theoretical debates about research practice as well as more practical strategies for planning a research project. The course develops a number of critical analysis skills because students have to show how their research proposal relates to existing published research. It enables students to develop their communication skills by presenting their dissertation ideas to their peers in seminars. It develops problem-solving skills as students have to ensure their dissertation plans are both feasible and safe but also academically distinctive.
The aim of the module is to impart an understanding of what medicinal chemists consider when attempting to design new pharmaceuticals. The module will describe the principles involved in modern drug design and drug discovery, usually with reference to compounds in current clinical usage. Topics to be covered include: an introduction to the basis of drug design and development: molecular size, shape and charge in drug action, quantitative structure-activity relationships; antibacterial and antifungal chemotherapy; enzyme inhibitors as drugs and antiviral and anticancer chemotherapy.

MODULE AIMS

Understand how to relate chemical structure to biological activity.

Understand how to conduct a structure-activity analysis.

Appreciate the various approaches to drug discovery and to be able to exemplify them

TEACHING AND LEARNING METHODS

Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours. In addition, there will be contributions by speakers from the pharmaceutical industry. The material in these lectures will also be examinable; however, there will not be a separate question on the exam paper specifically for these lectures.

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 (additional questions available on Moodle and past exam questions) and further reading in textbooks and online.
The Report (30 credits) consists of an extended critical literature review on a music education topic, the development of a philosophical argument, or a piece of empirical research in a music education context thus evidencing knowledge and skills associated with qualitative or/and quantitative social and educational research approaches and their literature.
A piece of research writing of c. 15,000 words, which is preliminary to the intended MPhil or PhD degree, must be prepared.
The course will make you familiar with key concepts in modern quantitative macroeconomics and give a thorough understanding of up-to-date research in a few selected topics. Particular attention will be paid to using economic theory, specifically equilibrium models with heterogeneous agents, to interpret data. The course will be relevant to students studying economics at a postgraduate level, as well as those interested in policy research involving quantitative economic modeling.

Prerequisite: ECON0066: Macroeconomics
Aims:

An introduction to programming in two popular languages of use in the financial markets, and mathematical modelling.Learning outcomes:

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

Apply numerical schemes to solve pricing problems.
	Demonstrate programming proficiency in basic C++ and Python to solve practical problems in Mathematical Finance and modelling in medicine and healthcare.
Content:

Success in mathematical finance requires confidence and expertise in applying numerical analysis and programming to solve a wide range of pricing and risk management problems. This module presents programming in C++and Python. C++ continues to retain its ‘sexy’ status in the financial markets and is arguably the most popular language of use in Quantitative Finance. Python is rapidly becoming the standard in scientific computing, receiving much excitement about the application of Python to mathematical finance; its appeal continues to grow in both academia and industry. It is simple to use and free to download, with a growing amount of add-on modules. It is particularly easy to interface with C++.

C++: Data types; input/output; file management; control of flow and decision making. Functions; headers and source files. Arrays and strings. Pointers; dynamic memory allocation. Recursion. Objects and classes; operator overloading; polymorphism; inheritance.
	Python: Introduction to some of the powerful libraries in Python.
	Scientific manipulations (SciPy); data structures (NumPy); graphics (Matplotlib); data analysis (Pandas).
	Numerics and data analysis.
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 taken either Financial Engineering (COMP0048) or Asset Pricing in Continuous Time (MATHGF05) in Term 1.
Teaching Delivery: This module is taught in 20 bi-weekly lectures.

Content: A broad-sweep survey across ten centuries of Greek literature starting from Homer and Hesiod in the eight century BC up to the Hellenistic Age of poetry and the Greek novel. All readings are in translation.
Topics included in this broad survey module vary slightly from year to year. Authors and genres covered may include the following: Homer; lyric poetry; Herodotus and Thucydides; Aeschylus, Sophocles, Euripides; Aristophanes; Plato and Aristotle; Hellenistic poetry; and ancient prose fiction. Twice weekly classes take as a starting point selected readings from major authors; the format is mixed lecture and discussion. The module will provide basic information and a chronological and thematic framework and is intended as an introduction to ancient Greek literature and theoretical approaches to literature. It will also introduce students to authors and genres of which they might not otherwise have experience. Students will be expected to equip themselves with specified translations of some works which are cheaply available in paperback; other texts will be supplied as handouts.

Skills: By the end of the module, students should be trained in close reading, analysis of form, content and context, synthesis of ideas and the ability to present written and oral conclusions about a complex body of data in a coherent fashion.

Texts: Simon Goldhill, Love, Sex and Tragedy: Why Classics Matter (2005); Edith Hall, Introducing the Ancient Greeks (2015).
This module will teach you two important concepts in drug discovery.  The first is Fragment-Based Drug Design and how it is applied in drug discovery projects. It has been regularly used during the past 15 years, and many new drugs have been discovered as a result.

The second is virtual screening or docking. This is a technique that uses computer power and advanced computational techniques to screen millions of potential drug molecules.

The unique tutorial and practical sections will equip you with good skills in using online databases and modern computational techniques:

Virtual screening / Docking and software
 Basic Python programming using RDKit
 Online chemical databases
This module provides a comprehensive overview of the diverse genetic, cell and molecular mechanisms underlying human disease. Topics include Genetic diseases, Neoplastic Disease (Cancer), Infection (bacterial and viral), Inflammatory disorders (diseases of the immune system), and Environmental and Nutritional diseases (often referred to as ‘Life-Style disorders’). Analysis of pharmaceutical industry perspectives on drug discovery for human diseases is also covered. The module will provide a thorough and in-depth understanding of the complex mechanisms underlying common and rare human diseases, and how unravelling mechanisms can lead to applied medical science, and the development of targeted treatments resulting in clinical solutions for diverse human conditions.
Aims:

Overall, the module represents an introduction to the topic of systemic risk and stress propagation in networked systems. The first part of the module presents a general introduction to complex networks and dynamical processes; the second part is focused on specific applications to the study of contagion in financial networks.Learning outcomes:

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

Compute network metrics and provide a statistical description of networks.
	Analyse dynamical processes on networks.
	Implement simple algorithms for the analysis of financial contagion.
Content:

Introduction to complex networks:

Basic concepts of networks (graphs, subgraphs, adjacency matrix, undirected, directed and weighted networks), common metrics (degree, centrality, clustering, degree distribution, excess degree distribution, mixing patterns, real world examples).
	Network models (random networks, configuration model, small world, preferential attachment).
	Maximum-entropy networks.
Collective behaviour:

Emergence of a giant cluster. Robustness to random and targeted attacks.
	Epidemic spreading processes on networks.
	Cascade processes on networks.
Application to interbank networks and systemic risk:

Interbank networks and their properties.
	Modelling contagion due to counterparty default risk.
	Modelling contagion due to overlapping portfolios and fire sales.
	Identifying systemically important institutions.
	Reverse stress testing.
	Leverage cycles.
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 familiarity with basic probability and calculus. The coursework assessment will require basic programming skills.
This module provides an up to date overview of the aetiologies of diseases, infections and conditions affecting the ocular adnexa. It provides the opportunity to engage with clinical and research advancements in this area and develop your subspecialty knowledge and understanding of adnexal and orbital disorders, infections and conditions.

The module will incorporate the different tools and approaches that can be used in the diagnosis and monitoring of conditions such as chalazion, thyroid eye disease, proptosis, orbital tumours and fractures, inflammatory orbital pseudotumours, orbital cellulitis, and blepharospasm.

You will learn the principles that guide decision making and diagnosis using the latest best practice guidelines for adnexal and orbital disorders, infections and conditions, as well as core skills including interpretation of relevant imaging and visual scans in the diagnostic process. The course also covers practical methods of management and explores the current evidence base supporting established and evolving medical and surgical treatments, including oculoplastics.
The course is designed to introduce to students with diverse mathematical backgrounds the basic mathematical methods which occur most frequently in engineering. Topics covered include differentiation and integration with applications, some differential equations, basic vectors, numerical methods and some statistics and probability. Each topic is illustrated by a wide variety of examples.
An introductory course on Mathematical Methods and their Applications for students of Economics, Statistics and related disciplines. The emphasis of the course is on technique rather than full rigour and this is developed through the use of many examples. Topics covered include differentiation, integration, infinite series, functions of several variables, and elementary matrix theory.
This is a course on complex functions. The treatment is rigorous. Starting from complex numbers, we study some of the most celebrated theorems in analysis, for example, Cauchy’s theorem and Cauchy’s integral formulae, the theorem of residues and Laurent’s theorem. The course lends itself to various applications to real analysis, for example, evaluation of definite integrals and finding the number of zeros of a complex polynomial in a region.
This is an intensive mandatory module for all students studying Italian in any Modern Languages and Modern Languages Plus combination, as well as for those taking single honours Italian. Students with previous knowledge of Italian are tested during Induction Week and streamed into groups (advanced and intermediate). All other students will attend the beginners' module. Teaching focuses on the development of integrated skills (written and oral production and reception) and on the appropriate use of language functions. 

The aim is to bring all students to post-A level standards of communicative competence in Italian in its linguistic, socio-linguistic and pragmatic aspects by the end of the academic year. 
This module will introduce you to techniques that will be useful for your Master's programme - and your future career.

It covers topics from statistics and programming to presenting your work with confidence in public (in collaboration with RADA, the Royal Academy of Dramatic Art).

Bespoke components for the MSc Geophysical Hazards include an introduction to GIS.

Bespoke components for the MSc Geoscience include an introduction to experimental techniques.
This module relates the study of economic ideas of the past to current debates and discussions on the economic issues of the present.

The module aims to demonstrate that reassessing the ideas of the past provides a valuable opportunity to assess economic issues which have in many cases become unfamiliar within economic theory as it has existed in recent times.

The module thus aims to show how the history of economic thought is a fundamental aspect of the formulation of economic ideas which can adequately address the issues of the present.

The module acquaints students with selections from some classic texts of economic thought which they will be able to cite throughout their student career and beyond.

The module has strong career relevance, since it provides students with the ability to engage in informed discussion with non-specialists, as well as specialists, on issues currently reviving widespread attention in the media and public debate generally.
Summary 

This module ensures that you understand that evidence-based medicine (EBM) is important in making the appropriate decisions for individuals and populations, and as a tool for decision-making. It will provide you with the skills to practice EBM and to use the methods in your life-long learning. You will be taught how to turn a problem into a structured question that can be addressed by searching for and assessing the research literature.

Learning Objectives and Outcomes 

After taking this module, you will be able to:

Understand how the structured question is used to guide the search for information
	Understand the context in which evidence is used to make decisions
	Be aware of issues in applying evidence to paediatric populations
	Gain knowledge, understanding and practical experience of how to search published literature for evidence to use in decision-making;
	Gain knowledge, understanding and practical experience of critically appraising the published literature
	Understand the steps involved in performing a systematic review
	Understand how to use evidence about probabilities (or risk) in decision-making
	Know how to approach the evaluation of the validity and generalisability of a research article.
Who is this module for? 

This is a core module for the MSc Paediatrics and Child Health (all pathways) and optional for the MRes in Child Health.

Teaching and Learning Methods 

Teaching will be delivered through seminars, small group sessions and practicals (library searching and systematic review methodology).

Assessment 

You will need to write and present a Critically Appraised Topic (CAT).

Selected Reading List

Straus, S.E., Glasziou, P., Richardson, W.S. and Haynes, R.B., 2018. Evidence-based medicine: how to practice and teach EBM. Elsevier Health Sciences.
Module content

How can we pay for the societies we want? How do we create more inclusive forms of value? How do we move from failing forms of finance and growth economics that create inequality and ecosystem destruction towards more inclusive and sustainable forms of prosperity? This module addresses these questions by interrogating existing financial practices, particularly the expansion of both private and public debt across the globe. It also examines alternatives that rethink work and wages, social relationships, health and wellbeing in order to sustain and secure individuals and communities, cities and environments.

Illustrative module outline

Finance, Debt, Prosperity: an introduction
	Financial Inclusion
	Debt
	Alternative, ‘social’ and ethical finance
	Field trip: Hoe Street Central Bank (HSCB)
	New geographies of finance: Platforms, Networks, Ledgers
	The future of cities? – housing & infrastructure
	Caring labour, indebted households and financialised corporations
	Speculative imaginaries of finance and risk
	Conclusion: finance, debt, prosperity
This module will introduce students to the main building physics principles and their role in building’s energy requirements. The principles of conduction, convection and radiation will be introduced in the context of building design. Students will be exposed to an in-depth analysis of the impact of building envelope materials and indoor and outdoor conditions on building’s thermal performance.

The aims of the module are thus to:

 Develop an understanding of the basic principles of energy generating technologies and evaluation of their impact on the environment.

 Develop an understanding of physical principles which drive a building’s energy balance calculations, including an impact of various building/activity factors on a building’s energy performance.

 Applying fundamental knowledge and principles in determining a building’s heating and cooling loads.

 Develop ability to evaluate potential implications, such as thermal bridging and thermal mass, on the building energy performance.

 Develop ability to synthesize and analyze data by using visualization tools for simplified design calculations.
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: Trainees need to write a paper which describes a substantial piece of clinical work with a parent or carer. For further information about the module description contact the programme team.
This module will provide an introduction to film analysis and to key aspects of the development of Spanish cinema. Topics examined will include: surrealism, melodrama, film noir, the influence of Italian neo-realism, postmodernism, postcolonialism, the transnational, the Francoist Regime and censorship, the representation of gender, ethnicity and history.

The module will cover the following films, which might be subject to variation:

Muerte de un ciclista (Bardem, 1955)
	Mujeres al borde de un ataque de nervios (Almodóvar, 1988)
	Vacas (Medem, 1992)
	También la lluvia (Bollaín, 2010)
 

Teaching Delivery

The module will be taught through two-hour weekly classes, which will involve interactive lectures and seminars, open class and small group discussions as well as students’ presentations.

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

A strong understanding of key developments of Spanish Cinema

A strong understanding of key film movements, genres and styles

A strong knowledge of how Spanish cinema has engaged with issues of gender, politics and history,

A strong knowledge of the work of well-known Spanish filmmakers

Strong skills of film analysis

An ability to discuss films in a written and oral manner, employing appropriate terminology and theoretical frameworks

Initial bibliography:


	Allinson, Mark & Barry Jordan. 2005. Spanish Cinema: A Student’s Guide (London: Hodder)
	

	Corrigan, Timothy. 2001. A Short Guide to Writing About Film (New York: Longman)
	
	
	Hayward, S. 2006. Cinema Studies: The Key Concepts (London: Routledge)
	
	
	Monaco, J. 2000. How to Read a Film (Oxford: OUP)
	
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 module will introduce normative and descriptive models of judgments and choice. Formal models will include the axioms of probability, Bayesian networks, decision theory and game theory. The classic violations of these normative models will be critically discussed, in particular probability biases and choice anomalies. Current psychological models of judgment and choice will be presented, including heuristics and biases; prospect theory; sampling approaches; and the role of emotion in decision making. These will be evaluated and linked with more general principles of cognition.
This compulsory module is a requirement on all the language pathways of the MA in Language, Culture and History.

Seminars may focus particularly on the culture, history and literature of one or two of the languages taught in this MA. Students will normally choose between research topics offered for each 5 weeks of seminars. Recent seminar topics have included: ‘Memory’, ‘The Past’, ‘Sexuality’, Warfare’.

For their assessment, students will have the opportunity to consider the topic involved as it applies to the language of their choice: Catalan, Danish, Dutch, French, Galician, German, Icelandic, Italian, Norwegian, Portuguese, Spanish, Swedish.
This module focuses on a case study of an English language learner. It covers the study of language and discourse in preparation for an analysis of a learner's performance in the four skills of reading, writing, speaking and listening, and the setting of learning objectives for that learner. It also looks at factors that can affect the learning of an individual and how knowledge of these can be addressed in the classroom.

In this module you will be:

exploring the main linguistic features of the English language, which underpin the assessment, planning and teaching of English
	critically analysing discourse at text, sentence and word level for diagnostic purposes
	understanding and reflecting on the implications of personal, social, cultural and educational factors affecting language acquisition and learning
	analysing and evaluating the importance of context in language use
	critically analysing features of language use, using key grammatical, lexical and phonological terms appropriately
This is one of the core modules for the TESOL Pre Service MA programme.
The architectural history report requires students to submit a 10,000-word dissertation on a subject agreed with the teaching staff. Students choose a subject lying within the scope of the syllabus, making use of techniques and methods taught in the Programme.

Individual Reports should reflect the aims and objectives of the MA Architectural History

Programme in the following ways:

Show original definition of subject matter and unusually ambitious definition of research questions, demonstrating outstanding imaginative research.
	Demonstrate skills in the selection and insightful understanding of relevant sources and contexts.
	Demonstrate informed use of existing and/or creation of new research methods.
	Provide analytical demonstration, and coherence of argument and high quality of writing.
	Present critical and imaginative synthesis of research that significantly inform the research questions.
	Contribute to the existing state of knowledge in the field, and be of a standard for consideration of future publication.
In addition, it should:

combine ‘theory’ with the study of specific objects - we expect both elements to figure in your report.
	not be a purely speculative investigation. It should engage with an object in the phenomenal world. Even if you develop a theoretical idea, or speculate about a general philosophical category – e.g. ‘the sublime’ or ‘geometry’- we expect you to test it against a specific historical object, with an existence in historical time. One of our most recurrent measures of the success of a report is whether or not it makes you see an object in a new way. Many excellent reports have been based upon archival or archaeological discoveries - but generally the best reports of this type have been successful because they have turned the empirical evidence so as to question critical or theoretical constructs.
The module introduces the foundational physics needed to understand the function (and malfunction) of some of the major systems of the human body, linking physics to physiology and healthcare. You will learn: 1.How the body maintains an optimal internal environment by comparing human auto regulation with other examples of control in science and engineering; 2.To examine thermoregulation of the human body in some detail and see examples of how relatively simple physical principles can be used to explain aspects of human physiology; 3.About the human vision system; 4.About pressure, volume and flow in blood vessels and the brain; 5.To perform an optics experiment to develop experimental skills and identify limitations; 6.To design and perform a physiology experiment to consider the implications of human variability in experimental design and analysis;
This module introduces students to different ways of understanding the natural landscape, its relationship to rural society, and the role of architecture. Taught through a series of seminars, students work in groups to discuss and present on topics including rural architecture, art, landscape and situated practice, and the economics and politics of landscape settlement, culminating in a written paper investigating a chosen seminar topic.
Understanding the nature and timing of past environmental change is key to our understanding of contemporary events and processes. The Holocene period is the most recent interglacial covering the last c. 11,700 years. It is inextricably linked to human cultural evolution and our study of natural and anthropogenic changes within The Holocene is central to our understanding of human impacts on the earth. We need to understand how humans have impacted the environment and changed climate over a range of temporal and spatial scales. Indeed, in recent years a new human-forced geological era has been proposed called the Anthropocene. The course aims to provide students with an introduction to the concepts and techniques useful for studying the nature of past environmental change from the last glacial period to the Holocene.

The following topics are covered: (i) the range of natural archives of environmental change used (e.g. lake and marine sediments, ice cores, speleothems) ; (ii) the chronological techniques used to date these archives (e.g. 210Pb and 14C); (iii) the biological indicators (e.g. diatoms, ostracods) used to reconstruct past environmental change; (iv) and a range of case-studies (e.g. palaeoclimate and human-impact).
This module will give students an in-depth understanding of the theories, techniques and tools to model, analyse and simulate today’s communications systems and networks. The complexity of communication and signal processing systems has grown considerably during recent decades. The emergence of a variety of new technologies (such as fast and inexpensive hardware for DSP, fibre optics, integrated optical devices and microwave ICs etc.) has had a significant impact on the implementation of communication systems.

Computer-aided techniques are therefore vital for engineers to evaluate performance and optimise designs in a timely, cost-effective and effort-free manner. In this course students will consider both the physical layer (link-level) and the network layer (network-level) and the theory of modelling and practical applications using standard simulation packages.
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.
Organisations increasingly rely on machine learning to help make important business decisions, e.g. whom to hire, which market to enter, or which company to acquire. This module analyses the benefits and pitfalls of using machine learning to help make those decisions. We will use multiple machine learning methods but especially focus on the common challenges they face when applied in a business context.
This module is a capstone project involving the development of business and management research skills and their application in a real-world context for a business research or a business plan. Students will acquire an academic and practical foundation in research methods and collect and analyse data in relation to business issues. Students will be expected to integrate the full range of knowledge acquired during the MBA with their own professional experience when investigating business issues and making recommendations. Students should demonstrate capacity of applying business research in business contexts, and capacity of reflecting about their learning experience in the MBA.
This course provides an introduction to business and entrepreneurship.
It covers methods for analysing, specifying, designing and launching high-tech businesses along with strategies for the assessment of a new business opportunity and techniques for effective business planning to secure the necessary resources (including finance).

The course introduces frameworks to assess and to mitigate key risks to new ventures including those relating to personnel, markets and technologies as well as considering the venture’s sustainability credentials.
The course will draw on a range of case studies of high-technology and technology enabled ventures to illustrate the challenges of creating high potential enterprises.
This module draws on a wide-range of academic research and professional experience to develop your skills in strategic management and leadership, human resource management and marketing.  These block modules are designed to be intense and stretch your thinking beyond traditional business and management boundaries to make important linkages in terms of the interdependences that exist when trying to be a strategic manager. You will be introduced to key theories and approaches to strategy while also discussing and conceptionalising their application in a healthcare setting.  You will develop an in-depth understanding of different theoretical perspectives as you explore a range of strategic and operational behaviours and approaches.  You will come to learn that the application of strategy requires continual engagement with human resource management.  This module will stimulate your critical awareness and application of key leadership and strategic management approaches.  A number of case studies that pull the various topics together will be used to give you context to what you are learning. Lastly, we will introduce the role of marketing within organisations particularly in regards to how they are shaping organisations as well as consumer behaviour.  Health and healthcare are on the frontline of this new digital age not only in terms of diagnosis, but prevention and detection.  Many of the strategic approaches being introduced in healthcare rely heavily on digital marketing and insights. 

This module involves online preparation and reading prior to a four week block:
Week 1 – Strategy and Leadership
Week 2 – Human Resource Management
Week 3 – Marketing
Week 4 – Wrap up 

Wrap up week is dedicated to engaging with health professionals who work in the various themed areas that you have been discussing and evaluating over the previous three weeks.  They will take you through real world case studies that solidify the application of these themes to health and healthcare.
 
Aims: To give students an understanding of the power and limitations of the theoretical constructs used to interpret human behaviour in economics, as brought to bear on observed consumption behaviour; to enable them to critically evaluate policies targeted at individuals, both in terms of their theoretical basis and of their practical importance, and to recognise the importance of measurement in the design and evaluation of policy and the challenges it poses. We will build upon the core material learned in the first two years of the BSc (Econ) Economics degree programme to further study problems pertinent to our understanding of individual choices, to their measurement, and to the design and evaluation of policy. 

Suitable For: Final year Economics (L100 / L101 / L102) students. Students from other degree programmes can also take the module if they meet the prerequisite requirements.

Prerequisites: Students should be comfortable with the material taught in ECON0013: Microeconomics and ECON0019: Quantitative Methods and Econometrics. Any of POLS0008,  POLS0010, POLS0013 or POLS0012 are also appropriate

Assumed knowledge: Students choosing the module should be comfortable with the material taught in ECON0013 and ECON0019.
Human prosperity is underpinned by extraction, processing, manufacturing, use and reuse/recycling/recovery/disposal of materials resources. In the first part of this module on Waste and Resource Efficiency (before Reading Week), students will learn about global resource use, including flows of materials in major sectors, the implications for environmental, social and economic sustainability, and related concepts such as the circular economy. They will be introduced to the standard quantitative tools that can be used to better understand the sustainability of resource use, including material flow analysis, life cycle assessment, and cost benefit analysis, as well as qualitative assessment of social impacts, and how policy and legislation can influence resource use and avoidance of waste. In the second part of the module, students will learn about waste management technologies, including reuse, recycling, energy-from-waste, landfill, in the context of their sustainability. This module aims to: give students an overall perspective on resource use and waste management in human society; provide an introduction to technologies and systems for waste and resource management.

Learning Outcomes

Discuss quantities of materials used and waste generated, in major sectors of the global economy
	Describe the basic principles of material flow analysis, life cycle assessment, and cost-benefit analysis, and be able to use these techniques in simple examples
	Discuss the environmental, social and economic impacts of resource use and waste management
	Discuss main policy, legislation and other incentives in relation to resource use and waste management
	Discuss the concept of the circular economy
	Discuss the technical principles, and advantages and disadvantages of different waste management practices, with the waste management hierarchy
This module is concerned with the intersection of discourse, society and culture, and with the various ways of analysing communicative practices. It offers a lens with which to explore how people use language in their everyday lives, with a focus on the conventional forms of knowledge that they draw on when engaging in meaning-making practices. A great deal of attention is paid to the historical, socio-political and economic conditions under which such conventional forms of knowledge are (re)constructed, negotiated and shaped through language and communication. Students on this module are introduced to key approaches and issues involved in analysing spoken and written discourse, and are encouraged to work on language data of their choice. The module is assessed by a coursework assignment of 5,000 words.
As a professional research scientist articles published in scientific journals are the primary source of prior knowledge. In this module you will learn how to read and understand papers efficiently and to critically evaluate the evidence. In small teaching groups you will discuss a different paper each week. The group is student-led with members taking it in turn to present the paper. You will develop critical thinking skills and improve presentation (both visual and spoken) and develop the ability to explain complex concepts clearly and precisely.
The course is divided into two parts in the approximate ratio 3:2. The intention in Part 1 is to transmit a thorough familiarity with, and working knowledge of, groups of small order (certainly all groups of order less than 15), to achieve the classification of these groups, and to impart a clear understanding of the principles by which their classification is effected, particularly in regard to the construction of subgroups of given order, culminating in, rather than beginning with, the full generality of Sylow's Theorem. The subject matter of Part 2 is Ring Theory. Beyond an elementary acquaintance with fields, no prior example knowledge is assumed. Here the intention, again by constant reference to explicit examples, is to achieve a good working knowledge of the main ideas and techniques of elementary (commutative) ring theory.
This module provides the theoretical background and practical insights necessary to become an interdisciplinary researcher. It exposes students to the challenges involved in interdisciplinary work and arms them with the conceptual tools required to overcome them

Students will encounter interdisciplinary research in action, by means of seminars with guest speakers, some internal to UCL and some external, all of them experts in interdisciplinary fields (e.g. Childhood studies, Digital Cultures, ‘Green’ Engineering, Interdisciplinary Psychology/Health etc). 

Each seminar will include group discussions, videos and activities, which will allow an in-depth engagement with interdisciplinarity and the material relating to the guest speaker’s research.  

This module is taught on the UCL EAST campus in Stratford.
This module investigates questions that are both central to political philosophy and of current political importance. They include: What does it take for a society to be just? How can we come to own natural resources? Does global inequality matter as much as national inequality? Is it wrong to contribute to climate change? Should states recognise the institution of marriage? What do we owe to future generations?

Module Aims: This module is designed to introduce you to some important debates in political philosophy and to help you develop the skills needed to evaluate them. These skills include the ability to reconstruct complicated arguments, identify their strengths and weaknesses, and identify the connections between them. These skills are fundamental in all areas of philosophy, but they are also important in many other disciplines.

Sample Readings:
> Elizabeth Anderson, ‘What is the Point of Equality?’, Ethics 109 (1999): 287–337
> G. A. Cohen, Self-Ownership, Freedom, and Equality (Cambridge University Press, 1995): Chapter 3 and Chapter 4
> Andrea Sangiovanni, ‘Global Justice, Reciprocity, and the State’, Philosophy & Public Affairs 35 (2007): 3–39
> Paula Casal, ‘Why Sufficiency is Not Enough’, Ethics 117 (2007): 296–326
> Julia Nefsky, ‘Consumer Choice and Collective Impact’, in Anne Barnhill, Mark Budolfson, and Tyler Doggett (eds.), The Oxford Handbook of Food Ethics (Oxford University Press, 2018): 267–286

Philosophy Area B
This module aims to encourage a critical examination of current debates concerning theory research and practice in the areas of gender and sexuality in education. Lectures, seminar activities, Moodle tasks and readings will engage with key topics, including feminist theory, pedagogy and research methods; intersectionality, post structural, psychosocial, new materialism approaches; analysing gender, sexuality and educational policy and practice (e.g. achievement, behaviour, sex education and e-safety policies); and researching sexualities, femininities, masculinities and LGBTQI issues in educational contexts.
This module explores the relationship between mobility, freedom and racialisation – between movement and the racial ordering of space, populations, and markets. We begin the module by engaging with some broad theoretical and historical questions: what is the relationship between movement, freedom and ‘race’? How can we understand histories of modernity through the lens of mobility? We will discuss the colonial management of mobilities, capitalist development as the setting of things in motion, and nationalism as a cultural force of territorialisation and enclosure.

In the middle block of sessions, we examine some key issues, dynamics and debates that define the contemporary politics of migration and bordering. We focus here on the entanglement of development/aid with bordering; the politics of anti-trafficking and modern slavery; the proliferation of detention camps and deportation power in recent decades; and finally, the development of digital borders in contemporary migration regimes.

The module concludes with two sessions on futures, reflecting critically on both the moves towards greater closure in the context of climate breakdown, as well as the utopian, collectivist and planetary possibilities of a world without borders.

Movement, bordering, race-making will encourage students to think critically about ‘race’ and racialisation; statecraft; capitalism and modernity; citizenship and sovereignty; nationalism and nativism; freedom and unfreedom; and climate change and the future. We will draw on literature from several disciplines – including anthropology, social and political science, history, geography, law, and philosophy – applying theory to a range of empirical contexts. Emphasis will also be placed on the social and political movements working to resist contemporary forms of bordering and closure.
The aim of this module is to introduce students to the fundamental technical knowledge needed to design a structure from top to bottom. It is composed of three main segments integrated into one module: materials, structures, and geotechnics. Taught via lectures, lab demonstrations, tutorials, and a scenario, students will develop a holistic and in-depth understanding of the complex factors that govern the design process, and will grow technically in order to be able to develop sustainable solutions in the realm of materials, structures and geotechnics. The module will also introduce the fundamentals of soil mechanics required for site investigations and foundation selections and analysis. It will introduce students to concepts of structural form, efficiency, equilibrium, deformation and states of stress and discuss safety, risk and failure in structures. The course will introduce students to material and structural selection within the creative design process.

Aims and objectives:

On successful completion of the course, each student will aim to achieve the following learning outcomes:

 Develop the capacity to judge a design’s need for material that is sufficiently strong and durable, able to cope with local climate regime, and holistically sustainable.

 Obtain knowledge about the behaviour and failure conditions of a structural element.

 Obtain information about behaviour and failure of soils, interaction of soils with water, drainage, settlement and consolidation
Research is a process of answering questions using synthesized evidence. As interdisciplinary researchers it will be vital to understand how to navigate various research methods in order to understand the data they produce and their limitations. Quantity and quality are not the same and it is easy to be misled by the overwhelming amount of information available today. Finding reliable and relevant information requires skill alongside those required to critically engage with this information and translate it into data. This module focuses on qualitative data within the context of interdisciplinary research and developing the expertise required for data accumulation, sorting, assessing, and combining to create meaning and understanding. Practical experience of interviewing academics is combined with an introduction to the principals and issues of other pertinent research methods. These are illustrated with examples to highlight a broad spectrum of research tools in order for you to ultimately design and develop your own research proposal alongside providing you with a methods toolkit for interdisciplinary research.
The fourth of four modules taken in year 1. This module integrates the basic science underlying common clinical problems relating to the kidney and gastrointestinal tract, metabolic imbalance and problems of fluid and electrolyte balance.

It covers the anatomy, histology, development and function of the gut and abdominal organs. Diet and health are also covered, in particular why diet is important in health promotion and the prevention of disease.

The module aims to provide:

basic knowledge in nutrition, metabolism and fluid balance, including the relevant anatomy, biochemistry and physiology of the abdomen, gastrointestinal and urinary systems
	application of this knowledge to common clinical problems of nutrition, metabolism and fluid balance
	development of basic skills of interpretation, particularly in relation to images of internal organs
	the ability to make calculations that allow conclusions to be made regarding a patient’s nutritional status, common disorders of renal function and acid-base imbalance
Aims: To provide students with a thorough understanding of core concepts and methods of macroeconomics as a foundation for subsequent study of macroeconomic topics within the degree programme, and as one of the key elements in the professional training of an economist.

Suitable for: Compulsory for 2nd year BSc Economics (L100, L101 and L102), Economics and Geography (LL17) and Philosophy and Economics (VL51) students. Also BSc Politics, Philosophy and Economics (4V86) students on the Economics and Politics concentration, and BA European Social and Political Studies (R990) students (if taking the Economics Specialisation route).

Prerequisites: ECON0002 or equivalent.

Assumed knowledge: Students coming in to the course should have a sound knowledge of the supply and demand side models of the macro-economy covered in ECON0002 (Units 6, 7, 9, 10, 13-16 of The Economy https://core-econ.org/the-economy/ ), including the micro-foundations of the labour market and of credit constraints using principal agent models of the labour and credit markets.
All Masters students are required to submit either a dissertation or report at the end of their final year of study. These must be based on research, either empirical or theoretical. It provides the opportunity to explore an in-depth issue, with supervision, and introduces students to the skills and techniques required for research and writing scholarly publications. This module runs across an entire academic year. It provides support for the development of dissertation/ report research through: online activities and discussions (autumn term), development of a research proposal (autumn/ spring), and one-on-one tutorial support in conducting research and writing (spring/ summer). As a result of completing this module, students will be able to:

• conceptualise and write a coherent research proposal;

• formulate relevant research questions, on the basis of relevant literature and/ or observations of practice, and set about answering them on the basis of literature and/ or systematic data collection and analysis;

• select appropriate data collection methods where necessary and apply them with due regard to ethical considerations;

• complete a literature review which synthesizes and critiques relevant knowledge and ideas in a particular field of study and links to one or more research questions; • critically evaluate and analytically discuss evidence from primary and secondary sources;

• communicate information, ideas, and problems in keeping with academic reporting conventions.

Assessment of the module consists of a research proposal, evidence of peer-review of a proposal, completion of an ethics review and a dissertation/ report. Dissertation students will write a 2,000 word proposal + 17,000 word dissertation. Report students will write a 1,500 word proposal + 8,000 word dissertation.
This module explores fundamental considerations and current trends in language testing and assessment. It is designed for all students who are interested in understanding and being able to critically evaluate the design, use (and misuse) of language tests and assessments and/or to apply these principles to construct their own instruments (e.g., for classroom teaching or research purposes). Assessments, including tests, which are the most common and high-profile type of assessment, are essentially information gathering tools designed to gain insight into what students/test-takers know and whether and how they are able to apply their knowledge. Language ability cannot be directly observed, so different measures are often used and different performance samples sought. The resulting information, often in the form of a test score, can then be used to make inferences about learners 'test-takers' underlying language ability and how they are likely to perform in real-world contexts. Sometimes, this information is used to inform consequential decision-making that can have repercussions for individuals, institutions, and/or societies.

Please note that a background in statistics is not required for this module. All discussions about statistics in language testing are incidental to other topics rather than a focus of the module.
Outline and Aims:

This course aims to give first-year Physics-related and Astronomy-related students an overview of modern understanding of atoms, stars and the universe. They should meet, in an accessible form, the ideas of quantum mechanics, and acquire a broad view of the origin and evolution of the Universe as it is currently understood.

Intended Learning Outcomes:

Students should gain an historical perspective on quantum physics and an elementary comprehension of fundamental quantum concepts. They should also acquire a basic understanding of radiation processes and their applicability in stars, an appreciation of stellar evolution, and a grasp of the fundamentals of modern cosmology.

Teaching and Learning Methodology:

This course is delivered via approximately 30 hours of lectures, supplemented by 4 hours of problem solving tutorial (PSTs), and additional homework problems.

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 examines activities of people in ancient societies to understand, predict, and control the world around them. The main focus is ancient Greece. We investigate how they studied of the heavens (including theories of how the world came into being and how the world operates), medicine, mathematics, and technology. We also investigate how the ancient Greeks thought about subjects such as astrology, alchemy, nature, and activities related to magic. In addition to the Greeks, we also investigate Babylonian, Egyptian, and Roman cultures. We also examine connections and comparisons with activities in southern Asia and China. No prerequisites.
The purpose of this course is to provide the foundations for one of the central ideas that motivates the UCL BA in Education Studies: the idea that education is one of the most important lenses for understanding the world around us today. The close study of education is essential not just for understanding the nature and significance of teaching and learning in schools, colleges and universities, but also for developing our awareness of how education shapes (and is shaped by) the entire rest of society, outside of the formal education system itself. Some scholars speak of the rise of a schooled society, in which all social practices and institutions are increasingly influenced by and structured around ideas, values and discourses about education, learning, schooling, development, knowledge and skill. The goal of the course is to help students develop their own critical ability to recognise, reflect upon and analyse what it means to be living, as we all do today, in an ever more schooled society.
Global societal challenges such as climate change and the burden of chronic disease require different disciplines and professionals to work together towards a common purpose of getting people to behave differently. Differences in perspective, understanding and methodologies can be a major barrier to working effectively across disciplinary boundaries. This module will explore the opportunities afforded by the use of different perspectives to behaviour change, the tensions that can arise, and the potential of behaviour change frameworks for bringing coherence and unity to such work. The core aims of the module are to introduce students to key theories and research findings that further our understanding of behaviour and how to change it. Illustrative examples of behaviour change from multiple disciplines will be provided and the advantages of different disciplinary perspectives to behaviour change will be presented. After experiencing this module, students should be able to articulate the opportunities and challenges of an interdisciplinary approach to behaviour change and describe key concepts relevant to behaviour change for the disciplines covered. Students will also be encouraged to critically appraise the utility of different disciplinary approaches to behaviour change and synthesise key concepts from across different disciplines. Undergraduates and postgraduates will be taught together through a series of lectures representing expertise from different UCL faculties spanning multiple disciplines. Postgraduate students taking the module will also attend interactive seminars and workshops to further support their learning and critically explore the key concepts in greater depth.
Global societal challenges such as climate change and the burden of chronic disease require different disciplines and professionals to work together towards a common purpose of getting people to behave differently. Differences in perspective, understanding and methodologies can be a major barrier to working effectively across disciplinary boundaries. This module will explore the opportunities afforded by the use of different perspectives to behaviour change, the tensions that can arise, and the potential of behaviour change frameworks for bringing coherence and unity to such work. The core aims of the module are to introduce students to key theories and research findings that further our understanding of behaviour and how to change it. Illustrative examples of behaviour change from multiple disciplines will be provided and the advantages of different disciplinary perspectives to behaviour change will be presented. After experiencing this module, students should be able to articulate the opportunities and challenges of an interdisciplinary approach to behaviour change and describe key concepts relevant to behaviour change for the disciplines covered. Students will also be encouraged to critically appraise the utility of different disciplinary approaches to behaviour change and synthesise key concepts from across different disciplines. Undergraduates and postgraduates will be taught together through a series of lectures representing expertise from different UCL faculties spanning multiple disciplines. Postgraduate students taking the module will also attend interactive seminars and workshops to further support their learning and critically explore the key concepts in greater depth.
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: Service-related research is applied research that is relevant to service provision and undertaken within a clinical setting. It will usually take the form of an audit of some aspect of the clinical service where the trainee is based. The aim of the service-related research project is to help trainees develop their research skills, including the ability to communicate research findings to clinical colleagues, and to give trainees experience in integrating research with clinical practice. Conducting practically oriented research is an important part of the child psychotherapist’s professional role. The service-related research report allows trainees to demonstrate that they are able to plan, execute and write up a small-scale, applied research project within the constraints of a clinical setting. For further information about the module description contact the programme team.
Much of the business world is based on quantitative information, and most decision-making in business will require you to deal with numbers. This module introduces you to how to use statistics for basic business research and analysis. This module covers descriptive statistics and data types, probability and probability distributions, sampling and data collection, hypothesis testing, and simple linear regression with reference to real-world scenarios. This module will help you view a business problem from a data perspective, design a simple research project to obtain data, and analyse the data to support a business solution.
Lower Intermediate Modern Hebrew will enable students to develop the following Modern Hebrew knowledge and skills:

Fluent and more accurate use of vocabulary and basic grammatical structures.
 Expanded vocabulary, relevant to a range of everyday topics and situations.
 Ability to engage in more involved written and spoken communication, such as expressing and understanding feelings and opinions.
 Ability to read Israeli newspapers and literature.
This module is equivalent to Ulpan level 2.  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.
Compulsory for 1st year single-honours Economics (L100, L101 and L102) students. Optional for Economics and Geography (LL17), Philosophy and Economics (VL51) and BA European Social and Political Studies (R990) students (compulsory if taking the Economics Specialisation route).

The module will cover the following topics through lectures and tutorials:

1. Probability Basics

2. Random Variables, Expectations

3. Discrete/Continuous Distributions

4. Law of Large Numbers, Central Limit Theorem

5. Statistics Basics

6. Point/Interval Estimation

7. Hypothesis Testing

8. The Linear Regression Model

In addition, students will be introduced to the Statistics software package STATA and learn its basic features and commands.

Suitable for: Compulsory for 1st year single-honours Economics (L100, L101 and L102) students. Optional for Economics and Geography (LL17), Philosophy and Economics (VL51) and BA European Social and Political Studies (R990) students (compulsory if taking the Economics Specialisation route).

Prerequisites: ECON0002 must be taken concurrently.

Assumed knowledge: Calculus at the high-school level.
This compulsory module covers foundational topics essential for understanding, and developing research, in science education, with the aim of providing new perspectives on science education practice. It draws on a range of relevant research and professional literature in the field. Particular attention is given to the fluent use of concepts and theories related to the teaching and learning of science illuminating the thinking that underpins the aims, perspectives and construction of science curricula, the learning theories and language in science education, as well as the historical and philosophical aspects of science education, within national and international contexts. As a participant, you will learn to write critical reviews of academic and professional articles in science education and you will also develop theoretical frameworks from which to analyse your own practice.

This module is suitable for participants involved or interested in science teaching in primary, secondary or tertiary education and for science educators in other fields such as informal science education. Students who hold a Tier 4 visa are asked to select the blended version of this module and not the online version.
Aims:

To have a full understanding of the learning outcomes.Learning outcomes:

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

Understand machine learning at both the theoretical and practical level;
	Solve real-world machine learning problems using the right tools.
Content:

The module will cover the following topics, the focus of which may be subject to change:

Introduction to Supervised Learning

Linear models for regression and classification: least squares, logistic regression.
	Concepts of overfitting and regularisation, L1 and L2 regularisation.
	Boosting, Decision Trees, Random Forests.
	Support Vector Machines.
	Deep Learning: Neural Networks for regression and classification, Convolutional Neural Networks, Recurrent Neural Networks.
Introduction to Unsupervised Learning

K-means, Principal Components Analysis, Embeddings & Representation Learning.
	Expectation-Maximisation, Mixture of Gaussians, Hidden Markov Models.
	Deep Autoencoders, Generative Adversarial Networks.
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 an understanding of Calculus, Linear Algebra and Probability Theory; and (3) have proficiency in coding (preferably in Python).
This module enables students to situate planning within the wider political, environmental and social context in which it operates. We will set out key debates attempting to explain and analyze urban and environmental political dynamics and their complex inter-relationships before exploring important contemporary challenges.

On successful completion of the module each student will:

Have gained a greater understanding of key urban and environmental theories and their relationship to cities and urban development
	Be more fully aware of the political context in which planning and related regulation operates
	Be able to critically analyse contemporary debates in urban and environmental politics
	Better understand the varied impacts that urban and environmental issues have on different communities and social groups
We spend around 80% of our lives in buildings, but how do we make sure that the internal environments we create are healthy, comfortable and have a positive impact upon occupants? Taught through lectures, tutorials and practical sessions, this course will introduce key building physics principles of light, sound, heat and ventilation, exploring how these relate to key aspects of building design and influence the environmental performance of a space.

The aim of the module is develop students understanding of key building physics principals and the role they play in achieving satisfactory indoor environmental conditions. The module will equip students with detailed knowledge of, and the ability to apply, the main scientific principles of heat & mass transfer, light and sound in the building engineering context. Students will consider what is meant by indoor environmental quality and explore how the design of the building envelope and building systems can influence the internal environment and building energy use.

Aims and objectives:

On successful completion of the course, each student will have:

• Gained an understanding of the key features of indoor environmental quality (thermal comfort, light, acoustics and air quality), their measurement and assessment.

• Applied basic principles of light, sound, heat & mass transfer to estimate key metrics of environmental performance.

• Explored the influence of different building characteristics upon the internal environment and understand how these features can be used within a creative design context.
Aims: This module examines the public response to risks and hazards ranging from emerging infectious illnesses to nuclear energy, from earthquakes to climate change. It explores the range of cultural, social and individual factors that forge such responses. Cultural factors include levels of fatalism in relation to earthquakes; social factors include media treatment of emerging infectious illnesses and its link to people's conceptualisation of the risk. Such responses can vary across individuals both at the level of representation and behaviour and appropriate theory is drawn on to understand this. The module also delves into what ‘works’ in terms of the communication of risk, in campaigns devised to engineer change in risk behaviours. Objectives: The module equips students to focus on forces that shape people's responses to risks, including how they conceptualise such risks and how they prepare for them. The lectures provide guided reading with the intention that students develop their own interests within the field. Summary of module: The focus of the module is on how people in different cultures think, feel and behave in relation to the range of risks that face them.
This taught postgraduate module provides an in-depth insight into the ways in which feminist life writing and performance has shaped, challenged, and subverted contemporary understandings of the medical subject. We will consider how feminist artists in the past 50 years have told stories about their own bodies in relation to medical power. In the first half of the course, we will consider feminist representations of trauma, sexuality, reproductive health and mental illness in the late twentieth century. We will understand the role that second wave feminism played in the creation of diagnostic categories such as PTSD, and investigate the relationship between activism and art.

In the second half of the module, we will examine contemporary feminist approaches to the medicalisation and quantification of the self. We will learn how feminist theory, gender theory, and critical disability studies have interacted to provide complex ideas about the relationship between medicine and the self. We will explore what feminist life writing and performance today reveals about the current state of healthcare, addressing issues such as the responsibilisation of healthcare, wellness culture, austerity politics and reproductive justice.

Writers and performance-makers on the course may include Sue Mclaine, Audre Lorde, Karen Finley, Sarah Daniels, Bobby Baker, Sarah Kane, Roxane Gay, Esme Weijun Wang, Juliet Jacques and Katherine Angel.
The module introduces students to sociological perspectives on identities: how individuals and groups think about themselves, others and where they belong in the world. It encourages students to think sociologically about how identities are made through relations and processes, influenced by local and global influences, as well as their inherently political nature. The module uses the lens of identities to introduce students to contemporary sociological theories they will draw on throughout their three-year degree. Employing concepts from sociological work ranging from symbolic interactionalism and post-structuralism to intersectionality, it will exemplify how identities emerge through one of the most fundamental principles of sociology, the complex interactions of structure and agency.
This course develops students’ critical understandings of debates within cultural and historical geography and related disciplines in the social sciences and humanities. The course will focus on the emergence of representational approaches within cultural and historical geography, outlining their proximity to cultural studies and social theory, before exploring a range of approaches to the materiality of culture, from consumption to ‘things’.
The intellectual trajectories covered are explored through a range of sites, locations, spatialities and empirical examples including, but not limited to: landscape, architecture and built space; racialization and spatiality; spaces of consumption, display and exhibition; regulated and policed spaces; artistic and creative spaces; spaces of practice, and so on. The module ends by considering the ‘rematerialization of cultural and historical geography’ offering students an accessible grasp of the theoretical staging grounds of debates at the forefront of the discipline.
The module aims to:

Develop students’ insights into the spatial politics of culture, society and history in the UK and elsewhere.
	Develop students’ knowledge, abilities and familiarity with contemporary developments in the field, whilst enabling them to grasp their relevance for engaging – and importantly intervening in – social, cultural and political debates of our time.
This module is suitable for students with previous experience of a range of disciplines across the arts, humanities and social sciences and does not require any previous knowledge of the topics described above.

Students taking this module will develop the following careers skills: Critical thinking; Communication: academic writing; Communication: verbal; Time management.
1. To provide knowledge and understanding of ecological issues relevant to geography

2. To provide insights into pressing current environmental issues particularly relating to biodiversity loss

3. To introduce practical ecological approaches applicable to 3rd year dissertation work on sampling approaches and strategies

Subjects covered may for example include species definitions, ecological niche theory, biogeography, biodiversity and its conservation, interspecific interactions, ecosystem functioning and ecological surveying.
The module will give attendees knowledge of the basics of wireless/mobile communications and the systems for mobile communications starting with the 2nd generation (2G0 to the fifth generation (5G) and looks at the future beyond 5G. We start with an introduction to the three fundamentals of mobile/cellular systems; signals, modulation and coding, the wireless channel and the cellular environment. the basics cover 40% of the course and the other 60% is dedicated for the study of the details of mobile systems, their architecture and channels (with a focus on the physical layer) and their development. We consider 2G and GSM, 3G and UMTS, 4G and LTE and 5G. We end up with a lecture on new services provided by 5G and a look at the technologies beyond 5G.
This is an interdisciplinary module tackling questions of interest to political science, geography, environment, engineering, and anthropology. Infrastructure spans time and space, fills our daily lives but is said to be mostly invisible, especially when it works well. Our world is increasingly bound by transnational logistical networks and complex urban infrastructures, but what are the issues and debates surrounding the politics of infrastructure? Do all infrastructures bind, or do they also entrench segregation and dispossession? If infrastructures can oppress, are they truly as invisible as we assumed?

The course starts with a look at theories of infrastructure and its relation to power before turning to in-depth case study-driven work on roads, shipping and logistics, water and sanitation, failed infrastructures, and even the notion of ‘evil’ infrastructure. Each of the thematic units develops skills and knowledge related to project management, public procurement and tendering, infrastructural financing in the developing world, decarbonisation, debates on surveillance, as well as the geopolitical aspect of infrastructure seen in policies such as China’s Belt and Road Initiative.
This module will provide you with the opportunity to study current standards of practice in research that comply with professional codes and guidelines and with the law. Specific topics will include Good Research Practice, Research Ethics, Patient Consent & Safety, the Human Tissue Act, the Mental Capacity Act, Reproducibility, Standardisation and Information Governance.

You will also engage in role-play and prepare and deliver presentations to tutors and to one another.

As you begin your career in research, this module prepares you to negotiate issues relating to integrity and ethics as applied to their research. It will help you identify how your research engages with and complies with the various related acts, codes and guidelines; you will become familiar with the research regulatory framework.                                                                                                                             

By the end of this module, you will be able to:

1.    Show that you are conducting your research in line with codes and guidelines from regulatory bodies and demonstrate an awareness of how you have done so.
2.    Show you can manage all aspects of your research in a responsible way that meets legal requirements and provides adequate assurance to partner organisations and research subjects.
In a series of research lectures given by UCL neuroscientists you will learn how the fundamental biophysical properties of neurones and their ion channels, neurotransmitters and their receptors contribute to neuronal processing in health and disease.

There is also an optional introductory week focussing on the passive properties (electrical equivalent circuit of a neurone, length constant, time constant, Nernst potentials etc.).

Indicative lecture titles

Week 1: voltage-gated ion channels

Introduction to Ion Channels
	Voltage-gated Ca2+ -channels: their role in disease
	Voltage-gated Na+-channels: targets for anti-epileptics and neuroprotectors
	Voltage-gated K+-channels: from structure to disease
Week 2: chemical neurotransmission

Presynaptic mechanisms
	Nicotinic receptors
	Analysis of gating and kinetics of ligand-gated ion channels: theory and applications
	Ligand-gated ion channels in synaptic transmission
Week 3: neuronal inhibition

Introduction to neuronal inhibition
	GABAA receptors in central transmission
	GABAA receptor functioning and trafficking
	GABABR's: function and dynamics
Week 4: synaptic integration and plasticity

Introduction to synaptic integration and plasticity
	Integration of synaptic transmission
	Modulation of encoding and integrative properties of neurones by K+-channels
	Memories are made of this...
Shell module - year abroad
This course concentrates on the politics of the Habsburg Monarchy in the eighteenth, nineteenth and early twentieth centuries, as well as the origins of nationalism in Central Europe, baroque art and architecture, and fin-de-siecle Vienna. The current schedule has lectures on: the Habsburg Dynasty; the Lands and Peoples of the Monarchy; Baroque Triumphalism; Survival and Reform under Maria Theresa; Joseph II and Enlightened Despotism; the Revolutionary and Napoleonic Challenge; Metternich; Magyar and Czech National Awakenings; Galicia and the Pre-March; the 1848 Revolutions; Neo-Absolutism; the 1867 Settlement; Nationalism and Politics in the Czech Lands; Austrian Liberalism; Poles, Ukrainians and Jews in Autonomous Galicia; Social Democracy; The Habsburg Monarchy as a Cultural Idea; the South Slav Question; the Great War and the Dissolution of the Monarchy; and a final revision lecture. A principal aim of the course is to introduce students to the outstanding secondary literature on the history of the Monarchy.
This module counts for 15 points of academic credit and is taken in the last year of studies for those students completing their degree on a multi-year time-frame. Known as a "Comprehensive" module, it requires students to use knowledge and skills developed across the entire MSc. It will assess your ability to communicate concepts clearly and develop ideas in a team to achieve a satisfying final goal - inventing a brand new medical device. Such skills will be essential to your career development as a scientist or engineer in healthcare.
The course introduces Einstein's theories of special and general relativity. These theories, introduced in the early 20th century, along with quantum theory, provide the modern framework for the description of the fundamental physical theories of gravity and electromagnetism.

Special relativity deals with physics in the absence of gravity. It requires a rethink of many familiar concepts (such as what it means for events to be simultaneous) because of the constancy (and finiteness) of the speed light. We will be looking at the basic physical concepts of mass, momentum, energy and electromagnetism within this framework and their mathematical description. No prior familiarity of Maxwell's equations will be assumed.

General relativity is a profound generalisation of special relativity which incorporates gravity. The mathematical description of general relativity requires the mathematical language of differential geometry which uses the notions of metric, connection and curvature, which will be introduced from scratch.

The earliest tests of general relativity where the observation that light is bent by massive objects such as the sun, the precession of the perihelion of the planet Mercury, gravitational redshifts and radar echo delays. Some of these will be discussed at the end of the course.
Aims:

The module exposes participants to an overview of the Financial Markets and its key participants and products.Learning outcomes:

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

Understand the function of financial markets and their key participants.
	Have an overview of the main exchanges and the different ways that their indices are calculated.
	Have an understanding of the fixed income market and its major products.
	Have an understanding of the FX market and its major products.
	Have an understanding of the equity market and its major products.
	Have an understanding of the derivative market and its major products.
	Understand credit risk, its effect on the pricing of financial assets and credit related financial products.
Content:

Exter’s inverted pyramid.
	Public and private sector institutional participants.
	Major exchanges and indices.
	Overview of consumer, corporate and investment banking financial services.
	Fixed income market and products.
	FX market and products.
	Equity market and products.
	Derivative market and products.
	Credit risk and derivatives.
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 a formally available; and (2) have an understanding of the fundamental macroeconomics and software services.
Biochemistry and Molecular Biology aims to introduce some of the concepts and techniques which are important in the study of the biological sciences. The module is divided into three core subject areas which are Cell and Molecular Biology, Proteins and Enzymes and Metabolism.

At the end of the module you can expect to have covered the following subjects:

Cell and Molecular Biology
Cellular diversity including prokaryotic and eukaryotic cells
	Cellular functions and compartmentalisation
	Microscopy – looking at light, florescence and electron microscopy
	Recombinant DNA and genetic engineering
	Nucleotide and nucleic acid
	DNA replication and repair
	Transcription and translation
Proteins and Enzymes
Amino acids
	Protein structure (primary, secondary, tertiary and quaternary)
	The relationship between protein structure and function
	Enzymes and enzyme kinetics
Metabolism
Metabolic strategies and energy currency
	Glycolysis
	Fatty acid oxidation
	Citric acid cycle
	Amino acid catabolism
	Oxidative phosphorylation
As well as attending the lecture series you will take part in three laboratory based practicals and two on-line practical simulation classes. There will be continual formative assessment followed by a theoretical test in Term 2 and a data analysis examination in Term 3.
This module introduces an overview of the pipeline of drug discovery and explores some themes that cover specific examples of drug discovery stories, techniques used in the analysis of drugs and their targets and the structure of the industry responsible for this process and the challenges that it faces.

 The module is divided into three themes: ‘Drug Discovery Case Studies’ describes the discovery of beta blockers and GPCR drugs and targets (Professor Munday); inhibitors of protein-protein interactions (Dr Wells); enzymes as drug targets (Dr Wilderspin); antibiotics and the search for new antibiotic medicines (Dr Stapleton).

 The theme ‘Techniques in Drug Discovery’ explains the use of HPLC (Prof Valko, GSK), electrophoresis and mass spectrometry (Dr Smyth), NMR in the investigation of drug molecules (Prof Zloh) and the use of X-ray crystallography (Dr Parkinson), immunochemistry (Dr Martinez-Bravo) and technology used in the investigation of drugs and drug targets.

 The theme ‘Pharmaceutical Industry and New Technologies’ describes the structure of large pharma and the small and medium enterprises involved (Dr Holt, ex-Astrazeneca); the challenges faced by the pharma industry (Prof Ratcliffe, ex-Astrazeneca); the opportunity for biotechnology and business development (Dr Gergely Toth, Garderam Therapeutics); pharma funding (Usha Back, Findia Partners) the rise in biopharmaceuticals (eg. hormones, cytokines, monoclonal antibodies and vaccines) and biosimilars that form a major part of new therapeutic technology (Prof Munday/Dr Wilderspin/Dr Martinez-Bravo).
This module provides an introduction to the principal research findings and theories concerning race and ethnicity in education - no previous experience of sociology is necessary. Among the issues we address are the nature of race/racism in schools and classrooms, patterns of educational achievement, the role of education policy, a critical awareness of the nature of Whiteness and the intersections of race, class, gender and other elements of identity and oppression. The main focus of our work will be research, policy and practice in the English system but you will be encouraged to apply insights and draw on your own experiences wherever you work and/or were educated. The module draws on the insights from antiracism and critical race theory alongside a range of other theoretical perspectives.
This is a graduate-level introduction to the major theories and debates in the study of International Relations. The module will examine both theories of international relations, and apply them to specific policy problems. The module will introduce students to key questions in the field of international relations 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 behaviour of states.

The module will apply these theories to better understand contemporary international policy problems, using examples such as nuclear proliferation, climate change, and humanitarian intervention. Students are encouraged to think critically about these approaches and their utility in understanding important issues in international politics.

By the end of the module, students will:

Understand the major theoretical debates and empirical approaches used in the study of international relations;
	Learn to critically evaluate competing theoretical and empirical claims about important international political problems;
	Apply diverse theoretical and empirical tools to understand and evaluate debates over international policy;
	Develop a more conceptually and empirically informed understanding of the current international system;
	Become better consumers and producers of scholarly research in international politics.
This course is designed to provide a structured approach to understanding the ways in which a discovery in bioprocessing and the life sciences is taken through to a real outcome. The students will learn about ways of evaluating potential commercial opportunities, selecting an optimal route for their commercial exploitation and constructing business plans in order to raise appropriate funding. The bioprocessing and life sciences industries have many unique features that distinguish them from other fast-growing sectors. The contents of the course are designed to achieve the aims outlined above by focusing on the factors and constraints that define successful operations in these industries.

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

Understand the technical and commercial assessment of research projects
	Appreciate the process of planning and applying for a research patent
	Understand the requirements for clinical trials
	Assess a manufacturing facility requirements and outsource alternatives
	Understand the structure a business plan
	Ascertain an understanding of financial aspects of a start-up
The aim of this course is to complete the study of the basic concepts of linear algebra started in the first year. The topics covered have applicability in many areas of mathematics. The ring theory of polynomials over a field is studied. The theory of the diagonalization of matrices is completed and Jordan normal form is introduced. The theory of quadratic forms and orthogonal diagonalization are introduced.
The Spanish law module is taught over two years. The first year consists of an introduction to Spanish legal language and Private Spanish Law whereas the second year focuses on issues of public law.

MODULE SUMMARY:

The module starts with an introduction to the Spanish Legal System followed by an introduction to Spanish Private Law. The module concentrates on the general principles governing the law of contracts in Spanish Law. The module covers problems relating to the nature and formation of contracts, the definition of contracts and core elements, the interpretation of contracts, terms and conditions of contracts and termination clauses.

INTENDED LEARNING OUTCOMES:  

You will understand the structure of the Spanish legal system;
 You will understand the general principles of  Spanish contract Law;
 You will increase your range of legal vocabulary;
 You will improve your accuracy in the use of the Spanish Language;
 You will be able to communicate more confidently in legal situations and use specialised legal vocabulary more effectively.
MODULE STRUCTURE:

The module will be taught through 3 hour weekly seminars.

MODULE ASSESSMENT:

The module will not be examined at the end of the year but the content of the module will be included in the syllabus for the end of year 2 exam.

Revision sessions will be arranged in the second year to refresh your memory.

During the course of the first year, one compulsory practice assignment will need to be submitted per term.
The overall aim of this module is to equip you for a role as health data scientists by providing them with practical hands-on skills for exploring, cleaning and transforming raw biomedical data into research-ready datasets for statistical analysis.

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

Apply and explain the fundamental steps of the relational model on complex health-related datasets
	Outline the fundamental principles of scientific programming and computing for health data science with SQL
	Design, set up and administrate databases to query health data stored in relational databases
	Design and implement data curation algorithms using linked electronic health records
	Outline, explain, and apply the area of evidence synthesis in order to detect and evaluate existing scientific knowledge in health data science
This is a compulsory module for all students on the MSc/PG Dip/PG Cert in Health Data Science, an optional module for all students on the MRes in Artificial Intelligence in Enabled Healthcare, and is open to MSc/PG Dip/PG Cert students in a relevant subject. You should complete Principles of Health Data Science CHME0012 module prior to this module.

You will learn through a mixture of lectures and computer practicals.

For this module you will require a windows or mac laptop that you can use to write software code, execute scripts, and connect to databases; tools we often use include Anaconda, Python 3.*, Visual Studio Code, and MySQL. Tablets are not suitable for development as they do not offer the necessary underlying infrastructure to install and run software.
This module will examine the importance of time and oscillations, in a range of biological situations. The central theme will be split between the circadian (“daily”) clock and sleep. We will look at what is currently known about biological clock mechanisms.

The objectives, to be achieved through lectures and reading of research papers, is to examine the mechanisms of biological clocks and sleep through a detailed study of the experimental evidence. Topics include: Introduction to circadian timing, The mammalian clock mechanism, The Drosophila clock mechanism, Clock entrainment and photoperiod, Hibernation and navigation, the Neurobiology of sleep, the Genetics of sleep, and Sleep functions.

This module is an option for students on Biosciences and Natural Sciences programmes and can be taken as an elective by students (including iBsc and affiliate students) on other degree programmes.

Indicative lecture topics:

General introduction to circadian timing.
	The mammalian clock system. Circadian light detection.
	Drosophila clocks – history and mechanism.
	Clocks in unusual species and caves.
	Sleep Genetics
	Sleep Neurobiology
	Sleep Functions in Health
	Seasonality, photoperiodism.
ANTH0050, ANTH0051, ANTH0052, and ANTH0053 are the 4 constituting elements of the Turkana Basin Field School that have to be taken together and amount to a total of 60 credits. The Field School consists of 5 elements:  

Sedimentary Geology and Geochronology 

Ecology: Linking People and Nature  

Earth & Life Through Time 

Human Evolution 

Prehistoric Archaeology of Africa 

Of those five, the best four grades are used for credits (15 credits each). 

The Field School will be conducted at the Turkana Basin Institute (TBI) in Northern Kenya. A detailed description of the current curriculum is available through the TBI website (http://www.kenyastudyabroad.org/origins/). Please note, however, that specifics of the curriculum may change depending on circumstances.  

Additional costs: In addition to return airfare to Nairobi, there is a field school fee to participate (approx £6,293.75, for all four modules). Please note that the fee listed is accurate as of going to print and may be subject to change as it depends on TBI fees and currency fluctuations. 
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 is UCL's principal Entrepreneurship course for students who are actively seeking to develop and test a new business idea. It is most relevant to those who are considering forming their own business but is also valuable for “intrapreneurs” promoting new initiatives within existing organisations.

Through the study of existing high-potential ventures and the development of a business feasibility plan the course provides deep insights regarding critical success factors (desirability feasibility and viability) along with strategies to attract and retain the necessary resources (personal, technical and finance) to launch a new venture.

In doing so the course seeks to develop the entrepreneurial skills, behaviours and attitudes that are essential for individuals seeking to create and capture value through innovative business activities.
Aims:

This is UCL Computer Science’s principal entrepreneurship module for postgraduate taught students seeking to develop and test a new business idea. Over the past ten years we have taught entrepreneurship to thousands of students, resulting in the launch of a number of innovative businesses.

The module covers the new business lifecycle (selecting and testing a moneymaking idea, preparing a business plan, raising finance, the Exit); aspects of new business operation (registering a company, setting up your office, understanding financial statements); and exploiting new e-commerce tools and techniques (doing business electronically, company web sites, online business software and services.)Learning outcomes:

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

Apply first-hand experience of the selection and deployment of tools, techniques and theories for the identification, validation and structuring of a new business venture.
Content:

Invention and innovation; finding and qualifying new opportunities. Business Model Generation.
	Confirming customer needs and testing market demand. Customer development.
	Lean Start-ups: what is your minimum viable product? The value of prototyping.
	Delivery channels and customer relationships. Business Plan and Preparing a Pitch.
	Financial Forecasting, Costing and Pricing. Management accounts. Cash-flow and profit and loss.
	Developing sustainable competitive advantage. Intellectual Property Rights.
	Corporate form and structure. Founder dilemmas - team, equity, remuneration etc. Developing your brand.
	Defining and testing critical business model uncertainties. Measuring progress.
	Common start-up metrics.
	Sources of Funding. Presenting to VCs.
	Class presentations; conclusions and next steps.
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.
In this course, with limited knowledge of statistical genetics you will learn how to curate and quality control genetic data from various platforms (such as SNP-microarray and next generation sequencing), perform a range of applied analysis methods, critically interpret and evaluate results and relate findings to current knowledge from literature and public databases. The focus is on current applied methodologies within the field of human genetics (discovery and genetic epidemiology), with a strong emphasis on practical application of methods and genetics software, alongside lectures introducing the needed background knowledge. This is an intensive practical course for anyone wanting to have hands-on experience of application of the latest methodology within human genetics.

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


	Understand the major sources of genetic variation in the genome
	
	
	Perform and understand importance of quality control of genetic genotyping output
	
	
	Infer the genetic architecture of a trait using results from association studies and whole genome approaches.
	
	
	Design and analyse a basic genome-wide association study using appropriate software.
	
	
	Consider population structure and its application to genetic association studies.
	
	
	Work with a range of genetic data types: e.g. genotyped, imputed, sequenced, polygenic risk scores.
	
	
	Utilise online bioinformatic resources to explore the functional properties of genetic variation.
	
	
	Apply results from genetic association studies to investigate genetic correlation and causality in epidemiological associations.
	
You will learn though a combination of lectures, invited speakers, computer-based practicals and group work.
Overview:

The individual project aims to develop independent research and project management skills and to improve technical writing and critical analysis ability. Students conduct an individual piece of research over an extended period of time and produce a coherent body of work to a deadline.

Guidance is provided by an academic supervisor but it is expected that the work and effort are driven and managed by the student. The practical and experimental skills learnt are dependent upon the type of project chosen.

The individual project may cover any subject so long as it contains sufficient academic content and is relevant to mechanical engineering. Projects may be practical or theoretical. The project topic is usually selected by the student from a list of projects suggested by members of academic staff or industry partners. Students may also suggest their own project topic subject to the approval of the MSc Programme Director and provided a member of staff is willing to supervise that project.

Learning outcomes:

This module involves a major research project: planning, monitoring progress and adapting the plan to the changing situation are necessary skills.

The individual project forms a significant personal workload requiring well-developed self-study and independent learning skills. Students are required to produce a work plan and this is reviewed at monthly intervals with the project supervisor.

Students are expected to exercise initiative and take ownership of the project.

Students are expected to actively learn new theories, concepts and methods as part of their research project as this typically involves an in-depth investigation of an engineering topic. The purpose of the individual project is to achieve this knowledge in the specialist area of the project. Critical analysis is seen as a key component of the thesis. Research projects frequently take the student beyond just their own discipline.
In this course students will explore German history from the Reformation to the present day. We will cover major events in early modern times, including the Reformation and the Enlightenment, but our main focus will be on the nineteenth and twentieth centuries. We will engage with a variety of topics, including nationalism and nation-building, revolution and reaction, industrialization and urbanization, changing gender roles and social structures, empire at home and abroad, mass politics and culture, Germans’ roles and experiences in two world wars, Nazi racism and genocide, and Cold War division and unification. The common threads running throughout will be Germans’ persistent experimentation with defining ‘Germany’ and the consequences for those variously included and excluded according to gender, class, religion, race, politics, and other categories. Upon successful completion of the class, students will be able to discuss fundamental trends in German historiography, will be able to make effective use of secondary and primary sources to make a historical argument, and will be able to present their analysis in both written and oral form. Students will come away with a foundation for future classes as well as a basic understanding of trends that continue to shape German society today.

Recommended readings:

We will be drawing from a wide variety of scholarly sources, but these provide a useful survey that will inform our weekly discussions.

Mary Fulbrook, A Concise History of Germany, 2nd ed. (2004).
	Peter Wende, A History of Germany (2005).
 This module focuses on the application of robotics in medical and manufacturing industries.

In the first part of the module, students will learn about state-of-the-art medical robotic systems, as well as regulations and challenges when developing such medical robotic systems. In the second part of the module, students will put the theory of robotic manipulation and machine learning into practice, by designing intelligent automation systems for industry-inspired problems.
This module will introduce the main principles of health data science across different scientific disciplines and provide an overview of the main research areas where these are applied. You will become familiar with clinical terminologies, data linkage, translational bioinformatics and phenotyping electronic health records for research. Additionally, you will be introduced to methods for processing health data in a data-driven manner such as machine learning, medical imaging, natural language processing.

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

1) Outline the main types of EHR data, and how controlled clinical terminologies are utilized to record healthcare information
2) Summarise the main advantages and limitations of creating and evaluating electronic health record phenotypes
3) Explain and practice the foundations of data visualisation
4) Summarize the importance of medical imaging and how data from medical images can be visualized and processed
5) Outline and apply the principles of natural language processing for health data, and explain the foundations of artificial intelligence in healthcare
6) Understand the fundamental concepts of epidemiology e.g. measures of frequency of disease, effect of association, and impact.
7) Explain the concepts of confounding, effect modification and bias in the context of epidemiological analyses
8) Outline how to measure incidence & prevalence, of disease
9) Explain the main types of observational studies (cohort, cross sectional, ecological)

Teaching on the module will be a combination of lectures, invited speakers, computer-based practicals and group work.

For this module you will require a windows or mac laptop that you can use to write software code, execute scripts, and connect to databases; tools we often use include Anaconda, Python 3.*, Visual Studio Code, and MySQL. Tablets are not suitable for development as they do not offer the necessary underlying infrastructure to install and run software.
This module deals with English in diverse world contexts. It provides a theoretical background to the global spread of English from the perspectives of globalization theory, postcolonial theory and the politics and political economy of English as a global language. It examines English as an international language and as a lingua franca, and explores different regions of the world with regard to the historical effects of English in these contexts, mainly through weekly readings from academic journals and books. Regions covered include East Asia, South Asia, Africa and South America. Students taking this module can expect critical engagement in discussions about the role, dominance and diversity of English in the world today. Sessions will be organised around a combination of lectures and group discussions. The module is assessed by a 5000 word written assignment.
This is an obligatory introductory module for all History of Art students and is not normally available to students from outside the department. The module is an introduction to a range of skills required to study the History of Art, including the first-hand study of works of art. It is designed to familiarise students with some current debates in the subject, and introduce them to a variety of theoretical positions of which they need to be aware in the course of their degree.
This module records credit awarded by UCL for completion of a year abroad.
This module explores the information economy, beginning with the simple economic theory underlying the organisation of the information economy, then moving on to more difficult questions regarding technological choice, the role of networks, the role of regulation and the developing practice of antitrust.
Course Summary:

This module introduces the technologies involved in the design and construction of transport networks (wireless, copper and optical) and the applications areas in which they are used. It covers the physical fundamentals of the generation, guided transmission, amplification and reception of light, the design consideration and techniques used in radio networks, the principles of digital transmission and the role of optics and wireless in both access and core networks.

Intended Learning Outcomes:

On completion of this course, students should be able to:
• Describe the elements that compose a broadband link (copper, fibre or wireless) and their basic operation in technical terms.
• Be proficient in the mathematical tools required to perform basic system design
• Design and model a simple point to point network for all type of channels considering linear impairments
• Fully understand the topologies, design techniques and system requirements of optical receivers
• Calculate the noise and bandwidth behaviour of different optical receiver preamplifier designs
• Choose an appropriate receiver preamplifier design for a particular application contrasting system and user requirements, design and implementation complexity, performance and cost.
• Appreciate the role of optical and wireless links in the construction of communications networks Course Content: • Principles of Digital Transmission
• Optical Fibre Principles
• Principles of Photon Generation and Reception
• Optical Amplification and Wavelength Division Multiplexing
• Design of Optical Links
• Optical Networking
• Radio Propagation
• Radio System concepts
• Microwave Transmission systems
Science Communications for Biologists will give you a practical introduction to effectively communicating scientific research to different audiences ranging from your scientific peers, policy makers, the media and to the general public. Skilled science communication is fast becoming an essential part of a professional scientist’s toolbox and these communication tools are also in high demand in other professions.

The module consists of lectures and workshops delivered by academics and other industry colleagues from within UCL, the Natural History Museum and Zoological Society of London, RSPB and the BBC and other broadcast media companies. Students will also attend other weekly seminar series in GEE, and other relevant seminars at the Natural History Museum and the Zoological Society of London. The course will start off with learning the fundamentals of scientific communication – that is how to read, write and publish a scientific paper. From there you will learn how to communicate scientific research to other audiences through presentations, social media, broadcast media and popular science writing. You will also learn how to directly engage different audiences in research through citizen science and about the opportunities and challenges of communicating research with policy makers to have real-world impact.

Assessment will be made through critical reviews of three scientific topics of your choice in biodiversity, evolution or conservation and these assessments will train you in scientific communication in different formats (written and verbal) and to different audiences (other scientists and the general public). The module runs an active blog site and twitter account which you will be contributing to.
This module provides students with an understanding of the relationships between brain and behaviour. Development in the context of neurobiology, hormones and genetics is examined; along with an evolutionary perspective on the development of emotion. To further understand the interrelationship of brain and behaviour, neurodevelopment in humans is compared to non-human primates; and neuropsychology case studies demonstrate how we can understand more about the brain by observing atypical behaviours. Drawing upon cognitive, social and ecological theories of child development we then examine how these can inform our understanding of child development and learning. Finally, we consider the importance of motor development as it relates to cognition, and the role of imitation in learning. We end the module by addressing and correcting neuromyths that have evolved from cognitive and educational neuroscience. In this module students will also develop a critical understanding of different research methods and how they can help understand different brain mechanisms.

The aims of the module are to:

develop an understanding and be able to critically evaluate different theories of development
	provide a basic understanding of cognitive neuroscience as it relates to child development
	create understanding of the complexity of the roles of genetics and hormones in child development 
	provide a detailed understanding of evolutionary perspectives on development
	develop appreciation of the role of motor cognition in child development
This module aims to familiarise students with the ways in which the concept of art has evolved in Europe. It examines the emergence of Aesthetics as a distinct branch of philosophy in eighteenth-century in Britain, France and Germany, and will consider subsequent nineteenth-century developments especially in relation to the role of the category Art in Modernism, and the ways in which it has informed more recent philosophies and histories of art. It is based on the study of texts in Seminars.
What Government does is incredibly consequential to the lives -and welfare – of citizens around the globe.
Much of the attention in efforts to improve Government is on making policy at elite levels. Good policies absolutely matter; but they’re not the only thing that does. This course is about what happens next. One could say it tackles what is often called the “implementation gap”; it does so with the perspective that that gap is most of the journey.
This course is about finding solutions, but not exclusively – that is, it’s not just about finding the right technical answer to what would make the best implementation arrangements when and why, but how to (and who can) act to help things done better. It is premised on the idea that for Government to act requires human beings – individuals acting in a Government’s name – to take actions; and thus that much of what Government does rests ultimately on the hands, and hearts, of public servants.
Drawing on theory and evidence from around the world – including a large, though not exclusive, focus on developing countries – in this module we will (1) explore public employee recruitment, management, monitoring, accountability, motivation, accountability, and performance; (2) explore attempts to improve delivery, and when and why particular reforms may be most appropriate.
The module is divided into two parts.  The first section of the course will introduce you to some key levers of implementation:  Rules, discretion, people (and thus management & incentives), and of course politics.  It will then turn to real-world cases (or possibly engagement with a real-world policy client, if practicable), which we will wrestle with together.  
This module examines human personality and individuality, along with its implications for all areas of human experience. Its focus is on how we are unique individuals but also connected to others. The personality section investigates the nature and structure of individual differences in personality, how these differences are assessed, and how they can be explained psychologically and biologically. The individual differences section will introduce students to current concepts in and research on individual differences in psychology. Material will include: 1) research methods and measurement of differences, 2) structure and distribution of the traits we use to describe individuals, 3) what is known about the cause of differences (“nature vs. nurture”), and 4) why we care about differences (ie. the associated outcome variables and applications of this knowledge).
Introductory microeconomics for health is designed for students with a strong quantitative background, but without a first degree in Economics. These students require an introductory orientation to the concepts and models used to frame economic thinking within health. Although the majority of the course will focus on relevant theories, students will begin to make empirical links to the application of theory in health. This serves as a foundation for the later Microeconomics for Health module. This module will provide you with:

A basic introduction to the relevant microeconomic concepts and tools that are used in the analysis of health and healthcare care markets.
	An introduction to the methods of applying mathematical techniques to microeconomic problems.
	The ability to understand core economic theories and economic reasoning and how they might be applied to a limited set of policy relevant topics.
	A basic understanding of verbal, graphical, and mathematical representations of economic ideas and analyses.
After taking this module you should be able to:

Describe core economic theory and economic reasoning.
	Understand how those theories and that reasoning may relate to a subset of policy relevant topics.
	Solve basic microeconomic models related to consumer choice and demand, producer behaviour, and market equilibria.
	Have a basic foundation to work with quantitative models.
The module is open to anyone with a 2.1 or above in a quantitative first degree.

You will be taught primarily through lectures. Tutorials and problem classes will familiarise you with concepts and techniques through a hands-on approach. Problem sheets will be provided to encourage self-study. Moodle will be used to provide a repository of course materials, and in other ways at the discretion of the lecturer.

Selected reading list:

Varian, Hal R., and Jack Repcheck. (2010) Intermediate Microeconomics: A Modern Approach. Vol. 7. New York: WW Norton
Aims: You will experience what it means to undertake an independent research project, from finding and formulating a proper research question, searching and identifying useful, academic, literature and properly summarizing the current state of your subject area before attempting to answer your research question on the basis of literature and your own analysis. Projects can be empirical, theoretical, data-driven, literature-driven and interdisciplinary, and you will be guided to also identify and contact experts in the field of your topic.



Objectives:

To undertake a significant piece of independent research work;
 To gain experience in reading, processing and summarizing a significant amount of literature on a specialised aspect of Economics;
 To gain practical experience in formulating research questions and refining these on the basis of relevant literature, data and discussions with fellow students and supervisor(s); 
 To gain experience in finding and analysing data and/or using, developing and validating and estimating models;
 To report about individual work in “work-in-progress” presentations in the bi-weekly Thesis Seminar;
 To report about the research work in writing in a thesis of around 4500 words.
Suitable for: Final year single-honours Economics (L100 and  L101) students only. Cannot be taken with ECON0117: Economics UG Research Dissertation. Open to Joint-Degree students only with explicit permission of their home department. Not open to Affiliate students.



Prerequisites: Students must have completed the first two years of their single- or joint-honours undergraduate degrees.



Assumed knowledge: Students coming into the module should have a good understanding of economics theory (both microeconomics and macroeconomics) as well as good essay writing and presentation skills.
This module offers students an opportunity to role-play client-consultancy decision-making in tackling a live case study. Undertaken in conjunction with parties from practice, it is here that the new knowledge acquired is synthesised, integrated and tested in the context of a live problem-solving team exercise. The aim of the module is to familiarise students with practical aspects of infrastructure planning, appraisal and delivery and to help them develop a wide range of transferable skills to enhance their professional practice.
Module content and indicative topics

In this module you will read the work of Spain’s most ambitious dramatists of the early twentieth century: Ramón María del Valle-Inclán, Miguel de Unamuno, and Federico García Lorca. These three writers were key figures in the flourishing of Spanish cultural life between the end of the nineteenth century and the outbreak of the Civil War in 1936, the year in which each of them died. You will gain an understanding of the increasingly fractured political landscape of Spain as it heads towards civil conflict and see how that landscape is reflected on the stages of the nation’s theatres. Each of the playwrights you will study attempts in his own way to combat the stodgy, middle-class values that they believed were preventing the Spanish stage from becoming a focus of renewed artistic energy. Working chronologically, you will examine how these three writers experimented with dramatic form, the possibilities of staging, and the capacity of theatre to challenge its audience to experience art in new ways. You will also gain an appreciation of how these dramatists engage with Spain’s rich and varied cultural heritage.

Set Texts


	Ramón María del Valle-Inclán, Luces de bohemia (1924)
	

	Miguel de Unamuno, El otro (1926)
	
	
	Federico García Lorca, Amor de don Perlimplín con Belisa en su jardín (1928)
	
	
	Federico García Lorca, Yerma (1934)
	
Teaching delivery

This module will be taught in a combination of lectures and seminars. Small group work among peers will be used at times, as will viewing of relevant performance examples.

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


	Identify and discuss features of dramatic technique with confidence.
	
	
	Understand more fully the cultural and political makeup of Spain prior to the Civil War.
	

	Apply psychoanalytic theory to the study of literature.
	
	
	Identify and discuss features of genre in literature, particularly horror and the grotesque.
Machine learning (ML) and artificial intelligence (AI) is ubiquitous and finds its application in various fields in science and healthcare. In this course we will introduce the underlying mathematics and basic concepts of machine learning including regularized linear models, tree-based models, support vector machines, ensemble methods, neural-networks as well as model assessment. The methods are illustrated and introduced using problems relevant to medical imaging: image reconstruction, image enhancement (noise reduction, super-resolution, image quality transfer), modality transfer, image registration and segmentation, and image-based diagnosis (classification and regression). At the end of course, students will have an overview on relevant methods, their advantages and limitations as well as how to apply them in their field.

A video description can be found at the UCL Media Central.
The focus of this module is to teach you all aspects of the hyperacute stroke unit – both the system and the types of evidence-based treatments delivered there (eg iv thrombolysis), including contraindications and complications. You are encouraged to consider how ongoing research will change the way stroke is treated in the future. It also covers unusual causes of stroke and their treatment eg vasculitis, spinal cord infarct. It also has a section on stroke in different population groups such as children, young adults and during pregnancy.

The module objectives are: 1. To evaluate a case for thrombolysis with an explanation of the reasons for and against giving treatment 2. List clinical and imaging markers which predict a poor prognosis in intracerebral haemorrhage 3. Evaluate the current evidence for endovascular treatment 4. List which clinical features can be used to define the dying phase in stroke patients 5. To review the evidence for and use of early supported discharge services in stroke and evaluate the implementation challenges of these services
Many approaches can be taken to the study of human ecology socio-cultural, environmental, economic but, in this introductory Geography course, we place special emphasis on the changing relations in time and space between society and environment.

This course seeks to develop and encourage inclusive, cross-disciplinary debate surrounding the physical and human dimensions that characterise the relationship between people and resources. On completion of this course, students should have developed (1) a an improved understanding of the human and physical characteristics that shape the relationships between people and resources (2) improved analytical skills to assess these relationships; and (3) an awareness of the importance of a geographical approach to the study of the relationship between people and their resources.

The relationships among society, resources and environment constitute an immensely topical area of study as national governments, global organisations and local communities seek to live within the environmental capacities of the planet. Within our principal focus of people and resources, we use the supply of and demand for various resources like water and oil as particular foci to develop the themes of resource sustainability, accessibility, vulnerability and security.

Students taking this module should develop the following transferable career skills: critical thinking, academic writing, awareness of sustainability issues.
Aims: To provide students with a thorough understanding of core techniques of quantitative economics and econometrics and their application to test economic theories and measure magnitudes relevant for economic policy and other decisions, as a foundation for subsequent study of quantitative topics within the degree programme, and as one of the key elements in the professional training of an economist.

Suitable for: Compulsory for 2nd year BSc Economics (L100, L101 and L102) and 3rd year Economics and Statistics (LG13) students. Can be taken by 2nd or 3rd year Economics and Geography (LL17) and Philosophy and Economics (VL51) students, and Mathematics with Economics (G1L1 and G1LC) students.

Pre-requisites: ECON0002: Economics, ECON0005: Statistical Methods in Economics, ECON0004: Applied Economics (or equivalents).

Assumed knowledge: Students should know the basic probability and statistics: probability models, conditional probability, independence, Bayes rule; discrete and continuous random variables; sampling and sampling distributions, point and interval estimation and hypothesis testing; calculus at the level taught at ECON0010/ECON0006.
*This module is only available to students in the Department of Political Science. It is a compulsory programme module for students on the following programmes; MSc Public Policy, MSc European Policy and Politics and MSc International Public Policy. Students with pre-requisite backgrounds with majors in economics or pure economic degrees may apply to opt out of this module.

This is a module of ten lectures and seminars that prepares the student for the understanding and analysis of public policy and its reform. The aim of the module is to provide the student with the ability to understand the economic approach to public policy analysis, evaluation and implementation. It is taught through a mixture of lectures and case studies in order to provide practical as well as theoretical understanding to the student with little economic background.

By the end of the module students will:

• have an understanding of the concept of economic efficiency as a societal objective, and how it interrelates with other desirable societal objectives (such as equity);

• understand the concept and methods of cost-benefit analysis, so that the student is able to formulate the framework that might be able to be applied to a specific public policy;

• have a basic understanding of the concept of market equilibrium, its efficiency consequences and the imperfections that impact this relationship; and have a basic understanding of the economic approach to questions of public provision and regulation.

• Topics include: market failures and regulation wealth and income redistribution policies; statistical value of human life in policy; valuing the environment; uncertainty and risk; valuing future benefits.
Projects are increasingly prevalent in every organisation and industry. They are the way in which changes are made, products and services created, launched and improved. Technology drives innovation and change, and sustains business operations.

IT Project Management therefore is a key part of your toolkit whether as an entrepreneur, consultant or analyst. We all do project management whether it is formally or informally. This introductory module provides students with the basic project management skills for both personal and professional success.

Introduction to IT Project Management presents the key concepts, tools and techniques which are employed by both public and private sectors to successfully deliver change and innovation. Within this module, precedence is given to the IT context for project management, reflecting the criticality of business systems, infrastructure and application management.

This module introduces the key principles of IT project management, including introduction to Agile and Scrum approaches. Students have the opportunity to learn tools and techniques to initiate, plan and manage projects and programmes successfully.

Through a blended learning approach of lectures, seminars and case studies, students are able to grasp all the essential elements of good project management. These skills can then be applied and honed through use in coursework, dissertations, internships and future career opportunities.

 
MSIN0007 forms part of the research thread of the IMB programme. 

The aims of the Consumer, Market and Industry Research module are:

To introduce students to the world of market research in business, providing both an understanding of best practice and the ability to design, execute and analyse their own research projects.

The module covers the fundamentals of research design, briefs and proposals, population/sampling, research instruments (discussion guides and questionnaires), as well as the management of error, research analysis, the role of critical thinking in the pursuit of insight, and reporting frameworks for business audiences. Both primary (qualitative and quantitative) and secondary research are covered, and students are introduced to the latest techniques being used in the field of neuromarketing.

Marketing research is at the heart of this course covering segmentation, product development (concept/product screening), pricing, and advertising/promotional research techniques including the impact of digital in the world of commercial research.

The course uses a wide variety of teaching techniques to allow students to acquire knowledge, investigate new concepts, collaborate in teams and practice market research from client objectives to final recommendations.

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

Understand the practice and principles of effective market research
	Appreciate the key methodologies and approaches used to gather primary and secondary data in business market research
	Design effective, value-added primary and secondary research projects against specific objectives
	Gain data analysis and critical thinking skills to evaluate business research outputs
	Make valid and actionable business recommendations based on market research
	Produce outputs directed at a business audience
 
This module provides a critical overview of policy issues arising from developments in the biological sciences. The module covers a variety of issues, including: medical research policy, biotechnology and public policy, debates about the social acceptability of recombinant DNA research, biology and its publics, controlling biological weapons research and animal experimentation. Case studies are used to build a foundation for critical analysis and core principles for policy studies.
EAD dissertation equips students with the skills, knowledge and aptitude to critically examine their final year design proposal to determine the key technical issues involved, to research these and integrate the research into a creative design process. It is vital that the design undertaken in Design Practice 3 evolves, responds to and is enlightened by the research and analysis that takes place in this module. The research might involve surveying, monitoring, field study, modelling, conducting experiments / simulations or developing new analytical, numerical or fabrication tools. The dissertation will require a literature review, main research, analysis and interpretation of results and drawing conclusions, and a final presentation to independent examiners.

Stimulating the development of critical, analytical, evidence based writing skills, the students will take initiative, plan and organise their own programme of research, and display originality, creativity, independence and self-reliance.
This is a field-based module, which centres on how understanding evidence from a range of contemporary sedimentary and depositional environments is needed to contextualise a landscape. The module focuses on obtaining, describing, analysing, and interpreting sedimentary and depositional environments and sequences to understand past environmental change, over different timescales over the Holocene, and the drivers of change. The module examines the value of different sediment classifications, biological indicators, and stratigraphic signatures to interpret past environments and depositional processes and explain the nature of environmental transitions and shifts that are driven by globally-relevant forcing such as climate change, sea-level change, and human interventions and modifications over timescales of centuries to millennia. We will visit a range of coastal, freshwater and terrestrial environments and explore the evidence for change from recent histories to millennial-scale transitions.

 
This module introduces students to a wide range of statistical methods in data science from classical statistical methods to recent advances in machine learning. The module has a strong practical focus and avoids mathematical arguments where possible. Instead, it will focus on developing a heuristic understanding of the methods and on learning how to apply them to real world data.

 
This module explores sociological, socio-legal and political theories of the relationship between children’s rights, unequal childhoods and children’s citizenship. You will investigate the dynamic and contested nature of rights and the norms, values and logics that shape them. The module will provide the foundation for critically reflecting on the ways rights are interpreted and applied by people concerned with the care, education, health, and welfare of children, as well as how rights are shaped by children’s interests, concerns and practices. You will be encouraged to analyse and evaluate the effects of rights-based approaches and children’s rights regimes on efforts to achieve social justice for children in global and historical perspectives. You will hear from a range of speakers engaged in research, policy, professional practice and activism related to a wide variety of areas of children’s rights and have the chance to explore your own areas of interest under the guidance of module tutors. The module also includes a field visit.

Student testimonials

Coming from an Education background it has been extremely eye-opening to explore Children's Rights through a sociological lens." - Rebecca Broere

"This module covers not only theories of childhood but practical issues around child policy. It was fascinating to meet professionals who are working on the ground." - Anonymous

"This course has given me an in depth understanding of child rights and has made me think about my professional work in a different way. The knowledge gained in this course will underpin my ongoing work for an NGO. It has given me a number of resources and ideas to take back to the team and embed into our practice." - Anonymous
‘Health Inequalities over the Life Course’ is a module aimed to provide an overview of the fundamental theories and concepts used in life course epidemiology, to present current evidence of the influence of factors over the life course on health inequalities, and to encourage critical assessment of that evidence. Specific topics to be covered in this module include the social-biological interface over the life course, early child development and health inequalities, adolescent health, obesity, gender divisions of labour/family/health, and cognitive ageing.

After completing this module, you should specifically be able to:


	Describe and distinguish between the different models and concepts used in life course epidemiology
	
	
	Understand the main UK data sets that are available to life course researchers
	
	
	Understand the advantages and disadvantages of a life course approach to health inequalities
	
	
	Debate and critically assess the role of factors influencing health across the life course, and how health inequalities are affected.
	
This module is compulsory for all students in MSc/Diploma Social Epidemiology. The module may also be attended by other postgraduate students from the Faculty of Population Health and other faculties at UCL. Spaces are limited to 60.

Teaching will take place in the form of lectures followed by discussions or small group work.
In a series of research lectures given by world-class neuroscientists you will learn about some of the cutting-edge research done at UCL into neuronal degeneration, pathology and damage. Lectures are clustered around the topics: CNS injury and stroke; dementia, neurodegenerative diseases and emerging repair therapies. Four main weekly topics will be discussed.

Indicative lecture titles

Week 1: CNS Injury and Stroke

CNS responses to traumatic injury - historical perspective
 The role of glutamate in brain and spinal cord injury
Week 2: Neurodegenerative Diseases

Huntington's disease: from bench to bedside
 Huntington's disease: molecular mechanisms of disease translated into novel therapeutic strategies
 Mitochondria and neurodegenerative disease
 Understanding neurological functioning in multiple sclerosis
 Motor neurone disease
Week 3: Dementia

Alzheimer therapeutics
 Alzheimer's disease: what can we learn from mouse models?
 Deficient Wnt signalling triggers synapse degeneration: possible implication in early stages of Alzheimer's disease
Week 4: Emerging Brain Therapies

Use of stem cells in animal models of CNS disorders
 The enigma of CNS repair
 Damage, repair and regeneration in the inner ear
This module examines some of the key sustainability debates and literature, with a specific focus on cities. Its overall aim is to broaden the students’ understanding of the tensions and synergies between the institutional, environmental, social and economic objectives of sustainability (via lectures) and to provide an inter-disciplinary discussion of how these manifest in practice by looking at urban examples or case studies across the world (via seminars).
Through active small-group seminar discussions centred on key readings, students will develop a deeper knowledge of practices and theories associated with the subject matter. This module aims to provide students with an opportunity for in-depth reading, reflection and critical discussion around key concepts and themes in sustainable urbanism.
This is the Report module for MA Policy Studies in Education. The Report is 7,500 words and will be submitted on a topic negotiated between the student and their tutor. It is intended that the writing of a Report will offer an opportunity for the student to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis on a topic of direct interest to them.
Aims: This subject provides students an introduction to recent developments in the migration and job search literature. Students will learn how to formulate and solve dynamic models, and apply these models to analyse a range of topics including migration, employment transitions and wage dispersion across workers. Throughout the module, analysis will be linked to the current debate on migration and other labour market policies.

Suitable for: Final year Economics (L100 / L101 / L102), Econ/Geog (LL17), Econ/Stats (LG13), Phil/Econ (VL51).

Prerequisites: ECON0013: Microeconomics and ECON0019 Quantitative Economics and Econometrics.

Assumed knowledge:

1) In terms of Econometrics/Statistics, students should understand basic properties of mean, variance and co-variance, normal distribution, maximum likelihood, OLS and IV regression.
2) In terms of Calculus, students should be familiar with differentiation and integration by parts.
3) In terms of Microeconomics, they should also understand supply and demand, elasticities, and drivers of shifts in supply and demand curves, substitution and income effects.
This module explores the steps involved in the identification of active building elements / systems for integration within the context of a medium scale building design. Developing awareness of the building systems, through workshops and lectures the students will be introduced to the techniques used to select systems, explore issues associated with the integration of these systems. Fundamentals and application of heating, ventilation and cooling systems will be discussed in the context of sustainable building design.
This module provides an understanding of key issues and applied methodologies relating to management accounting frameworks used by managers when faced with making financial decisions in the context of the business environment. The focus is on information for cost management, budgetary control, and short and longer term financial decision making. That information enables managers to plan for and subsequently control operations. It examines the blend of financial analysis and managerial judgment required to make sound decisions. In particular there is an emphasis on issues in overhead cost recovery; contribution costing and CVP analysis; costing issues in the context of a competitive environment, including activity based costing (ABC); relevant costs for decision making; core investment appraisal techniques (ARR, Payback, NPV and IRR); budgetary control, variance analysis, standard costing.
This module is intended as an introduction to the theory and applications of graph databases using the Semantic Web as the primary application example. The module starts by introducing the main types of noSQL databases, giving some indicative examples and explaining the main differences with relational databases. It then focuses on graph databases. It introduces the graph data model and, using an example of a graph database management system, it studies how graph data can be stored, queried and managed. The second part of the module studies RDF databases, a particular type of graph databases that form the backbone of the Semantic Web and the Linked Data Cloud. It also covers other technologies of the Semantic Web such as ontology languages (OWL) and query languages for RDF (SPARQL). The module ends with some examples of applications of graph databases and semantic technologies for Arts & Humanities as well as for other domains. 

Learning outcomes: upon completion of the module, students will be able to:

describe the main characteristics and give examples of different types of noSQL databases
 compare and contrast relational and graph databases
 create, manage and query simple graph and RDF databases
 develop small/medium-scale ontologies using the ontology languages of the Semantic Web
Optional for: MSc Knowledge, Information and Data Science, MA and MSc Digital Humanities, MA Archives and Records Management, MA Library and Information Studies, MA Publishing and 3rd year BSc in Information Management for Business students.
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and MClinDent in Orthodontics (AT).
Aims:

To give students the experience of undertaking and completing a substantial piece of individual work, applying knowledge learned from terms 1 and 2 of the programme plus the skills of research, analysis, design, implementation, testing and evaluation. To document the results to a good academic standard.Learning outcomes:

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

Work individually undertaking a major project.
	Plan and coordinate project activities to meet deadlines.
	Make realistic work commitments.
	Write a substantial report to document the project results.
Content:

After a project has been agreed, each student is allocated an academic supervisor, plus an industrial supervisor if the project is within a placement. The supervisors provide support and guidance. The project starts immediately after the main examination period, i.e. in early June. The students are responsible for organising themselves and their work, with advice from their supervisors. Students are expected to meet with their supervisors on a regular basis. A typical project will comprise approximately 4 weeks of background reading, analysis and design, followed by 8 weeks of implementation and finally 2 weeks to complete the writing of an in-depth dissertation of about 50,000 words or 50 pages which documents the results of the project. The deadline for submission is usually in early September.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.
Module Outline

This module will give students the opportunity to gain a very broad overview of the theory required for modelling materials. Students will gain an insight into many key ideas that will enable them to become more independent in their computational research.
The course covers the background to the theory and computer modelling techniques used in materials simulations. Each year the topics may vary, but typically include: Structure of solids and crystalline particles; Interatomic Potential-based Methods; Algorithms for Local geometry optimisation; Molecular Dynamics and Monte Carlo; Global optimisation (Atomic Structure Prediction); Mathematical Foundations required for Describing Properties; Defects in Solids; Vibrations in Solids; Thermodynamics from Simulations; Modelling Surfaces and Interfaces; and Electronic Structure Approaches (Hartree Fock, Density Functional Theory, Localized and Plane-wave basis sets, Pseudo-potentials).

Module Aims

This module is intended to be a 'materials computational bootcamp' whereby students with differing levels of computational and chemistry experience can learn the theory and techniques employed in modelling materials and which is implemented in leading state-of-the-art materials software. Taken alongside CHEM0053, students will have the confidence to conduct their own computational based materials science research with minimal supervision.

Teaching and Learning Methods

The content of this module will be delivered through a series of compulsory and optional lectures over the first two terms. A mock exam will be presented as a quiz in the penultimate week. Progress will be assessed via two pieces of coursework and a final, in class, exam at the end of term 2. Completing the exercises from CHEM0064 will also reinforce the learning of the material taught here. The material used in the compulsory lectures will be made available on Moodle.
Globalisation is often understood as a modern phenomenon, but medieval historians are currently debating the extent to which it is desirable and feasible to write a history of global connections and comparisons for the period between 500 and 1500 – an era during which, in many parts of Eurasia, new states emerged, religious systems expanded and mercantile networks were consolidated.

The purpose of this module is to think conceptually and methodologically about the challenges of writing a global history of the Middle Ages, and to question conventional understandings of periodisation, geographical areas, and meanings of the ‘global’. Students can make original and thought-provoking contributions to what is an evolving debate and are encouraged to think about their own research interests within a global context. 
The Medical Physics project modules are designed to complement the department’s programme of lecture modules in medical physics and bioengineering, while equipping the student with valuable practical and project skills. The ability to conduct an independent research project is fundamental to future career paths in scientific research and development, as well in many other areas. The two-term research projects, MPHY0012 (for IBSc and final-year BSc students), MPHY0042 (for BEng Biomedical Engineering) and MPHY0036 (for final-year MSci & MEng students) provide students with the skills needed to plan, execute, and present an open-ended scientific investigation.

A video description can be found at the UCL Media Central.
This Module provides an Introduction to IP networks and Data networks in general. It follows a bottom up approach, starting in layer 2 with

coverage of Ethernet and IEEE 802.11. It then covers the essentials of IP protocols (IPv4 and IPv6) with a big emphasis on network routing, both intra and inter domain. Congestion and flow control is taught by detailing the TCP protocol and a smaller emphasis in UDP and newer

congestion control protocols like RTCP and DCCP. Quality-of-service is examined in detail by looking at the fundamentals of queuing theory and the Integrated and Differentiated services architecture. The course finishes with analysis of upper layer functionality, namely session and application layer protocols and security. The course contains a lab session where the theoretical concepts are illustrated with small exercises.
The dissertation for the MA in Comparative Literature comprises 12000-15000 words and may consist either of a comparative study of two or more individual works or authors or of a critical discussion of a particular theme, issue or period from a comparative perspective, i.e. drawing on at least two literatures or drawing on another medium such as film, painting or music.
This is the dissertation module for MA Applied Linguistics and MA TESOL In Service.
The module is centred around the group of neural structures traditionally described as the limbic system which are involved in learning, memory, emotion, motivation and navigation. They include the amygdala, septum, hippocampus, and prefrontal cortex. The module consists of a set of lectures on the anatomy, physiology and role in behaviour of these structures, with the aim of addressing questions such as:

1) Why do organisms choose to do different things at different times?

2) How do they react to affective stimuli encountered on the way?

3) How do we know where we are, and how do we learn to navigate through space?

In addition to the lectures, students will give presentations on research articles related to specific topics raised in the lectures.

The module is available to undergraduate students on MSci/BSc/iBSc degrees in Neuroscience and the neuroscience related streams of Biomedical Sciences and Natural Sciences. Students on other degree programmes, including affiliate students, will require a strong background in neuroscience (e.g. ANAT0003 Human Neuroanatomy) and the permission of the module organiser.

Indicative lecture topics:

Parietal Cortex and Egocentric Space
	Stress and the Limbic System
	Hippocampus and memory
	Ventral hippocampus
	Mirror Neurons and Theory of Mind
	Adult neurogenesis
	The hypothalamus as the behaviour control centre
	Hippocampus and space
	Striatum and learning
	Dopamine and learning
	Amygdala
	Neuroeconomics
	Prospect Theory in the Brain
	The orbitofrontal and anterior cingulate cortices
	Zebrafish and Social Behaviour
	Consciousness
This module examines the historical, political, cultural and professional aspects of conservation, and elucidates the role of conservation in archaeology and museums.

Aims of the module

This module examines the nature and history of conservation, and discusses practical, professional and ethical issues. It focuses on the role of conservation in related disciplines, and on political, cultural and institutional contexts and their effects on conservation practice.

The module is linked to Investigating and Understanding Objects (ARCL0113) , and both are compulsory Core Modules for the MA in Principles of Conservation

Objectives

At the end of the course, you should:

understand the history and development of conservation, and the role it plays in the study and appreciation of the cultural heritage
	be familiar with the ethical principles which normally govern conservation processes
	understand the effects of context and specialism on the approach to conservation
	be aware of current developments in the conservation profession, including accreditation
	be familiar with different modes of communicating conservation to fellow professionals and to the public
	be able to discuss and present current conservation issues
Teaching Methods

The course is taught through weekly two-hour lectures and smaller group tutorials.

 

Further information is available here https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/conservation-cross-disciplinary-contexts
The underlying aim of this module is to develop a better understanding of how to educate children and young people who have problems with social, emotional or behavioural difficulties. We come to this with a particular focus on the role of language and communication. Language and communication are key factors underpinning both typical and atypical development. The first building block of the module is to look at typical development, both on the social and emotional side and on the language side. The second element is to consider research on atypical development in the social, emotional and behavioural domains and in language and communication. The final ingredient in the module is trying to bring all these elements to a workable conclusion for individual/school practice, the application of the more abstract research and theory. Here we rely heavily on the student. The student provides the opportunity to discuss how ideas might work on the ground and apply to real life individual children in challenging circumstances and varying contexts.
The aim of this module is to develop students’ understanding on international perspectives of adult learning through the lifecourse (including learning in later life, lifelong learning, learning at work, learning informally), with an overview of the development of the concept of adult learning theoretically and comparatively.  Through addressing these topics in an international perspective the module will identify existing and evolving patterns of adult learning, across different countries and regions. The module content will draw on both western and non-western contexts, specifically highlighting some contemporary topical themes such as ageing society, social inclusion, informal learning, learning at work, as well as the role and influence of international organisations. The focus of the module will be on how adults learn through the lifecourse, and what distinctive features of adult learning could be identified cross-nationally. It will be theory- and research-informed, and will have a comparative focus. By considering the topic of adult learning internationally, this optional module would contribute to enhancing student learning outcomes, specifically through enriching their international outlook and facilitating their research interests and knowledge in the area of adult and lifelong learning.
Aims:

To equip first year computer science students with knowledge of foundational mathematics and logic that will be needed for future computer science modules. To provide students with basic tools and skills for mathematical problem solving, proof and refutation.Learning outcomes:

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

Analyse and solve typical problems in discrete mathematics and logic.
	Identify and reason with the logical content of arguments.
	Carry out standard mathematical proofs and refutations.
Content:

The first part of the course will focus on foundational discrete mathematics, including but not necessarily limited to: functions and relations, permutations, group theory, set theory, cardinalities, diagonalisation, linear algebra and combinatorics. The module continues with mathematical reasoning, logical notation and proof by mathematical induction.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 a formally available; and (2) have passed A-level Mathematics (or an appropriate equivalent).
Advanced Mathematical Modelling & Analysis will deepen your understanding of the core mathematical concepts, and modelling and analysis skills, that underpin the practise of engineering and architectural design. You will learn mathematical tools and approaches that you will call upon throughout your career, regardless of specialism. You will do this by developing mathematical models of the engineering and design problems, and then simulating and analysing these models using software tools like MATLAB and Excel.

By the end of this module, you will be expected to:

Recognise the connections between mathematics and engineering and how mathematical ideas are embedded in engineering and architectural contexts;
	Represent real-world systems from Engineering and Architectural Design in a mathematical framework;
	Identify and draw upon a range of advanced mathematical concepts in Real and Complex Analysis (Series and Approximations), Linear Algebra (Matrices, Frame Transformations, Least Squares Analysis in matrix form), Probability & Statistics (Statistical Inference, Time Series Analysis), and Estimation Theory to analyse specific problems and identify the appropriate mathematics required to create a solution;
	Employ appropriate computer programming and modelling software such as MATLAB and Excel and statistical analysis to efficiently solve and evaluate the performance of engineering systems;
	Relate the behaviour of the output of mathematical models to the underlying physical or conceptual models of interest;
	Carry out engineering problem solving collaboratively and independently;
	Present and interpret mathematical results in effective and appropriate ways to varied audiences, including non-mathematical audiences.
Although digital solutions for healthcare diagnostics, detention and prevention are growing at an exponential rate, there remains little research evidence for either the benefits or harms of many of these digital solutions.  Consequently, it is extremely important to develop evidence-based insights for the integration and adoption of digital solutions particularly in medical care.  This module will consider a number of research methods and tools along with the WHO guidance for digital health to help you understand the importance of designing your innovations in a manner that embeds efficacy assessment endpoints that establish the benefits of digital applications. This module provides a comprehensive engagement with the evidence-based approaches (data and literature review) which underpin research developments.
You will encounter a range of frameworks (ethical and legal), data sets and evidence bases which will develop your capacity to identify, interrogate and interpret digital health projects to draw conclusions that will inform their use.   You will have the opportunity to learn about different types of digital health innovations and the ways that researchers undertake studies involving digital health applications such as those used in a clinical setting, consumer health informatics and health apps, patient-generated health data, social media and wearable self-tracking devices.  
You will also explore questions about safety and efficacy particularly as it concerns data privacy and security in terms of the impact it has on the design and conduct of studies for these technologies.  There will also be readings on the legal, ethical and regulatory aspects of digital health innovations.  Much of this understanding will come from conducting literature searches, critical reading, statistical analysis and evaluative reports.
Overview:

This module provides an understanding of the principles underpinning Finite Element analysis (FEA) and computational fluid dynamics (CFD).  Students are lectured on basics of finite element method and current problems, challenges, insights, developments, etc., relevant to various types of applications of CFD in industry and research: Aerodynamics, F1 racing, gas turbines, internal combustion engines, weather forecasting, heat transfer, fundamental turbulence modelling, etc.

Lectures provide the basic course content and significant self-learning is required by students for them to fully understand the material. The concepts of FEA and CFD are explained and coursework exercises provide students with the opportunity to demonstrate correct and effective application.

Topics covered:

Finite Element Analysis

Introduction and overview
 Overview of finite element theory
 Shape function
 Elasticity problems formulation
 Higher order elements
 Assembly and solution of FE equations
Computational Fluid Dynamics

Introduction, overview and applications
 Basic governing equations
 Grid types and mesh generation
 Finite volume method & discretisation
 Pressure correction and turbulence modelling
 Applications and frontiers of modelling
Learning outcomes:

Upon completion of this module students will be able to:

Understand the theoretical background to the workings behind commercial FEA and CFD packages.
 Appreciate the structure of programmes for potential amendment and development.
 Use commercial software packages for solving problems and assessing their limitations.
 Take a detached view in checking output.
Module description:

 

Module Content

Most research in biological anthropology employs advanced statistical methods. This module seeks to equip students with the knowledge required to understand and evaluate the statistical inferences made by others and with the skills required to use some these methods in their own research. In particular, this module teaches students a set of advanced statistical methods that are commonly used in quantitative anthropological research including mixed effect models, principal component analysis and simple phylogenetic analyses. This module will further develop skills in using the computing software R.



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:

Principal component analysis
 Multiple regression
 Logistic regression
 Generalised linear mixed models
 Phylogenetic analysis
Learning Outcomes

Having completed the module, students will be able to:

use multivariate statistical methods such as principal component analysis
 have a high level of proficiency in the R statistical software
 be able to create complex linear regression models including a combination of interactions, continuous and categorical predictors.
 understand the conceptual basis of advanced statistical methods including logistic regression and mixed-effect modelling;
 be able to write custom scripts to use statistical methods such as bootstrapping and permutation tests
 understand the conceptual basis of Bayesian statistics and phylogenetic methods
Module delivery

One 3 hour class per week
The course introduces basic issues in the philosophy of mind that are relevant to research in psychology. Topics will include: Causation; Dualism, Functionalism, Identity Theories; Computational Models of the Mind; Mental Causation; Theories of Consciousness and Free will.
The aim of this module is to acquire skills needed to collect, manipulate and perform statistical analysis of the kinds of data that typically underpin scientific research in biodiversity, evolution and conservation, and also qualitative methods applied in the social sciences and citizen science research as appropriate for your programme.

After taking the module you will be able to:

Understand basic field techniques and experimental design.
	Retrieve, view, manage and manipulate scientific data.
	Describe data using statistics, and to construct, implement and understand basic hypothesis testing.
	Understand different types of statistical and mathematical models.
	For students based on the Bloomsbury campus, the course starts with a 2-3 day field trip to the UCL Blakeney Point field station, for which travel, accommodation, and standard meals are financially covered. Students are encouraged to wear walking boots, warm clothes, and bring a sleeping bag and pillow, and any snacks (which will not be provided as part of the course).

	
		For UCL East students, fieldwork will take place on campus in and around our Living Lab – the Queen Elizabeth Olympic Park. Students are encouraged to wear walking boots and warm clothes.

		
			Fieldwork will be followed by lectures and practical sessions delivered by academics from within UCL and the Zoological Society of London. You will design and conduct a basic field experiment, then learn how to manipulate, visualise and analyse the data you have collected, using standard, freelyavailable computer programming languages.
This optional module provides knowledge of the mechanisms underlying emotion and its interaction with learning, memory and decision-making. Specific areas to be discussed include motivated cognition - its biological basis and evolutionary constraints; neural substrates of emotion with emphasis on fear, reward learning and its impairment in mental health; interactions between emotion and cognition and resulting biases. The course will emphasize the importance of an interdisciplinary approach to the study of behaviour and cognition; work from neuroscience, psychology and behavioural economics will be covered. The course fits with the broader theme of the CoDES course by highlighting the importance of affect to behaviour and decision-making.
Energy and environment policy have been extensively implemented in the UK, often as a result of international agreements or EU policy, and often in fairly complex policy packages or mixes. Since its withdrawal from the EU the UK has engaged in the revision of all areas of energy and environment policy.

This module provides a comprehensive introductory overview into the origins and key approaches to energy and environment policy in the UK before exploring the latest policy proposals and regulatory changes. While the UK energy and environment policy experience  is unique, there are nevertheless interesting and valuable lessons to be drawn in respect of other countries.
You will attend a ‘journal club’ each week in term 1 and term 2. You will receive a list of papers on artificial intelligence applied to healthcare at the start of each term and, each week, you will present a paper, providing a clear summary of the findings and an appraisal of the quality of evidence and likely impact. The papers will cover innovations in methods of AI, use of data, approaches to new problems in healthcare and the ethical and societal implications. The academic chairing the session will facilitate a discussion involving the whole class.

The module aims to provide you with a detailed understanding of research in artificial intelligence applied to healthcare. You will gain an awareness of the range of methods used in the field, of the problems to which they are applied and the research approaches used to assess them. You will gain experience in reading and appraising research papers and in contributing to a constructive discussion of research ideas.

You will, over the course of 20 weeks, closely engage with the leading publications shaping the field of artificial intelligence as it is applied to healthcare. You will learn about the most successful and the most innovative approaches to implementing artificial intelligence. You will learn how these are developed, and how they are evaluated.
BENV0068 Heritage Management and Sustainable Development will enable you to develop an understanding of heritage management, sustainable development, personal leadership and project management and how to successfully convert strategy into operational reality.


The Module does so by providing you with a critical understanding of emergent issues related to heritage in the context of urban and rural landscapes around the world with particular emphasis on sustainable urban transformations, regeneration and the adaptive reuse and conservation of historic buildings in historic cities.
The Module will explore the impact of local and global economies, the role of organisations and local communities and social and environmental challenges on heritage (especially in cities) to the role of heritage in driving social and economic sustainability.
You will be equipped with skills to develop ‘critical’ urban and rural heritage conservation and management strategies that intend not only to protect heritage in a dynamic, complex environment but also to make heritage contribute to sustainable development through organisational and community participation.
 
The Skills and Sources course is an optional extra 15 credit unit available as part of the MARS MA.  This offers the opportunity to learn how to create a full codicological description of a manuscript. If you choose to take the Skills and Sources option, you will write a 4000 word description and evaluation of a manuscript in the British Library. Your module tutor will assign a manuscript to you, and will help you to compile your manuscript description in term 1. This course can only be taken by those who are also enrolled in MDVL0006 Medieval Manuscripts and Documents. This course offers you the opportunity to deepen your technical skills with manuscripts and to put into practice the skills you have learnt in Medieval Manuscripts and Documents.
Module Content

Term 2 of the whole unit ANTH0008. A lecture-based course covering basic evolutionary biology as applied in biological anthropology, covering human ecology and adaptation, and human evolutionary history. This module combines weekly lectures with tutorials, where students discuss key readings linked to issues presented in the lectures, gain scientific comprehension skills, and learn how to write a scientific essay in biological anthropology.

Introduction to the key principals of Human Ecology to understand the intersections of physical, social, and biological landscapes. These principals are then used to explore the complexity of real-world issues such as climate change, poverty, and emerging diseases in the 21st century.

Overview of the key transitions undergone by humans during our evolutionary history as inferred from the fossil record. Familiarisation with the most important hominin species and their major physical and behavioural adaptations.

 

Learning Outcomes

Employ a human ecological lens to explore intersections between physical, social, and biological systems, and use these approaches to unpack contemporary issues 

Be aware of the evolutionary changes undergone by fossil humans, their spatial and temporal context, and the key debates in our evolutionary history. 

Learn how to write a biological anthropology essay.

 

Delivery Method

Weekly 2-hour lectures, supplemented with a 1-hour tutorial each week.

Additional Information

Boyd, R. & Silk, J. (2012-2020). How Humans Evolved. New York: Norton (6th edition onwards).

Any edition from 2012 is sufficient. Multiple copies of various editions are available in the library. If students do wish to purchase their own copy, second hand copies are available to purchase online, and may be available from 2nd/3rd year students.
This course aims to introduce students to diverse disciplinary and interdisciplinary approaches to the study of migration, including a critical overview of core concepts and analytical frameworks. The course will review and examine the contours of this field of study, policy and practice, discussing key ideas and debates in relation to:

different forms and processes of migration (examined, for instance, through socio-economic, demographic and ethnographic lenses);
	diverse policies and legal and institutional frameworks (including the ways in which migrants interact with, are affected by, national, regional and international laws and policies)
	identity, culture and experiences of migration (including approaches to integration, transnationalism and diaspora).
Students will develop their knowledge and understanding of key theoretical concepts in migration studies, and of diverse disciplinary approaches. This will provide them with the tools to critically analyse flows and processes, data sources, policy, politics, and to assess theoretical developments in the interdisciplinary field of migration. They will acquire transferable research skills in critical thinking, information collection and management, communication and presentation.

The course will comprise a mixture of lectures and seminar discussion. Most sessions will mix staff-led and student-led elements. Students are expected to engage in independent reading in advance of each lecture, and to engage in informed discussion each week.

Students will develop the following transferable careers skills on this module: Critical Thinking, Communication: Academic Writing, Interdisciplinarity, Creativity.
Narrative Texts

This 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.

Intellectual and Cultural Sources

This module aims to give students an acquaintance with a selection of works – not necessarily ‘literary’ or originally written in English – which have been either influential in the formation of English literary and intellectual history, or articulate ideas important in that formation. A knowledge of these works is essential for all three years of the degree course. The module suggests some of the main features of the history of European ideas, and encourages students to acquire some capacity for handling conceptual argument. In addition, some, but not all, of the works in this module either actually influenced, or provide interesting comparisons and contrasts with, some of the texts in the Narrative Texts and Introduction to Medieval Language and Literature modules.
Among the many consequences of the global pandemic, it has made us more aware of the importance of understanding contagion through networks, a phenomenon that occurs not only in the realm of virology, but also with political phenomena. This course aims to develop students’ understanding of major themes and debates in the contemporary study of the spread and diffusion of conflict in international relations. A range of advanced topics will be covered, with a primary focus upon the theoretical and empirical study of diffusion and contagion of international war, democracy, autocracy, and civil war. This course goes beyond traditional theories of international relations by offering a network perspective on conflict. In addition, this module will apply theories and empirics of diffusion and contagion to predict international behaviour and design informed policy decisions.
By the end of the course, students will have a deep understanding of the conflict contagion literature. Have acquired a set of conceptual and empirical tools that can be used for analysing the causes of the diffusion and contagion in politics. Have a good network analytic background and be familiar with the main issues confronting contemporary policymakers in the field of international security. Be equipped to conduct independent research on contemporary security issues and debates.
This module considers methods of psychological research and the analysis of data. It aims to enhance the ability to understand and use various research methods and develop expertise in running statistical analyses using SPSS. Research design and data analysis involve balancing multiple considerations and cannot be reduced to a simple set of rules. The module will use a variety of methods including lectures, small group discussions, and computing exercises. You are expected to play an active part during the sessions, do such preparatory reading as is recommended, and complete the computing exercises. At the end of the module you should have:

- Developed your grasp of methodology and your understanding of data analysis,

- Enhanced your ability to analyse research papers and formulate research projects, and

- Increased your expertise in running statistical analyses using SPSS.

It is compulsory to achieve a pass grade in all assignments in order to pass the module overall.
This module recognises the importance of clinical practice in developing the skills required. There is no formal teaching, graduates learn through treating patients in a supervised learning environment.
Aims:

This module aims at introducing students to basic ML tools, covering both supervised and unsupervised learning methods. We discuss some of the underlying principles and students will develop practical skills to use these methods in financial applications. In their coursework, students can perform their own data analyses in the language they prefer (the suggested one being MATLAB).Learning outcomes:
On successful completion of the module, a student will be able to:

Understand the general background of ML methods and their differences to standard methods in Financial Econometrics and Statistics.
	Understand unsupervised learning methods and examples of their application in Finance.
Content:

General Introduction to Machine Learning:

History and background; classification of ML approaches; overview of applications.
Introduction and Applications of Supervised Learning:

Linear regression; model selection and regularization; feature selection; logistic regression; regression trees and forests; support vector machines; neural networks.
Introduction and Applications of Unsupervised Learning:

Distance/similarity measures; clustering approaches; principal component analysis.
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 an understanding of basic levels of probability theory, linear algebra, and multivariate calculus; and (3) be able to write a reasonably non-trivial computer program in MATLAB.
The dissertation builds on expertise gained across the taught programme, especially the core compulsory module Approaches to the reception of the Classical World. Students are also expected to attend relevant parts of the MA Classics: Research methods module held in autumn term and the various workshops throughout the year on dissertation research, presentations, and writing. A dissertation of 12,000 words on an aspect of the reception of the classical world.
A series of workshops held in the autumn term, with the aim of introducing MA students to the range of topics, sources, methodologies and research techniques of classical scholarship. The workshops are essential for preparing students to participate in classes and write papers, especially the dissertation. The final title of the dissertation to be confirmed by 15 June and submitted by 15 September. Word length is 12,000 words.

Students are also expected to attend the various workshops throughout the year on dissertation research, presentations, and writing.
Aims - This module aims to provide an introduction to linear statistical modelling and to the analysis of variance with emphasis on ideas, methods, applications and interpretation of results. It is primarily intended for second year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments. It also serves as a core module for students taking the mathematics and statistics stream as part of the Natural Sciences degree.

Objectives - On successful completion of the module, a student should have an understanding of the basic ideas underlying multiple regression and the analysis of variance; be able to build and interpret appropriate linear regression models; understand the assumptions underlying these analyses and know how to check their validity.

Applications - Linear models and the analysis of variance (ANOVA) are two basic and powerful statistical tools to model and analyse the relationship between random variables, and thus are widely used in almost all of classical and modern statistical practice. Their use exemplifies the modern, model-based approach to statistical investigations, and provides the foundations for more advanced techniques that may be required for the study of complex systems arising in areas such as economics, natural and social sciences and engineering as well as in business and industry.

Content - Multiple regression: model fitting by least squares, model assessment via residuals, and model selection. Analysis of variance in relation to multiple regression will also be discussed. Emphasis will be placed on ideas, methods, practical applications, interpretation of results and computer output, rather than on detailed theory.

Key texts - Available from ReadingLists@UCL.
This module will teach you the basic principles of the pharmacology of the main protein targets in drug discovery. In addition, you will learn how to measure biological data for these targets.

The unique tutorial and practical sections will equip you with good skills in special statistics for biology, and how to measure and interpret the biological data, such as Kd, IC50, etc.

There will be two journal clubs to discuss these topics with specialists.

The questions we are asking:

What is the pharmacology of the main drug targets? How many are there? And what diseases are involved.
 What are the common biological data for drug discovery, especially how to measure them?
 What kind of statistics should be used for these biological data?
 How do we identify the drug targets?
This module is the Term 2 counterpart to the Term 1 module GERM0060.

The areas covered in GERM0060 will not overlap with those in GERM0063, so that interested affiliate students who are staying at UCL for the whole academic year can take both modules if they wish. Alternatively, they may take just one; either can be chosen since GERM0060 is not a prerequisite for GERM0063. Likewise, affiliate students joining UCL in term 2 can take GERM0063.

This is an enhanced module in translation from and into German and English. The material used is taken from literary works and journalistic texts, reflecting different styles of writing, and varying linguistic registers. All material can be accessed via Moodle.
The aim of this module is to teach students the basic scientific concepts which underlie cell and gene therapy. The module will introduce aspects of genetics, cell biology, virology, and immunology. In particular, it will cover: basic molecular concepts, viral vector technologies, no-viral vector technologies, genome editing, safety issues in cell and gene therapy, new concepts in cell therapy and preclinical applications in cell and gene therapy.

Learning Objectives and Outcomes 

After taking this module, you should be able to:

Gain a critical understanding of the basic scientific concepts underlying cell and gene therapy.
	Understand the design of different vectors and the advantages and disadvantages of non-viral and different viral delivery techniques.
	Identify potential pre-clinical applications and challenges of the different cell and gene therapy approaches.
Who is this module for? 

This is a core module for the MSc Cell and Gene Therapy.

Teaching and Learning Methods 

This module will be delivered mostly as a series of lectures by GOS ICH/UCL staff with some external experts. There will be the opportunity for you to attend additional GOS ICH/UCL research seminars.

You are expected to invest significant time to self-study outside of class meetings.

Assessment 

This module will be assessed by a 1.5 hour unseen exam with multiple choice questions.

Selected Reading List 

Naldini L. Genetic engineering of hematopoiesis: current stage of clinical translation and future perspectives. EMBO Mol Med. 2019;11.

Doetschman T, Georgieva T. Gene Editing With CRISPR/Cas9 RNA-Directed Nuclease. Circ Res. 2017;120:876-94.

Park SE, Georgescu A, Huh D. Organoids-on-a-chip. Science. 2019;364:960-5.

 

 
The world is changing rapidly and understanding the ways that digital technologies impact the global economy, national security, critical infrastructures, healthcare, employment, information integrity, or human rights is an essential skill for the next decades. Maximizing digital technology opportunities without compromising established principles and rights will require people who think differently and can exercise imagination, sound reasoning and a vision for the future.

This module examines dilemmas and critical tensions in digital technology policy. Policy making for digital technologies – whether in government, the private sector or any other organization – requires balancing wide ranging interests, values and power dynamics. For emerging digital technologies, a single intervention is rarely the silver bullet. With so many options on the table, so many possible futures and so many interdependencies, how do those in decision-making or advisory roles know which way to turn?

This module is not oriented to providing definitive answers. Instead, we will critically evaluate different interventions and consider the broader governance mechanisms that are needed to achieve the responsible adoption of emerging digital technologies.

Each week, we will explore a new topic that covers some of the most pressing digital technology policy questions we have today. For instance, how do we manage cybersecurity risk? How do we govern algorithmic decision systems? Do we need stricter antitrust rules in digital markets? Is privacy dead? How do we respond to the rise of misinformation and disinformation? We will push your critical thinking, challenge your positions, and help you to better understand how your own values and ideas about the world shape your perceptions of what constitutes ‘good’ digital technology policy.
MSc Energy Systems and Data Analytics Dissertation
This module aims to provide students with an overview of quantitative techniques that are relevant to asset allocation and portfolio risk management. The module is organised by areas of quantitative techniques, and each session will be accompanied by practical examples, including financial, mathematical, and statistical basics.

Learning Outcomes

Multivariate regression and factor modelling
	Principal component analysis
	Familiarity with statistical and mathematical tools, optimisation techniques and estimation of risk in regard to portfolio optimisation
	Using Monte Carlo simulation in asset allocation
	Understanding of value at risk and other risk metrics
Reading List:

Market Risk Analysis, Volume I: Quantitative Methods in Finance, Carol Alexander, John Wiley & Sons, 2008.

Chapter I.1 Basic Calculus for Finance

Chapter I.2 Essential Linear Algebra for Finance

Chapter I.3 Probability and Statistics
This module has two components: (1) Research Methods, including Critical Appraisal of published research and (2) Introduction to Statistics.

At the end of the critical appraisal part of the module you will have an understanding of (i) research methods including formulating a research question and study design, (ii) the range of research methods available and be able to make an informed choice as to the most appropriate method(s) to answer the research question; (iii) the principles of evidence-based medicine, including an understanding of the ‘hierarchy of evidence’; (iv) an introduction to generic research skills

The statistics part of module aims to teach you the essential elements of research methodology and statistics. The focus is mainly on interpretation and understanding appropriate methodology. At the end of the statistics module you will have gained an understanding of: • The types of data generated in research studies • Test of hypothesis and non-parametric tests • The most common methods of analysis for categorical and continuous data, including regression methods • The various design possibilities for a research project, and the important considerations for observational studies and randomised trials • When particular methods are appropriate and how to interpret their results • How to analyse your own data using at least one statistical package (STATA)
Outline:

The module aims to develop, via a discussion of heat and the interaction of heat with matter, an understanding of the laws of thermodynamics. Simple statistical ideas of heat are introduced which are fully developed in a later course. Students are able by the end to apply thermodynamics to simple systems. The course then introduces the concept of understanding properties of matter from the structure and interactions of the atoms that they are made of. Topics include phases and phase changes, mechanical properties and bonding and crystal structures and defects.

Aims:

Obtain predictions from the kinetic theory, and derive and apply the Maxwell–Boltzmann distribution;
	Introduce and apply the laws of Classical Thermodynamics;
	Discuss the symmetry and stability of the three primary phases of matter;
	Describe a crystal structure in terms of a lattice and a basis.
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.
Overview:

This module provides an introduction to the broad concepts of thermodynamics and fluid mechanics, within a practical context which is relevant to industry. This is a necessary foundation for the engineers of the future. The particular aims of this module are:

To introduce and reinforce basic thermodynamic and fluid mechanics principles
	To introduce the development of appropriate models which represent simplified practical systems
	To enable students to demonstrate and articulate their understanding
The module consists of two thematic and overlapping areas: thermodynamics and fluid mechanics. It will build on the introductory material covered in MECH0003 Introduction to Mechanical Engineering.

Topics covered:

The topics that will be taught include:

Thermodynamics:

Application of first law of thermodynamics
	Pure substance, real and perfect gases
	Second law of thermodynamics
	Reversibility
	Entropy
	Introduction to air standard gas power cycles, refrigeration and steam cycles
Fluid Mechanics:

Importance of Fluid Mechanics
	Dimensional analysis: examples and power behind the methodology
	Control volume and system analysis, and the Reynolds Transport theorem
	Continuity equation, Momentum equation and energy equation
	Basic analysis of laminar flow
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 Thermodynamics and Fluid Mechanics.
	Appreciate the wider multidisciplinary context of the underlying theory, including its applications to engineering design and application to real world problems.
	Apply appropriate quantitative science, engineering and mathematical tools to the analysis of problems arising in Thermodynamics and Fluid Mechanics.
This module follows up on those studied in term 1. While the earlier modules mainly focus on the investors' stance towards financial assets such as stocks, bonds and derivatives, here we change side and analyse how a corporate treasurer uses such instruments to fund the firm. We will tackle the important question of the optimal mix of equity and debt, i.e. the optimal capital structure of the firm.

We will consider financial operations that affect the capital structure, such as IPOs and buy-backs of stocks or bonds, dividend payments, mergers and acquisitions, leveraged buyouts, etc.

The module is designed to provide a thorough understanding of the complete corporate process; corporate financial strategies and deal assessments will therefore be an integral part of the module. Particular attention will be devoted to the analytics underlying the extraordinary operations both from a corporation, investor and investment bank (supporting the transaction) point of view.

Learning Outcomes

Demonstrate critical knowledge and understanding of the factors affecting financial decision-making and its impact on the value of the firm;
	Provide solutions to a range of complex and/or unpredictable problems, based on critical evaluation through appropriate analytical frameworks;
	Have a critical point of view on corporate financial decisions;
	Demonstrate adaptability by responding positively to change, ambiguity, and new solutions;
	Utilise creativity and lateral thinking to develop original or innovative and entrepreneurial solutions.
Reading List:

“Financial Management EMEA: Theory and Practice 2nd edition” (2018), by Eugene Brigham, Michael Ehrhardt, Roland Fox
Summary 

The understanding of neurodevelopmental disorders, their aetiology, prevalence assessment and treatment is a key skill for a child mental health professional. This module looks at the key disorders and their assessment, treatment and ongoing management. The module considers the genetics of the disorders and its implications. It also includes sessions on the 3di assessment tool and the ADOS assessment tool for autism. The module also looks at transition issues and likely outcomes in adult life.

Learning Objectives and Outcomes 

By taking this module, you will be able to:

Explore the key conditions that make up the spectrum of neurodevelopmental disorders
	Explore what is known in terms of their aetiology
	Consider pathways into care and barriers that exist
	Consider assessment procedures and available tools
	Consider the treatment and interventions that are available
	Consider the implications for adult life
Who is this module for? 

This is a core module for the MSc Child and Adolescent Mental Health.

Teaching and Learning Methods 

Sessions will include a mixture of lectures, seminars, research paper discussions and small group work.

Assessment

This module will be assessed by a single 2,000 word essay.
Module content

The advancement of a new type of prosperity requires engagement in a range of problem-solving activities. Alongside conventional approaches to social and ecological challenges by actors from the governmental and voluntary sectors (for instance), novel kinds of problem-solving methods that bring different sectors together and generate innovative solutions are now badly needed. Problem-Solving for Global Prosperity takes stock of a number of emerging methods that are responding to this urgent need, ranging from social innovation labs to Human-Centred Design, idea competition formats and participatory action research. The module treats students as (future) transition leaders and managers who need to be able to pair diverse new problems with suitable problem-solving methodologies and programmes. The focus is on collective problem-solving approaches that can cut across sectors that normally operate in isolation, mobilising collective creativity, contrasting standpoints and significant resources.

Illustrative Module Outline

Introduction: collective problem-solving methods and prosperity
	Transdisciplinary methods
	Decolonising methods
	Participatory Action Research
	Human Centred Design and Design Thinking
	Social innovation labs and communities
	Strategy tools and boundary objects
	Crowdsourcing and idea competitions
	Forum Theatre methods
	Poster presentations
Conflict continues to take an excessive toll on humanity with humanitarianism for all forms of disasters continuing to be an important sector. Despite many notable successes, why are disaster risk reduction and conflict resolution efforts not solving all the challenges?

This module aims to help students understand the importance of a disaster risk reduction perspective for conflict and humanitarianism, to experience how communication in such situations is made to and from various stakeholders, to discuss field sites with disaster risk, and to improve their own awareness in terms of identifying which of their own skills they need to develop to adequately deal with conflict and humanitarian situations from a disaster risk reduction perspective.

The lectures and assessments will meet the growing and recognised need for those in the field of risk and disaster reduction to understand better the meanings and contexts of conflict and humanitarian settings and how to take a disaster risk reduction perspective of conflict and humanitarianism.
This module considers the teacher to be a leader of learning and even where there is a fully articulated curriculum (for example in schools in the UK: the National Curriculum) that the teacher is recognised as the author of the curriculum, designing it to meet the needs of learners in different settings, coming to the curriculum with different experiences.

The module achieves this through four units: 1. Curriculum Design and Development; 2. Pedagogy and Assessment in Curriculum; 3. Investigating Curriculum and 4. An Inclusive and Global Curriculum.

The module is taught online and will run in the Spring 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.

Students are required to have relevant prior experience of working in an educational setting in order to effectively reach the learning outcomes of the module.
The Masters module in Biomaterials is multi-disciplinary. It provides students with a rich understanding of current biomaterials used in healthcare and biomedical sectors and recent research advances to improve these. The clinical application of these biomaterials will be demonstrated along with an in-depth description of materials structure and processing of biomaterials based on metals, polymer, ceramics, composites and bioactive materials. Students will also learn about biocompatibility, biomaterial characterization methods and clinical application of biomaterials. Regulatory and ethical standards related to the use of biomaterials will also be highlighted with the help of case studies.
Foundations in human physiology and cell biology is a 15 credits module running in term 1 and compulsory for all IMS students. The primary aim of this module is to provide a general “foundation” to many of the key aspects of genetics, cell biology biochemistry and physiology you will need to support your studies throughout the rest of the course. Much of this may be familiar from your previous studies in biology and chemistry, but some parts of it will be new.



During this module, you will also be able introduced to the various teaching methods used on the course (flipped learning/peer-instruction/tutorials/workshops/small groups teaching) and will have the opportunity it become accustomed to the nature of studying at university.



As this is an introductory course, you will have an opportunity to develop the skills required to help you in your future studies. You will get formative feedback on these in small group teaching sessions



Assessment will be 100% MCQ
This course gives “hands-on” training in the evaluation of ideas and the execution of an appropriate business plan. The exercise focuses on setting up a start-up company, but the issues encountered such IP evaluation, regulatory considerations, costing of operations etc are useful tools in planning in all businesses within this sector of industry. The students will work in groups of no more than five, each undertaking a role within the start-up company. Workshop sessions will act as surgeries to the ‘new companies’ with the help of expert industrial mentors. Each session will focus on a different aspect of company set-up.

 

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

Carry out detailed commercial feasibility of a research idea
	Prepare manufacturing options and incorporate clinical trials requirements
	Develop outline of intellectual property requirements
	Learn how to calculate “bottom-up” and “top-down” cost of goods
	Prepare financial data (profit and loss, cashflow, NPV)
	Prepare a business plan based on a technical idea
	Familiarise with working in teams
	Learn to work to very strict timelines
	Fine tune verbal communication skills
mmunication skills
This module will explore the causes and consequences of the ‘South Sea Bubble’ of 1719-21, the first modern financial crisis in Britain and a defining moment in its economic, political and social history. Analysed by contemporaries and generations of economists since then as everything from a rational speculation to an extraordinary popular delusion, we will use primary sources to study the workings of early global finance and to interrogate these analyses, and also to explore the political, social and cultural impact of this financial crisis upon investors and the wider British society. It will therefore be an opportunity not only to examine how financial crises have been understood in economic terms but also to see how finance and financiers have been perceived, portrayed and pilloried, and the wider questions they raise about morality, greed, private interests and the public good.
This module introduces theories and techniques to visualise, model and analyse (big) spatio-temporal data. Students will be introduced to the topics of statistical modelling, data mining and machine learning, and will learn tools and techniques for spatio-temporal analysis, with an emphasis on application to real world problems. The module content covers a range of topics, which include: Exploratory spatio-temporal visualisation, Statistical modelling and forecasting, Clustering and outlier detection , Machine learning techniques (e.g. Support Vector Machines, Random Forests, Artificial Neural Networks and Deep Learning), Space-time multi-agent simulation, and Social media analysis. Lectures are supported by practical sessions, where real data is used to demonstrate the techniques, with applications such as environment, transport, crime and social media analysis. The software packages used include R (http://www.r-project.org/), SaTScan (http://www.satscan.org/), Python and NetLogo (https://ccl.northwestern.edu/netlogo/). The course is suitable for MSc students in GIS, Geospatial Analysis, Spatio-Temporal Analytics, Smart Cities, Computer Science and related subjects.

Learning Outcomes

Understand the basic principles and techniques of spatio-temporal analysis and modelling
	Be comfortable working with spatio-temporal data of different types in different application areas
	Be familiar with using R statistical package for space-time analysis, modelling and visualisation
	Have a working knowledge of other software such as SaTScan and NetLogo.
	Be able to apply the tools and techniques they have learned to new datasets.
This module analyses historical and contemporary perspectives on forced migration and the range of theories on conflict and violence that causes these events. Lectures will examine key events and ideas that have contributed to forced migration, including: the Rohingya Exodus, the Syrian civil war, the conflict in South Sudan, and longer historical perspectives from the Second World War and the Partition of India. The issues of gender-based violence and human trafficking will be examined. Seminars and tutorials will be used for discussion groups and feedback sessions. 

The module aims to advance students’ understanding of historical and contemporary perspectives on conflict and migration. The module aims to introduce students to a range of theories in conflict and migration so that they will be able to analyse the root causes of different types of conflicts and violence, such as direct violence, structural violence and cultural violence. The module will also introduce students to the concept of gender-based violence and its consequences. They will gain a sound understanding of the pull and push factors of migration; the situations of refugees and internally-displaced people (IDPs); and IDP and refugee relationships with their host community. This module is a unique opportunity for students to acquire knowledge through interdisciplinary approaches. The module will use literature from a range of disciplines and approaches.
This module gives an introduction to anatomy and development of motoneurons and neuromuscular junctions, the development of different motoneuron types leading to differences in their physiology and functional characteristics. The course also gives an overview of the most important diseases that affect either the neuromuscular junction or motor neurons and lead to diseases affecting the motor system as a whole, including motoneuron disease (MND), Spinobulbar Muscular Atrophy (SBMA) and rare diseases of the neuromuscular junction, such as Myasthenia Gravis.

This module aims to give you a sound understanding of the anatomy and function of spinal motoneurons and neuromuscular junctions and a comprehensive overview of the clinical features and scientific understanding of diseases affecting motoneurons and neuromuscular junctions.

By the end of this course you will understand the anatomy, development and functional characteristics of different spinal motoneuron subtypes and their interdependence with innervated muscles for the maintenance of intact neuromuscular junctions and correct functioning of the neuromuscular system. You will also be able to understand the underlying pathology, genetic background and current research trends in motoneuron diseases and diseases of neuromuscular junctions. You will be able to understand and interpret neurophysiological assessments and characteristic histopathology in neuromuscular junction diseases; you will be able to critically evaluate the validity of disease models for the development of future therapies and to understand the difficulties designing clinical trials in NMD.
This module teaches students the theoretical knowledge and practical skills necessary to develop and evaluate behaviour change interventions using evidence-based methods. Specifically, students will learn how to apply four behavioural science tools and understand how they interlink and can be applied as a system in order to select target behaviours, conduct a behavioural diagnosis and develop and evaluate intervention strategies and policies to change behaviour. The four tools are the Capability Opportunity Motivation – Behaviour (COM-B) model, the Theoretical Domains Framework (TDF), the Behaviour Change Wheel (BCW) and the Behaviour Change Techniques Taxonomy (BCTTv1). Students will be supported through interactive workshops, collaborative group work and formative feedback to apply these tools to a range of practical problems spanning different topic areas.
This module presents a combination of economic theory and case studies that highlight past failures of infrastructure investment, and investigates the reasons behind these failures.

Aims:

To teach you the latest developments in the theory of finance and optimal risk allocation, and to explore the relevance of this theory specifically for infrastructure projects.
	To provide you with real world examples of significant financial and economic loss attributed to inappropriate project mechanism design which failed to mitigate the effect of information asymmetries and sunk costs.
	To show how this asymmetry of information and vulnerability to hold-up may affect the behaviour of agents and create perverse incentives.
To review the processes and features applied in real world contexts that aim to mitigate the impact of opportunism, hidden information and hidden action and appraise their effectiveness.

Learning objectives:

To equip you with an understanding of the economic theory of why financing structure and risk allocation may affect the underlying economic efficiency of infrastructure investment, and knowledge of relevant evidence.
	Knowledge of application of economic theory of agency and transaction cost economics to illuminate and explain cases. You will learn from case studies about the kind of problems that can arise in infrastructure projects if hold-up, perverse incentive, moral hazard and adverse selection problems are not appropriately solved. Business cases in the various sectors and provide critique based on ex post information.
This module aims to help you engage with the material delivered in the Pathology & Diagnostic Neuroimaging modules later in the MSc Advanced Neuroimaging course by establishing a foundational knowledge of neuroanatomy and the systems in the brain.
At the end of this module, students will be able to…
1. Neuroanatomy (N): 
1.01:   Identify the important anatomic structures of the brain, skull, and spine.
1.02:   Describe the vascular supply of the head and spine
1.03:   Demonstrate anatomical knowledge of white matter tracts and the cranial nerve nuclei in the brainstem. 
1.04:   Name pathological processes which commonly involve the brainstem (ischaemia, demyelination, tumours, neurodegenerative disorders) and be familiar with the clinical syndromes caused by lesions in those locations.

2. Physiology and Function (PF): 
2.01:   Describe the physiology of the CNS circulation, and the fundamentals of neuronal excitation, EEG generation and functional systems. 
2.02:   Demonstrate familiarity with the anatomy of the visual pathways and field defects cause by lesions in specific locations
2.03:   Name commonly encountered pathology in specific parts of the visual pathway.

3. Fetal Imaging (FI): 
3.01:   Differentiate between the appearances of normal neonatal brains and those with neonatal encephalopathy, neonatal hypoxic-ischaemic injury, seizures or stroke.
3.02:   Demonstrate an understanding of how, why and when different imaging modalities are used for imaging neonates
3.03:   Demonstrate awareness of the relevant safety considerations.
 
Currently policies and practices affecting Higher Education around the world are strongly influenced by factors which derive from outside the relevant national context. Specifically, the forces of globalization, technological change and the influences of cross national comparisons and of global agencies, such as the OECD, have radically changed the frames within which HE policy makers and providers now operate within. This module sets out to investigate, analyse and critique the nature of these influences through the adoption of a perspective derived from the fields of comparative and international studies of Higher Education. This module is not designed to provide extended descriptions of the HE systems of a range of different nations or regions nor will it seek to identify institutional best practices or recipes for what works. The sessions include lectures and discussions, and there are opportunities to draw on experiences from professional practice. The module is compulsory for all course members of the MA in Higher Education Studies, but is also available to other individuals with experience working in the Higher Education sector (e.g. HE Teaching, Administration or Planning, or in relevant Agencies such as Quality assurance, International education, relevant consultancy work).
This module is for students interested in how Quant Finance is used in financial institutions. It further develops the topics covered in cores modules that are based on the classic 1973 Black-Scholes model, and applied to complex derivatives.

The course will commence with Exotic options, thus extending the largely plain vanilla type products studied earlier and cover the following topics:

Classification of exotics; discrete and continuous sampling methods; barriers, Asian, lookbacks; updating rules.
	Computational methods - Finite Difference Methods (explicit and implicit techniques, numerical linear algebra) and Monte Carlo techniques will form the core of this module.
Incomplete markets topics:

Stochastic volatility modelling, popular models and pricing equations (Heston, 3/2, Ornstein-Uhlenbeck, Stein & Stein) and jump diffusions.
	Jump diffusion – Poisson processes for capturing jumps, extending earlier models to model jumps. Merton’s model
By the end of this module students will be able to: describe a medical device in terms of its design and implementation, including aspects of sustainability, risk assessment, costing, ect; understand the legal framework in which a biomedical engineer operates; understand the processes required for problem solving and gain experience of solving realistic problems in biomedical engineering.
The paleography section introduces the handwriting and scripts of early modern England (1500-1800) and manuscript culture. Knowledge of these scripts is essential for students wishing to pursue archival research. In addition, this course provides access to the resources required for archival research, such as provenance markers and situating the source material in its historical context.

The book history section is intended as a primer towards advanced bibliographical research and study which focuses on textual history. It equips the student with the resources, methodological questions and techniques required for understanding the historical context and processes of book production in the early modern period. The course combines practical research skills with a program of key areas of historical bibliography and history of reading.

The course is practical and is taught on-site within the UCL Special Collections reading room facilities, using carefully chosen material from the stacks. There are also two field trips to archives and institutions and the opportunity to meet and gain hands-on experience from leading manuscript and textual scholars (when possible).
In this module students will be introduced to theoretical and political questions about students with learning difficulties and disabilities, including students with severe and profound learning difficulties. After looking at competing models of disability, we will examine questions about health, human dignity, respect, rights, equality, dependency, creativity and inclusion; and we explore how people with disabilities value their lives and how to assess their testimony about living with a disability. The course will include philosophical and sociological theory, the politics of disability, numerous examples of first person testimony, and a session given over to the work of Oily Cart, a company who include children with profound disabilities in their interactive theatre.
The module aims to introduce students to several different ways of thinking about childhood difficulties. The varied theoretical perspectives covered are systemic, cognitive behavioural, neurobiological, epigenetic, psychodynamic, mentalisation, attachment, global and multi-cultural and psychiatric. Each week a different speaker will present on their area of expertise.
This module aims to: develop students’ understanding of critical approaches to the analysis of Multimodality and Fan Cultures enable students to produce a portfolio of work examine the construction of media texts and production processes as well as critically assess reception. 

NOTE: this module belongs to:

PATHWAY 1: Critical Media with Film – an emphasis on theory, but with a throughline of practical work in film-making running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in film up to advanced level.

PATHWAY 2: Critical Media with Games – an emphasis on theory, but with a throughline of practical work in game, VR/AR/XR design running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in games and interactive media up to advanced level.
This module reflects on the implications of recent, current and relevant legislation in the UK and internationally on policy, research and practice in schools, colleges and other education-related settings. It includes critical analysis of the terminology of '(dis)ability', 'special educational needs', 'inclusion', 'exclusion' and 'labelling' and sets UK special education policy, research and practice into a wider international context. The focus is to relate participants' own professional experience to a range of diverse theoretical models and to enable them to use knowledge, understanding, awareness and insights gained to generate own hypotheses and propose own 'solutions' to issues relevant to the field of special and inclusive education.
Towns and cities around the world are at the frontline of climate change impacts, and need to be at the centre of climate change responses. In this module, you will study the effects of climate change on urban systems and residents, and understand the strategies that are being developed by citizens, non-government organisations, and governments to respond to these. The module takes a multi-disciplinary and policy-oriented approach that is rooted in a range of real-world case studies.

This module aims to provide you with an understanding of the ways in which climate change is affecting and will affect urban areas in low- and middle-income countries. More broadly, it will contribute to your abilities to assess critically the ways in which urban and environmental issues are shaped through interactions of the physical environment, policy frameworks, governance, and community action.

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

identify the implications of climate change for urban areas in low- and middle-income countries;
	explain the distribution of climate-related vulnerability at different scales and between different social groups;
	analyse the role of international frameworks – including the UNFCCC and the IPCC – in
	addressing climate issues in urban areas;
	evaluate the relative roles for local organisations and urban authorities in facilitating effective climate change adaptation;
	discuss the role of urban areas in low- and middle-income countries in mitigation activities;
	assess the potential for “local development + adaptation” in cities in low- and middle-income countries.
The module is structured around eight critical themes and problems affecting Engineering and Education in the 21st century. After an introductory framing session, the next eight sessions focus on these themes one by one. Between them, these themes: (i) provide an overview of the global context of engineering, including its changing skills needs, and of national and transnational policies to support the development of engineering in Further and Higher Education; (ii) introduce a number of perspectives on the concepts of curriculum, knowledge and learning; and (iii) raise complex questions and issues for Engineering and Education in to the future. In the final session participants select one of these eight themes and use the new understanding they have developed to critically appraise or rethink work practice in engineering in relation to their selected theme, as preparation for writing their assignment.
Today ‘empire’ and postcoloniality are central to how we engage with the world. From debates surrounding globalization, to the ways in which we are rethinking Britishness, imperialism and its troubled legacies continue to occupy our political landscape and to inform the entanglements of British and non-western art. As leading anthropologist Nicholas B. Dirks warns, ‘in calling for the study of the aesthetics of colonialism, we might end up aestheticising colonialism, producing a radical chic version of Raj nostalgia’. With this cautionary agenda in mind, the aim of the course is to problematise the aesthetic and political underpinnings of these cultural encounters. In so doing, this module will provide an alternative history of art in the British Empire. Instead of focussing only on ‘conquest’ and racial subordination, it will also emphasise cross-cultural exchange and a range of indigenous techniques for resisting British art. Its agenda is to make you aware of the critical intervention of other cultures in the formation and subversion of imperial artistic identity. In so doing, you will engage with contemporary debates preoccupied with postcoloniality and British visual culture. The focus of this course is the relationship between Britain and South Asia in the eighteenth and nineteenth century, although you will also be encouraged to contextualise this colonial experience with other spaces of empire. Material covered includes graphic media, Mughal miniatures, Anglo-Indian architecture, Bengali folk art and performance, ‘picturesque’ landscape paintings, caricatures, history painting, indigenous photography, ethnographic sketches and creole portraiture. An effort will be made to understand the phenomena of colonial and metropolitan collecting, “the exhibitionary complex” and the cultural underpinnings of imperial and vernacular museums.
This is a UCL shell module for students on the BA History and Politics of the Americas with Year Abroad degree programme. This module will represent module or modules to the value of 120 UCL credits taken at students' study abroad host institution.

 
In all of the social revolutions in twentieth-century Latin America, cultural change was conceived as an intrinsic part of creating a new society, not merely a desirable side-effect of political and economic restructuring. “A revolution is always religious”, wrote José Carlos Mariátegui, one of Latin America’s leading Marxist thinkers of the 1920s, by which he meant that a genuine revolution could only happen through a process of spiritual transformation. Even in Mexico, where the revolution of 1910-20 was primarily bourgeois in outcome, cultural policy was vigorously debated and arguably led to a radicalisation of social policy. After the Cuban Revolution of 1959, a pioneering literacy campaign transformed the educational prospects of rural Cubans and was promoted by UNICEF as a model throughout the developing world. Moreover, the support of a transnational network of intellectuals advocating cultural freedom was crucial to sustaining the credibility of the revolutionary government as it established an alliance with the repressive Soviet Union.

Over the next five decades, the successful opening up of access to culture for a wide range of Cubans was one of the factors contributing to the enduringly high levels of support for the Revolution. In Nicaragua, during the 1970s, cultural practice was seen in itself as a revolutionary tactic in the struggle to overthrow the existing dictatorship. Experiments in collective learning were rolled out across the country after the Sandinistas came to power in 1979.

This module will explore the relationship between culture and revolution, focussing on the revolutions in Mexico, Cuba and Nicaragua, but students will be encouraged to explore experiences in other countries of the region (e.g. Guatemala or Bolivia) if they wish.
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 report 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 report. The portfolio will be assessed holistically. Students will write a 1,500-word proposal + 8,000-word report.
The aim of the module is to introduce students to tools and technologies that underpin manufacture of stem cell-based regenerative medicine products. These are becoming increasingly important for 21st century healthcare and which will require talented multi-disciplinary engineers and scientists able to create sustainable manufacturing pathways. Specific aims will be to ensure all students irrespective of their background discipline will have a fundamental understanding of the cell biology that underpins stem cell manufacture and an understanding of the process options and challenges for moving into industrial systems. This module can be taken as stand-alone or as part of the Regenerative Medicine Minor.

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

Develop an understanding of fundamental biology that underpins stem cell behaviour and that is critical to understand for successful manufacture of regenerative medicines
	Develop an understanding and working knowledge of manual cell handling, including those that are typically used at research scale
	Develop an understanding and working knowledge of typical technology platforms and unit operations used in regenerative medicine manufacturing pathways
Description: Development of sensory, motor and cognitive neural systems

This module presents the normal and potentially abnormal development of neural systems sub serving sensory, motor, cognitive and social functions. The normal neuroanatomical and functional development of each system and the integration between systems is described.

The content of this module is delivered in accordance with the British Psychological Society 2019 Clinical Neuropsychology Standards for Accreditation (Paediatric Programmes).

 

Learning Objectives and Outcomes

After taking this module, you will be able to:

Understand typical sensory, motor, cognitive and social development
	Be able to explain normal functional and neuroanatomical development of each sensory, motor, cognitive and social neural system and the integration between systems.
	Know the major theories of cognitive development
 

Who is this module for?

This is a core module for the MSc Paediatric Neuropsychology.

 

Teaching and Learning Methods

Teaching is delivered through live face-to-face, online and pre-recorded lecturers, alongside learning through readings and tutorials, discussion, and seminar sessions.

 

Assessment

You will be assessed by an online timed (90 minute) exam, in which the format of the questions may be multiple-choice, matching the correct answer from a list of options, deciding whether statements are true/false, or short answer (e.g., completing a statement using one or two words or answering a more open-ended question with a short paragraph). 

 

Recommended Readings

Please refer to lecturers’ reading lists for specific and up-to-date scientific articles.

Key Reading: Johnson, M. H., & de Haan, M. (2015). Developmental Cognitive Neuroscience: An Introduction. 4th Edition. Wiley-Blackwell.
This module is a continuation of ARCL0133 'Foundations'. Through weekly seminars we discuss the theoretical archaeological literature within many of the currently popular research domains developed mainly from processual and post-processual archaeological frameworks. Our objective will be to evaluate the assumptions and goals that implicitly and explicitly define these research domains. We will also consider how research domains are related to overarching archaeological frameworks and to each other.

Aims of the module

The module aims to review the recent history of archaeological ideas and to examine key general themes in current archaeology from a theoretical and comparative perspective within a seminar framework based on set readings.

Objectives

On successful completion of this module a student should:

Have an understanding of current theoretical debates across a broad range of archaeology.
	Be aware of the reasons for the debates as a basis for forming their own theoretical position.
	Be able to use the knowledge to develop an innovative PhD proposal or carry out soundly based work in their particular field of archaeology
Learning Outcomes

By the end of the module students should be able to demonstrate:

Critical analysis of ideas
	Construction of a theory-based argument
	Application of acquired knowledge
	Verbal discussion skills
Teaching Methods

The module is taught through seminars.  These have weekly required readings which students will be expected to have done, to be able to follow and actively contribute to discussion.

Further information is available here https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/themes-thought-and-theory-world-archaeology-current-topics
Artistic, environmental or museums engagements, can greatly benefit human health and wellbeing. Through exploring how to measure and evaluate the health impact of such ‘asset-based’ interventions, this module will challenge students to reflect on different cultural conceptions of health and illness. They will gain first-hand experience through a range of creative practice workshops, facilitated by leading practitioners and contextualised through theory-based seminars focusing on the social determinants of health, social prescribing, as well as asset based notions of cultural capital and health creation. As a key outcome, students will conduct their own research on a key topic in, by carrying out a rapid evidence review.

The module runs over ten weeks in the autumn term with four contact teaching hours per week; a one-hour lecture delivered by leading academics from UCL and beyond and a three-hour practice-based creative workshop. The workshops will be facilitated by cutting edge practitioners in the respective fields.

Students will be expected to carry out self-directed research, collaborate with community partners as well as service users and to seek out specific expertise and resources for their individual projects where needed.

This module is mainly taught on the UCL EAST campus in Stratford with some teaching taking place on the Bloomsbury campus.
Before Mexico descended into the mayhem of the Drug War, it experienced a strange form of authoritarianism- what the novelist Mario Vargas Llosa called 'the perfect dictatorship'. With civilian leaders, nationalist rhetoric, regular (and fraudulent) elections, and apparently broad popular support, the Institutional Revolutionary Party (PRI) governed Mexico for decades; it bucked Latin American trends for coups and civil war, prefigured regimes of ‘electoral authoritarianism’ around the world, and left a profound legacy in Mexico.

This course has three main objectives. First, we will explore how and why the PRI dominated Mexico for so long, and who really wielded power in this peculiar system. Was rule violent or consensual, inclusive or exclusive? Was this regime either revolutionary or institutional? Second, we will use Mexico as a historical laboratory to explore critical twentieth-century themes: the global impact of WWII; the Cold War and US hegemony; ideas of national ‘development’; the New Left and the counterculture; spiralling urbanization and accelerating ecological crisis; violence and rise of the human rights; the remaking of race and gender hierarchies; the origins of neoliberalism. In doing so, we will challenge the idea that Mexico has been backward or marginal, and consider how it has been at the forefront of major global processes. Finally, we will trace how this history continues to shape contemporary conflicts over drugs, migration, and historical memory. The course introduces students to a lively and growing historiographical field, and draws on diverse primary sources: diplomatic dispatches, spy reports, memoirs, interviews, film, photography, and cartoons. More broadly, we will consider the opportunities and difficulties of researching the recent history of a place where access to archives is fitful, tens of thousands of people have recently been ‘disappeared’, and journalists are murdered at world-leading rates.
This course provides an introduction to the application of soil mechanics to three main geotechnical areas of infrastructure construction: roads, deep excavations and tunnels. The course is designed to provide a practical approach to the design of these major infrastructure projects using design manuals, codes of practice, industrial expertise and research. The topics covered in this course are highway alignment, drainage, pavement design, deep excavations and cuttings, retaining wall design, tunnel lining design, excavation methodologies, settlement calculations, shafts, etc.

Learning Outcomes

Understand the importance of Ground Investigation
	Knowledge and ability to analyse the different structures using state-of-the-art methods
	Awareness of the implications of the design on Health & Safety during construction
	Understanding the importance of the link between design and construction
	Appreciation of the different standards and codes of practice for the topics covered
	Appreciation of the concept of whole life cycle of structures and the influence of the decisions made at the design stage on the future performance of the structure
	Understanding and knowledge of the importance of monitoring systems during construction for verification and maintenance purposes
	Appreciation and knowledge of the most common maintenance techniques for each structure and how this can be influenced at design stage
Reading List:

David Chapman, Nicole Metje, Alfred Stärk, Introduction to Tunnel Construction, Spon Press, 2010 (ISBN 978-0-415-46842-8)
	ICE Manual of Geotechnical Engineering - first edition, Thomas Telford (ISBN 978-0-7277-3652-9)
The module will introduce students to a series of key political revolutions and assess their impact on domestic and international politics and society. Using theory and case studies it will situate revolutionary events in Central and Eastern Europe in a global context and invite students to explore connections and comparisons. It will combine macro and micro approaches to introduce students to previously marginalized actors and emphasize the agency in revolutions.
The development of Caribbean societies is crucial to our understanding of capitalism, imperialism, race, development and the mass movement of peoples, products and ideas that have shaped the modern world. From the founding of the first black republic in the Americas to the development of the first revolutionary socialist state in the Americas, this course examines the emergence of Caribbean nationhood in a region which experienced globalisation and multi-culturalism long before the terms came into vogue.

Beginning with the cataclysmic events of the Haitian revolution, the early seminars will examine the foundations of Caribbean societies: slavery and the plantation economy; colonialism and resistance to colonialism; labour and migration; race and the development of creole society. The second half of the course explores political developments in the region in the first half of the twentieth century, from the emergence of the United States as the dominant external player in the region, to the impact of Garveyism and labour rebellions on anti-colonial struggles in the colonies of the British West Indies, the entrenchment of authoritarian regimes in Haiti and the Dominican Republic, and lastly, the dramatic emergence and development of the Cuban Revolution.

The module follows a broadly thematic approach that allows for consideration of all the main linguistic areas of the region – Anglophone, Hispanic, French and Dutch. It introduces students to key debates in the scholarship on the Caribbean, seminal texts in Caribbean scholarship, and a range of primary sources, emphasising a strongly ‘Caribbean’ approach to the issues at hand.
Ways of Making - All objects of design are conceived and made using cultural technologies that change over time. Taught by lectures and visits, this course will provide a general introduction to the main cultural technologies of hand-making, mechanical machine-making and digital making, and show how these ways of making relate to the past and present of architectural form and styles.

This module will introduce you to the main periods in Western architectural and urban history, from the classical age to today. While also offering a brief overview of architectural history outside of the Western canon, you will also be introduced to new
methodologies in architectural history and theory developed in the field of cultural studies.

On successful completion of the course you should be able to gain the following:

• A historical and contemporary perspective of the cultural and political circumstances in which objects of design (at all scales) are conceived and made.
• An overview of the history of Western architecture, landscape and urbanism. An introductory knowledge to some non-Western topics in architectural history and to some critical theories developed in the field of cultural studies with regard to the built environment
• An introductory knowledge of the variety of ideas through which people and cultures have made sense of the built environment, including references to economic and social history at large, and to other art practices and discourses.
Why do we hear so little about some minority languages spoken in Russia today, and so much about others? The ’size’ of a language in popular discourse is often associated with the number and/or the political power of its speakers. This module takes a view of linguistic diversity irrespective of such factors. Instead, language diversity is understood in terms of linguistic structure on all levels: phonology, morphology, syntax, and discourse. Language endangerment, in turn, is particularly alarming if, as is usually the case, it leads to a decrease in diversity and to the loss of a different world view. One of the aims of the module is to explore historical and current trends that shape(d) the perceived importance of language both in the native-speaking minority and in the majority community.

Defining questions of the module include:

- What is the language landscape of Russia and of the former Soviet Union like, and what are the main historical events that helped shape this diversity? How do diversity and endangerment correlate?

- How do language policy and planning influence the future of languages and their speakers’ choices of language use?

- What are the reasons for language shift and language extinction in a bilingual minority context?

- What are the main trends of language revitalisation and patterns of endangerment today?

The module is an introduction not only to the sociolinguistic situation of the minority languages of Russia but also to the study of some of the languages. By critically evaluating the impact of language policy and the challenges to language revitalisation, you will develop an introductory knowledge of the methods of sociolinguistic research and the main principles of studying endangered languages.
Students chose a topic (for example, the creation of an interactive assembly in an urban setting). They then work in groups with their specialist design tutor to prepare an initial set of propositions that are first drawn and simulated to check visual, behavioural and environmental qualities. Chosen performances and interactive assemblies are then part choreographed and fabricated and evaluated for further investigation in module BARC0071. This work is presented in an initial portfolio which is formatively marked at the interim portfolio review; summative marks are given at the end-of-year portfolio examination.

There will be lectures, visits and associated skills classes as appropriate, class and studio work in groups of 1-4 students and public performances. There are intensive tutorials and seminars every week in Term 2 with major public design presentations by students in an open jury session (or crit) towards the end of Term 2. Portfolios are submitted at the start of Term 3 and are formatively marked at the interim portfolio examination. Formative marks are reviewed at the final portfolio examination for summative marking.
Module Description: 

This module looks at representations of men on horseback in literature, art, popular artefacts and publications, caricatures, animations, and films made in Italy since 1861, and considers how images of cavalrymen and knights were received, transformed, appropriated and re-adapted by single authors and artists, cultural movements, and political powers. By looking at a very broad range of primary sources from 1861 to the present, produced by canonical and lesser-known Italian writers, artists, and directors, students are encouraged to reflect upon the power of images and issues of cultural memory, propaganda, and education. A variety of secondary sources help students understand how to approach written and visual images through the lenses of various theories. 

 

Aims and Learning Outcomes: 

 


	gain a critical understanding of different representations of men on horseback in Italian cultural history 
	
	
	become familiar with both written and visual primary sources on the subject as well as with different theories to approach them 
	

	learn to apply key tools for historical as well as literary and visual analysis 
	
	
	develop skills to support a critical analysis of prescribed topics or problems, and structure 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: 


	Mario Domenichelli, Cavaliere e gentiluomo (Rome: Bulzoni, 2002) 
The possibility that the early modern period witnessed the development of a ‘public sphere’ has proved to be of significant interest to scholars of British history in recent years, following the translation of Jurgen Habermas’ influential account of The Structural Transformation of the Public Sphere in 1989. The applicability of this concept to the period has generated some controversy, however, and this course explores the issues raised by Habermas’ work, not least the idea of a ‘bourgeois’ political nation, and a free domain of rational debate and discussion, and their relevance to the early modern world. It seeks to analyse the impact of the ‘print revolution’, and the extent to which political and public life became increasingly accessible to those traditionally considered to be outside the political elite, and the forces which impacted upon the nature of discourse in the public domain. It will examine, therefore, the development of print culture, and the variety of forms of printed literature, as well as the impact of censorship and government propaganda, in order to understand what could and could not be said, written and read during this period. It will also examine the factors affecting other means of participating in topical debate and the political process, by assessing the importance of petitions and elections, and by exploring the politics of public space – from streets and churchyards to the coffeehouses and corridors of power – and the efficiency of official secrecy.
During this module the students will gain basic theoretical understanding and practical experience in the major modern approaches used to studying neuronal circuit function, both in health and disease. The course is arranged in three sub-modules, each of which consists of two 1 hour lectures and a 4 hour hands-on experimental session at the research laboratories of the Department of Clinical and Experimental Epilepsy in UCL Queen Square Institute of Neurology. The covered topics are:


(i) Intracellular electrophysiological recordings: from ion channels to spiking activity.
(ii) Imaging synaptic and network activity with one or two photons.
(iii) Extracellular electrophysiological recordings and optogenetic manipulation of neuronal network activity.
The aim of the module is to provide you with an understanding of the basic science which underpins the neurological diseases; Paroxysmal disorders of CNS; Genetics of epilepsy; Channelopathies of the CNS; New emergent technologies in gene therapy for the treatment of neurological disorders; Paraneoplastic neurological syndromes; High and low grade gliomas and metastases; Molecular pathology of brain tumours; Neurobiology of migraine; Trigeminal autonomic cephalalgias, and trigeminal neuralgias; Diagnosis and treatment of migraine; Mechanisms of nociception; Mechanisms of actions of anti-epileptic drugs; Epilepsy: MRI/PET, neuropathology, surgery; Neuropsychometric testing (pre/post surgical candidates); Ocular motility: supranuclear/internuclear disorders: Retina and Pupils: Anterior visual pathways: Posterior visual pathways and cortex: Introduction to clinical disorders of hearing & Evaluation of central auditory function.
This module provides a comprehensive introduction to the politics of human rights in Latin America. It introduces students to the principal analytical debates on human rights in the context of contemporary processes of democratization, and it examines the historical development of conceptions of rights, citizenship and democracy in the region. The module focuses on the politics of human rights in Latin America, and it explores a range of institutional dimensions related to the promotion and protection of human rights in the region. It also assesses the nature of the multi-faceted human rights challenges in the region, particularly as they relate to historically vulnerable groups. The module employs both a thematic, comparative approach and more specific case studies to examine the principal analytical debates. The module is inter-disciplinary, drawing on politics, law, sociology and anthropology. It is designed as a research seminar and requires students to actively develop their interests in the causes of human rights violations and the effectiveness of policy interventions and strategies to advance the protection and promotion of human rights.
This module examines the history of the United States from 1940s to the present day through the lens of sexuality, and the experiences of sexual minorities, including: lesbian, gay, bisexual, transgender, and queer (LGBTQ) people. With a focus on the intersections of gender, race and class alongside sexuality, students will examine the ways that sexual subjects have been created, codified and constrained within structures of homophobia and capitalism. Students will also appraise the extent to which sexual minorities challenged these structures over the last century. Although the United States is the central focus of this course, we will also look to other nations and regions of the Americas for comparison.
One of the key attributes of any modern state is its ability to regulate and control society. While the federal government in the United States possessed relatively few powers over domestic affairs until the twentieth century, the States exercised their ‘police powers’ from the beginning of the new nation, including controlling laws surrounding marriage and sexual behaviour. With the growth of federal powers, including the establishment of a modern social welfare system and national security apparatus during the 1930s and 1940s, the central state increased its regulatory oversight of the people. Using Margot Canaday’s landmark 2009 book, The Straight State, as its point of departure, this module explores the ways in which the American state has sought to control sexual norms, behaviours, and identities over the course of the twentieth century, a time in which medical experts, politicians, and bureaucrats became increasingly concerned with questions of sexuality and sexual dissidence. The module also examines the ways in which Americans have resisted and contested state regulation and control of their sexualities, and how sites of resistance to state power have played a role in reshaping activist strategies and legal and social norms around sexuality. We explore the twin themes of regulation and resistance in sexual politics using case studies of social policy, immigration, marriage and relationships, the law, and medical discourses around sexuality.
This module examines the changing representations and lived experiences of gender and sexuality in late nineteenth and twentieth-century Britain. It focuses upon key events in history when gender conventions were questioned, and the gender order thrown into sharp relief. At its core is a consideration of how gender illuminates wider issues of power in society, and the way this has changed over time. The module is divided into two parts, which can be taken independently. The first term explores shifts in understandings of gender, including key political movements, gendered representations and experiences of war, and changing social trends around the family, employment and leisure. The second term focuses on sexuality, specifically the changing expectations and trends in regards to men’s and women’s sexual behaviour. We will work with a variety of source material throughout the course, including medical and legal sources, personal narratives, films and oral histories.