This module will introduce students to the law of town and country planning, to its use as a tool of environmental management and to central issues relating to the statutory purpose of planning in achieving sustainable development. The module will consider what constitutes the body of planning law and environment law, focussed on the UK context, and the regulatory mechanisms used to manage and structure development and provide forward-looking plans and strategies. Practical issues of decision-making in planning, such as use of planning conditions and planning agreements will be considered alongside the role of environmental management techniques, environmental information access and public participation requirements and human rights legislation in shaping planning practice. Overall, the module will introduce students to the nature of planning as a quasilegal area of professional practice, and the role law and policy have in achieving sustainability.
This module, which is delivered through a mixture of lectures and small group seminars, aims to develop students' critical thinking skills in the identification and assessment of emergent and dominant trends and issues in comparative urbanism and planning from a variety of international contexts. Theoretical, practical and ethical challenges and responses are examined through in-depth discussion of key readings.
The principal aim of the Infrastructure Policy, Planning and Consent module is to provide an understanding of policy, planning and consenting procedures for infrastructure projects and programmes. The module also examines the key trends, issues and challenges that contribute to shaping planning practice, including globalisation, privatisation and liberalisation, austerity, devolution and multi-level governance, sustainable development and growing environmental concerns. While the focus of the module is on the UK infrastructure planning system and the main changes to the planning and consenting regime introduced by the Planning Act 2008, several other countries and contexts are also analysed and discussed.
The aims of the module are to (a) explore the literature on the management of projects and programmes, focusing on housing delivery; and (b) reflect on the practice of managing large-scale, multi-agency housing projects. Using a combination of theory-based lectures, practitioner-delivered case studies and site visits, this module explores key management challenges and good practices in the delivery of larger housing projects by different actors or through a range of multiple agencies. These include private developers, affordable housing providers as well as community groups. The module also reflects on recent changes and ongoing innovations that alter the delivery of new housing schemes.
In this 15-credit module students are taught basic computational skills that are underpin the way in which they design their projects. Advanced software packages for animation and simulation purposes, as well as basic programming techniques are taught and submitted as part of an individual project study. Results of the skilling module will be documented and submitted in a digital format.
Structural engineers work with architects to help make design decisions about materials and structural systems that make buildings possible. A principal aim of this course is to help students develop a clear understanding of why things stand up (or don’t fall down), what these things are made of and how they are made. A basic understanding of this is important to unlock the potential of any architectural idea.This course is designed to equip students with some of the essential tools and technical knowledge to allow the development and fruition of their own design thinking, whilst emphasizing the importance of personal research
This module examines the history and theory of materialist and ecological architectures from the early modern period to the present day, with reference to architectural, philosophical, aesthetic and ecological sources. It begins by examining concepts of matter, nature, biology and culture including: 17th-18th century European aesthetics and empiricism (Locke, Kent, Spinoza). Students then discuss 19th century materialism, together with early 20th century scientific texts on biological materialism (Darwin, Marx, Howard, Thompson, von Uexküll). The seminar then develops to explore post-war cybernetic, scientific and landscape practices from the 1950s-70s (Bateson, Buckminster Fuller, Carson, Banham). Finally, the module examines ecological history and theory from the 1970s to our current context of climate change politics, including: feminist ecopolitics, theories of transversality and ecosophy; biopolitical theories of human nature, and anthropocenic or posthuman ethics (Haraway, Braidotti, Guattari, Bennett, Latour, Sloterdjik).

This module examines understandings of a modern history and theory of ecology from a materialist perspective. It aims to develop students’ ability to identify how architectural histories and theories of ecology are informed by discourses in architecture, art,

philosophy, scientific and environmental disciplines. Students will develop the capacity to define and evaluate a specific ecological ‘site’ (building/place/artefact), and to develop critical ways of engaging with ecological discourses in architecture.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

This module entails the completion of a dissertation on an area of research that you have chosen to study that is compatible with your programme of study (either by picking from a list of topics or through networking with academics at UCL). Depending on the specific requirements for your programme, your research project can either involve collection/analysis of data or be a systematic review with the possibility of including a meta analysis

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.    
What ‘development’ means and how it should be approached are questions that have been fiercely contested in Latin America. Intellectuals, scholars, and activists have engaged in fruitful exchanges that have produced a distinctive Latin American contribution to development theory. This module offers an introduction to these influential development perspectives and their relevance to understanding key development issues and challenges in Latin America. The first part of the module discusses the nature and influence of ‘classic’ and contemporary Latin American perspectives on development including structuralism, dependency theory, neoliberalism, neostructuralism, and eco-territoriality. Building on these theoretical discussions, the second part considers the relevance of these perspectives to analyse and understand major socio-economic, political, and territorial dynamics that are radically transforming the region’s landscape and development trajectory including extractivism, agribusiness expansion, rapid urbanization, and forced migration. It explores these complex dynamics comparatively through emblematic case studies in different parts of Latin America.
This module introduces students to the basics of research methods and includes Improvement Science techniques all of which underpin much of the learning in this course and informs professional practice.  Students will also be able to consolidate earlier learned material in perioperative care models, building on each to an advanced level of understanding and adding in risk prediction.
This module aims to introduce a Trainee Surgeon, Clinician and Healthcare Professional to challenges of Burns and Military Injuries.

This modules includes a series of lectures on Burn Surgery (pathophysiology, reconstruction and pre-fabrication of free flaps); Military injury and wound healing and lower and upper limb trauma. Lectures are delivered by consultant Plastic and Military Surgeons with years of experience working in this field.

After taking this module you will be able to understand concepts of burns pathophysiology, reconstruction and pre-fabrication of free flaps, various lower and upper limb trauma injuries and their surgical management.
This module aims to develop general transferable writing skills as well as essay writing in Russian skills. The content of the module is developed using both process and result oriented approaches to teaching writing. The module sets out to help students to become independent and competent writers and give them the skills needed to produce coherent and cohesive written content in Russian. The three main elements of the module that will aid students in becoming competent and confident writers in Russian are:

Re-writing and editing essays
	Peer-reviewing and reflecting
	Writing for an audience via use of writer’s blogs
 

The module is designed to replace the current year 4 Essay in Russian module. The new module expands the skills learned by students beyond strict essay writing into different kinds of writing and different ways of working with texts, and also engages a more diversified assessment technique and makes use of blogs and other software.
Overview

Learning and learners are at the heart of education, yet they are often absent from educational studies. This module will consider how ideas, theories and policies played out in experiences of learning as well as the ways in which learning has been transformed over time. The experience of learning will be connected to broader political, social, economic and cultural changes. You will be introduced to the ways that learning has been understood and practised in the past, the forms of learning that took place and its significance in people’s lives. Who was able to learn, and what they learnt, are closely related to changing forms of inequality.

The module will be organised both chronologically and thematically to help students to uncover and critically assess decisive issues in the history of learning. Themes include histories of school learning, higher education, learning in civil society, learning at work and in the domestic sphere. We will engage with a range of disciplinary approaches from the humanities and social sciences. Although the module is mainly focused on the UK, there will be scope to pursue international comparisons.

Structure

A two hour session will incorporate an interactive lecture and small group work focusing on archives and primary historical sources. The one hour seminar will provide the opportunity to discuss readings and reflect upon the history of learning. We will also visit the IOE Archives to help build knowledge and understanding of working with historical sources. The analysis of historical sources will enable you to explore learning in a historical setting, whether based upon visiting an archive or materials which will be available on Moodle. The essay will be on a topic of your choosing, with advice and guidance.
This module introduces you to key study skills, such as managing workload, understanding and interpreting marking schemes and how to complete essays, case reports, presentations and other assignments. You will also select from a range of directed learning activities that develop your transferable skills and citizenship, such as taking part in research as a participant or volunteering within university schemes or charities. You will engage with professionals working in clinical, commercial, research and charity sectors within Audiology. You will undertake equality and diversity training.
This module is compulsory and needs to be taken by all students completing the MSc in Oral Medicine.
This module is compulsory and needs to be taken by all students completing the MSc in Oral Medicine.
This module allows you to take your theoretical knowledge and practical skills from other modules throughout the entire course and to apply these to your own individual research question. You will be expected to employ the scientific method to address this question through data collection and/or analysis in a laboratory, bioinformatics or clinical setting as appropriate. Using experimental, analytical and/or statistical methodologies, as needed, you will be able to reach novel conclusions and to place these into context with published scientific knowledge. This research project reflects research practice by qualified scientists, and requires collaborative working with a research supervisor/team, and therefore enables you to develop and implement the professional and employability skills needed for a research career.
In the context of behaviour change, theories seek to explain why, when and how a behaviour does or does not occur. They represent the accumulated knowledge of the mechanisms of action (mediators) and the influences that modify change (moderators). A scientific model is a descriptive representation of a system consisting of relationships between constructs. It can be used to describe relevant characteristics of a system, make predictions about it and develop interventions to change it. This module will explore the meaning of theory in the context of behaviour change, and familiarise students with the benefits of using theories and models when designing behaviour change interventions, as well as providing examples of specific theories and models that they may wish to use. Students are encouraged to be actively critical of existing theories and models and contribute to discussion around future theoretical advancements.
This module provides interdisciplinary and critical perspectives on relationships between urban processes and health disparities in cities across the world. It explores how urban processes produce uneven health outcomes across different populations, and how the social, economic, political and environmental determinants of health play out spatially at the city level. Finally, it examines the formal and informal mechanisms and institutions that govern mental and physical health; and considers how health disparities might be addressed.
Health, Social Justice and the City (DEVP0042 PART I)


This module introduces key approaches, theories and ideas for the study of urban health with an emphasis on the Global South emerging scholarship. The module will focus on the links between planning and health equity as well as on social justice and health disparities, producing an integrative, interdisciplinary and critical perspective of the interrelationships between urban processes and health disparities, examining both clinical and spatial dimensions of health such as infectious diseases, non-communicable diseases, chronic diseases, social injustice and violence in cities. The main questions to be discussed in this module are: How (and why) does the urban (as both political and spatial entity) (re)produce health disparities; What are the epistemological and ideological foundations that shape intervention strategies in order to create strategic transformation in the field of urban health; And what is the role of planners, architects and development experts in promoting health justice? The module combines lectures, seminar discussions, one day field-trip, group activities, invited speakers and student presentations.


On completion of the module, participants will have:


· An in-depth understanding of the interrelationships between urban processes and health justice and their relation to infectious diseases, noncommunicable diseases and violence
· An in-depth knowledge of key concepts about how health disparities are shaped by urban processes, both in cities in general and in the Global South in particular
· Knowledge of the impacts of different development planning initiatives on urban justice and wellbeing in different regions.
This module draws on the fields of value, design and operations management. It will review the theory and principles of these approaches (with an emphasis on Value Management due to the courses accreditation by the IVM). It will discuss the nature of value in portfolios, programmes and projects and enable you to design appropriate VM study styles and to apply various analytical methods. This is a practical and applied module and as such it is hoped that you will acquire advanced skills and competencies in facilitation and VM leadership.

Aim:

The aim is to equip you with the competencies and tools to deliver value management consultancy services. It will combine knowledge from value management (VM), design management (DM) and operations management (OM) with industrial experience and live workplace projects, programmes and portfolios to demonstrate how value-based studies can give direction projects and integrate multiple stakeholder perspectives on value through planning, design and operation.

Learning Outcomes:

In order to deliver the aforementioned aim, students will be able to:

To critically reflect on and discuss the principles of value management
	Recognise portfolio-programme-project client value using various value study styles
	Manage stakeholder involvement
	Develop VM leadership, creativity and innovation skills
	Practice VM human dynamics, team-working and decision-making skills
	Apply analytical VM methods within the context of a changing project environment (such as function analysis, function cost and requirements engineering)
	Recognise VM maturity and develop advanced methods
	Review live VM workplace projects and to actively facilitate such a workshop
This module will provide an overview of new thinking on public health, which integrates the arts and sciences to address current health and social care issues. Sessions will consist of seminars combining lectures, group discussions and creative workshops. Topics will include an initial lecture on “The Art and Science of Public Health” and then specific lectures focusing on the application of arts and scientific approaches to public health, for example:

1.    public health systems and structures 
2.    behavior change theories
3.    arts in public health communication
4.    public health interventions for noncommunicable diseases
5.    creative approaches in public health
6.    arts in mental health promotion
7.    public health inequalities
8.    public health in the workplace
9.    participatory global public health
10.    co-designing health architecture
11.    public health and the environment

The method of delivery will comprise blended learning. Students will attend weekly one-hour lecture and two-hour interactive seminars led jointly by the course tutor and a range of guest contributors from both inside and outside UCL. The one-hour lecture with a guest contributor will consist of Q&As with the speaker followed by class discussion of the topic(s). There will also be one-hour weekly tutorials which will involve peer discussions, reflection on the course and additional support. Students will be required to participate in self-directed learning on Moodle involving reading for and completion of the health promotion video and case study assignments covering and expanding upon the lecture topics.
 
The dissertation is a 10,000-word piece of written-up research based on fieldwork, museum work, laboratory work, other forms of analytical work, or library/archive work (or any combination of these). The written account of your dissertation research is different from an essay - you are expected to outline aims and objectives, methods and results. You are expected to apply your own critical judgment to your chosen research area and discuss your own ideas alongside the published ideas of others working in the same field. You will be guided in your choice of topic, in your programme of fieldwork or data collection, and in the writing up of your results by your Dissertation Supervisor, the Third Year Tutor, and the Dissertation Handbook. The 'Dissertation Timetable' provides an important framework for pacing your work and for having regular meetings with your Dissertation Supervisor and the Third Year Tutor.

Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/detailed-study-selected-topic-dissertation
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0075, for the full module description.
Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).
If you require any further information, please contact the History Taught Programmes Team.
The fall of China's last imperial dynasty in 1911 ushered in a period of political instability, fragmentation, and social discontent. This module explores the themes of war, revolution, and social discontent in the first half of twentieth-century China. Challenging conceptual assumptions of what constitutes 'modern China', students will be encouraged to think broadly about key concepts pertaining to modernity, state-society relations, civil society, regional fragmentation, rural-urban divide, and the impact of war on society and people. The module will consider this period through an examination of: competing ideas of political governance and contestation, nation-building, the changing role of intellectuals, the rise of militarism, shifting gender relations and familial dynamics, the formation of ideology, the emergence of new social groups, the role of peasants, the social impact of war, and the flowering of urban and popular culture. Students will also be encouraged to draw upon their existing historical knowledge to explore comparisons and parallels between China and other parts of the world.
Building on your core modules, you will expand your knowledge of complex pain situations including headache, paediatric pain and abdominopelvic pain. Headaches are one of the most common types of pain and it is important to understand their classification in order to manage correctly. Children experience pain too, and there are a number of challenges in this area such as assessment, which will be explored in this chapter. Abdominopelvic pain is a complex debilitating condition. Within this module you can expand your knowledge of complex pain mechanisms, such as central sensitisation and convergence theories, and apply this to practice utilising the biopsychosocial approach.
Summary of the content of the module / component:

1. Biomechanics of the spine

2. Clinical and radiological assessment of the spine

3. Non-traumatic disorders of the spine, including neurological involvement

4. Surgical management and rehabilitation of spinal disorders

Intended learning outcomes:

1. Be able to describe and discuss the epidemiology, aetiology and clinical consequences of musculoskeletal conditions affecting the spine.

2. Be able to describe and discuss the surgical techniques available for treatment and the provision of a high quality spinal surgical and rehabilitation services in the NHS.
This module is open only to MA students.

This module introduces students to the area of economic integration at micro level, i.e. at the level of international business. A micro focus is essential in order to understand how multinational enterprises (MNEs) are shaping patterns of trade, finance and the nature of globalization. This module exposes students to the latest thinking, debates and theories and applies them in the context of the wider Europe. A significant portion of the module relies on general economic, international business, international relations and governance studies. When introducing latest research and empirical analyses the module is focused on CEEs within the context of the wider Europe. A political economy, rather than purely management or economic perspective of the module, enables students a realistic perspective in studying the way international economic integration affects growth in the wider Europe. Also, this perspective is more appropriate forsocial science students.



This module addresses the following topics:



1.Globalisation and international production in historical perspective;



2.Theories of international production;



3.Evolutionof multinationalenterprises;



4.Foreign direct investment and growth;



5. International technology transfer and ‘catching up’;



6.Finance, ownership and strategies of globalisation;



7.International industrial networks (value chains);



8.Globalisation and industry evolution;



9.CEE within the European and global system of international production;



10.State and international production.
This module is aimed at students on the IMESS and MA Comparative Russian and Eurasian Politics programmes to prepare them for the second year of study in Russia. The module will give students a linguistic foundation for developing and applying Russian in their academic work. At the same time, it aims to provide students with skills in speaking and writing Russian and necessary background/cultural knowledge which would prepare them for living in Russia.

The skills developed in the module include: reading comprehension, writing exercises in Russian and acquiring fluency in everyday spoken Russian.
In the age of information overload, big data, social media and contestation over ‘fake news’ based on ‘evidence’ and ‘facts’, it is more important than ever to equip students of politics with the necessary skills to read, interpret and critically assess conclusions, political claims and government findings based on strong methodological foundations. “Science, Scientific Discovery and Statistics" aims to turn students into competent producers, and critical consumers, of ‘facts’ or scientifically based information. We will review the process by which facts are developed using a ‘scientific method’, which will include ontology (what is reality), epistemology (nature, sources and justification of reality or facts), methodology (how do we prove/disprove claims about reality) and methods (what methods are available to social scientists). The second part of this course will give particular attention to quantitative methods in terms of i) the quality of political, economic and financial data; ii) introduction to causality, correlation, necessity and sufficiency in social sciences, and iii) the ethics of scientific research, academic debate and public critique. The main aim is to turn students into data aware consumers of social science research, before moving to more detailed methodological training in year 2 methods course.
This module aims to enable students to explore topical real-world issues in contemporary society, for example: screen time amongst young people, bullying in schools and ageism. Each issue will be covered from a social developmental approach, drawing on both Social Psychology, Developmental Psychology and the integration and interaction between these two core disciplines. This module is designed to help students to consider how a social developmental approach can help address real world issues. There will be an applied focus throughout the module, covering how social developmental theory and research can inform interventions aimed at tackling real world issues. The module aims to build on prior knowledge of Social Psychology and Developmental Psychology to understand the integration and interaction between these two disciplines; and to offer an applied focus, by addressing evidence-based interventions grounded in a social developmental approach.
This module will introduce students to qualitative research methods that are widely used in organization and management studies, including ethnography and observation, case studies, and grounded theory building, among others. Instructors will draw on their experience and behind-the-scenes from published work to provide students with insight in the practice of doing qualitative research. As part of the module, students will be required to engage in qualitative data collection and analysis.

The course will be conducted as a seminar (10x3-hour sessions). Students are expected to discuss and critique the assigned readings. There will be a strong emphasis on practical involvement in doing qualitative work, involving practical guidelines for data collection and analysis, insights in the process that led to published work, and hands-on activities. As part of the coursework, students will be asked to generate qualitative data and analyse these data using a range of methods.
This is the clinical component of the end of year 6 summative assessments which takes the form of an Objective Structured Clinical Examination (OSCE).
This is the clinical component of the end of year 4 summative assessments which takes the form of an Objective Structured Clinical Examination (OSCE).
This is the clinical component of the end of year 5 summative assessments which takes the form of an Objective Structured Clinical Examination (OSCE).
This is the practical component of the end of year 2 summative assessments which takes the form of an Objective Clinical and Practical Examination (OCaPE).
This is the practical component of the end of year 1 summative assessments.
Specialism grouping no teaching
Specialism grouping no teaching
Science involves communication across many platforms and with many audiences. This module introduces foundation concepts in science communication and public engagement. It’s not a module to teach communication skills. Instead, it explores models and theories that lead to an improved understanding of communication and engagement. Who’s the ‘public’? Should science communication prioritize knowledge transfer, explanation, or dialogue? Should public engagement be “pro” science? What’s the role for criticism and redirection of interest? This module examines the relationship between the professional world of science and the social, cultural and personal spaces in which scientists help shape society. It develops critical analysis skills with respect to the communication of science in different public contexts including the news media, museums, fiction and online.
This module will investigate why earthquakes occur and how we can protect ourselves from their consequences.

It will provide you with an advanced understanding of earthquake mechanics, seismic waves and fault models; earthquake hazards and ground shaking; earthquake response spectra; site effects; and tsunami mechanisms and warning systems. A unique feature is evaluating how modern engineering can design earthquake-resistant buildings.
The module will cover:
- The role of vegetation in the climate system
- Terrestrial vegetation dynamics modelling
- Remote sensing of vegetation
- Concepts and maths of data assimilation
- Using remote sensing data to constrain and test vegetation dynamics models

The Terrestrial Carbon: modelling and monitoring module aims:
- To outline the role of vegetation in the carbon cycle and the wider climate system
- To outline how the vegetation carbon cycle can be modelled and use the models in prediction
- To provide the linkages between the models and observations
- To enable the students to use remote sensing (and other) data to constrain, test and criticise the models - To expose the students to modern statistical methods in combining data and models

The module will be delivered through:

- Lectures (2 hour sessions providing concepts, contexts, and critiques)

- Group computer laboratory work in Jupyter notebooks (extended practical sessions progressing technical aspects of data and model implementation) followed by short student presentations

- Moodle resources (discussion and information, online notes and reading lists via https://github.com/UCL-EO/geog0133)

- A student-led seminar on measurement methods
This compulsory module for both the MSc Conservation and MSc Aquatic Conservation, Ecology and Restoration focuses strongly on the numerical and statistical analysis of complex environmental datasets, including freshwater invertebrates and saltmarsh plants. It is linked to the “Scientific Basis for Freshwater and Coastal Conservation” (GEOG0108) module and uses data derived from locations (in North Norfolk, Eastern England) that are a key focus for this later course.

Given the strong statistical components contained in this module, it is greatly beneficial for students to have at least a basic understanding
of univariate statistics. In the framework of the module, you will acquire strong additional insights into some multivariate statistical approaches.
This understanding and ability to use and interpret multivariate statistical output also represents a great general career skill.
Why have some states been more peaceful than others? What are the reasons and mechanisms that encourage people to pick up arms and fight against each other? This course explores these questions. In the last decades, both scholars and policy makers have increasingly paid attention to conflicts going on within, rather than between, states. The course introduces students to theoretical debates and empirical trends on intrastate conflicts and political violence. It covers conflicts across the world, including nationalist mobilization in the former communist countries, ethnic conflicts in Asia, political protest and violent conflicts in Europe and the Middle East, civil wars in Africa, and insurgencies in Latin America. Political violence and conflicts within states are today among the biggest threats to international peace and stability. This course aims to give you the theoretical tools to help you analyze the causes and dynamics of such violence, as well as introduce you to different types of political violence and intrastate conflicts including self-determination struggles, civil wars, and terrorism across the world. Through class discussions and written assignments, you will be able to apply the theories and concepts learnt in class to 'real world' cases.
Aims: The main aim of this module is to develop the knowledge of econometric techniques that are useful in the analysis of financial markets and macroeconomic phenomena.

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

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

Assumed knowledge: Students should have a good knowledge of probability theory, statistics and econometrics at the level covered in, .e.g., Wooldridge, "Introductory Econometrics", Parts 1 and 2. This includes knowledge of Law of Large Numbers; Central Limit Theorem; linear regression; ordinary least squares; maximum likelihood estimation; asymptotic theory of estimators, incl consistency and asymptotic normality; testing, including t-statistics and F-statistics and their asymptotic distributions. They should feel comfortable solving theoretical questions involving all of these topics. They should have basic knowledge of the software package STATA.

The methods of assessment for Term 1-only affiliate students differs from the standard assessment pattern. Please contact economics.affiliates@ucl.ac.uk for more information.
In a context of increased recognition of the need for opening spaces of direct participation for citizens to influence decision-making processes, together with increasing scepticism of the potential of such spaces to bring about substantive change and address structural conditions of injustice, this module aims to critically engage with the relationship between communication and social change. It does so, by exploring specific set of practices and their potential in supporting social groups in processes of recognition and mobilisation in the context of urban contestations. Throughout the module you will engage with literature from the fields of development communication, civic communication and others in order to critically explore a range of case studies and experiences around approaches like participatory photography and video, mapping, social media and theatre. In such scenarios, the module interrogates how ‘emancipatory communication practices’ relate with spaces of representation and how the diverse set of social identities is negotiated, as well as examining their implications to relations of power conditioning urban injustices. While always engaging with theoretical and practical debates the module has a hands-on dimension, where you will have the opportunity to take part and reflect on different communication practices.
This module is compulsory and needs to be taken by all students completing the MSc Dental Hygiene.
This module consolidates learning through supervised clinical practice. Graduates will have learnt through treating patients in a real-life (clinic) supervised learning environment in a previous module. Learning progression is continuously monitored to allow tapering down of clinical supervision to allow development of independence in decision-making and diversity in treatment delivery. Integration of academic and clinical learning is continued through case conferences and topic discussions on selected learning-rich cases and topical clinical issues. In addition, this module also recognises the need to develop and hone diagnostic and treatment planning skills through supervised new patient assessments.
Aims:

The aim of this module is to provide fundamental knowledge about how a modern computer works. We will provide an overview of the key hardware components making up a computer and how these components work together. We will examine the architecture of a real processor including its assembly language and machine code. We will learn about the fundamental aspects of operating systems and how these provide an interface between the user (application program) and the computer hardware.

Learning outcomes:

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

Manipulate different computer data representations (binary, hex, floating point numbers, machine code instructions, etc.).
	Write and understand assembly language programs.
	Understand how high-level languages are translated to assembly language and subsequently machine code that drives the hardware.
	Understand how key aspects of the operating system work such as handling processes, and memory management.
	Understand how, overall, a modern computer works including accurately employing key computer terminology.
Content:

Top-down high level overview of a computer: the main components making up a computer and how they interact.
	Computer arithmetic: binary, hexadecimal, fixed size arithmetic, 2s-complement, 16s-complement.
	Data representation: big-endian, little-endian, fixed point, floating point, character, strings.
	Assembly language and machine code.
	Translation of high-level languages into assembly.
	Understanding basic concepts about CPU and memory.
	Structure of operating systems: processes and process scheduling, synchronisation, and memory management.
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 A-level Mathematics (or equivalent).
Aims:

Students will learn fundamental theories and methods of database systems: what they are, how they are developed and how they function to achieve their purposes. The module will exemplify these constructs with contemporary database technologies and students will learn how these technologies are exploited to build effective information systems of different scale.Learning outcomes:

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

Understand the theories and methods of database systems.
	Apply the theories and methods of database systems in creating effective information systems.
	Understand current and emerging database technologies and the application settings in which they are used.
Content:

The Database Management System.
	Transaction management and failure management.
	Query processing and optimization.
	Distributed databases.
	Data warehousing.
	Data mining and online analytic processing.
	Semi-structured data databases.
	Emerging database models and technologies.
	Database implementation and optimisation.
Requisites:

To be eligible to select this module as optional or elective, a student must ​be registered on a programme and year of study for which it is a formally available.
This module will analyse the emergence of Asian, European and North American-based but globally-known media conglomerates and the television networks distinctive to these super corporations. Media conglomerates are defined as a single company that owns and controls multiple companies involved in global media enterprises such as television, radio, film, telephony, publishing and internet. As new system builders of infrastructure, technology, policies and cultural content for the twentieth and twenty-first century, this course will probe each week one media conglomerate and one of its signature programmes/franchises as a means to assess it cultural, social and industrial impacts. For example: Sony and Columbia Pictures (Japan), Grupo Globo and Telenovelas (Brazil), Vivendi and Dailymotion (France), ITV and The X Factor (UK), CCTV and Africa Now (China), The Walt Disney Company and ABC (USA), 21st Century Fox and Fox and Friends (USA), Bertelsmann and Random House (Germany).

 
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

This module entails the completion of a dissertation on an area of research that you have chosen to study that is compatible with your programme of study (either by picking from a list of topics or through networking with academics at UCL). Your research project must involve collection/analysis of data (in some cases you can carry out a systematic review with meta analysis)

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
Building on basic module, you will learn more about disorders of consciousness, epilepsy and stroke. The topics include neurosurgical aspects, ischaemic vascular disease, haemorrhagic vascular disease, transient loss of consciousness and epilepsy, coma and sleep, neuro-rehabilitation. 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 apply the knowledge to form a differential diagnosis and plan management for common epilepsies and general management of stroke. You will be able to better diagnose patients presenting with disorders of consciousness.
The reliability, risk, and resilience of engineered systems are becoming ever more critical considerations as the climate changes, human population grows, and our societies become more urbanised. It is therefore crucially important that civil engineers are equipped with the appropriate tools necessary to quantify and maximise reliability, minimise risk, and enhance structural and infrastructural resilience as they work to shape the urban landscape in the coming years and decades. “Reliability, Risk and Resilience Engineering” addresses this specific challenge. The module provides a rigorous background on the concepts of reliability, risk, and resilience in the context of engineered systems. Real-life engineering examples are leveraged to explore the utility of reliability, risk and resilience analyses. Fundamental mathematical/statistical tools that underpin the three concepts are also covered. 

Learning Outcomes

Be able to apply common probability models and statistical analysis techniques used in Civil Engineering.
	Recognize and know how to assess the growing incertitude of engineered systems which must deal with the Climate Emergency amongst other safety, security and risk issues. This will include learning how to conduct basic portfolio-level regional catastrophe risk assessments.
	Distinguish between reliability, resilience, robustness and other aspects of engineered systems that must be strengthened in order to reduce the risk of interruptions to engineering solutions. This will involve learning how:
To compute first- and second-order estimates of failure probabilities for both individual components and systems;
	To use network analysis tools to determine system-level resilience 
Achieve technical skills required for MSc dissertations that use analytical methods or modelling techniques to investigate engineering problems
This module examines critically the theoretical orientations which underpin print and non-print language teaching materials designed for a range of contexts, as well as provides students with opportunities to engage in materials development themselves. Students consider the circumstances in which materials design takes place and the criteria for the selection, creation and sequencing of texts and tasks, and explore the processes of production and adaptation of materials. There will be group and individual opportunities for evaluating, adapting and creating materials, and for discussing the process and products of these tasks. The aim is that participants should demonstrate a critical understanding of the key principles addressed during the module, and experience the process of materials development themselves. These understandings and experiences should provide the foundations for materials evaluation, design and development in the participants' future professional lives.
This module looks at the different conceptualisations of the development process, value creation and (re)distribution, risk and external impact factors. Financing tools and possible regeneration strategies employed by the public, private and third sector actors are explored engaging in property development within urban regeneration projects. The module also examines basic techniques available for property development appraisal, their strengths and limitations and the appropriate contexts for their application. The module comprises lectures, tutorials, guest speakers and a site visit.
BIOC0023 is a wet- and dry-lab based research module, centered on the analysis of microbial populations through the sequencing of environmental DNA samples. In term one, you will be assigned to teams and develop your own hypothesis, formulate protocols for laboratory work, collect samples and amplify them for sequencing on an Illumina high-throughput system. In term two, you will process and analyze the sequencing data on a cloud computing platform, and present your findings in a report akin to a scientific journal article.

Lecture topics for 2021/22

With this being a relatively new module (5 years running) and a research module using modern technology in a rapidly advancing field, the course content is subject to change.

Course introduction and introduction to metagenomics

A framework for experimental design

Introduction to data science

General data analysis with R and Google Colab

Introduction to exploratory data analysis for microbiome data

Introduction to machine learning with NGS data

Workflow, protocols and metadata (workshop) Hypothesis discussion (tutorial)

Accessing and analyzing published datasets

High performance computing

Creating figures with Inkscape
Official data forms some of the key raw material for research in the Economics of Construction. The measurement, understanding and interpretation of the economic statistics of construction has been at the heart of the work of the Bartlett right from the work of Duccio Turin in the 1960’s which has been continued by Pat Hillebrandt and Graham Ive at UCL and inspired others elsewhere such as Ranko Bon at Reading. This module stands in that tradition. The module also relates to the research of Prof. Jim Meikle and Dr Marco Yu and is very much a case of UCL research-led teaching. Duccio Turin’s inaugural lecture in 1966 was entitled “What do we mean by building?” In addition to the work of contractors and sub-contractors, building construction activity is taken in its widest sense to include the design professions and the design and construction of physical infrastructure. Understanding i) the inter-relationship of construction with its consumers and suppliers and ii) the comparative measurement of construction activity and performance over time, place and sector, is an essential part of understanding its dynamic inter-relationship with both the local and the global economy.

 
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

This module entails the completion of a dissertation on an area of research that you have chosen to study that is compatible with your programme of study (either by picking from a list of topics or through networking with academics at UCL). Your research project must involve collection/analysis of data (in some cases you can carry out a systematic review with meta analysis)

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
In this module students will carry out a supervised project in the broad domain of security and crime prevention. They will have an opportunity to apply different research methods, and use knowledge of situational crime prevention and programming techniques. Starting with a project brief, the students will learn how to: organise a project into a set of tasks, critically assess different research methods, develop instruments for collecting data, and apply relevant computational methods to generate the sought results. Through this project, they also learn how new technologies (e.g. mobile phone apps, screening technologies, agent-based modelling) can be used to implement innovative research ideas. Finally, students will learn how to interpret the results of their work, and communicate findings in an effective manner to practitioners. This module is a strong foundation to carry out a dissertation in the field of security and crime prevention. N.B. the module SECU0016 Security Technologies is a pre-requisite for this module.
The human voice is a highly flexible tool for communication with others. The module aims to familiarise you with the main concepts in the behavioural and neural processing of the human voice, and to introduce you to research on the expression and perception of speech, emotions, and identity. The topics will range from basic articulatory and acoustic properties of verbal and non-verbal vocal behaviour (e.g. speech, laughter), to social and cognitive aspects of voice processing (e.g. identity recognition, evaluation of personality traits), and their neural underpinnings.

Aims

The course aims to familiarize students with the main concepts in the behavioural and neural processing of the human voice, and to introduce them to a wide range of advanced topics in current research in all three areas.
	The topics will range from basic articulatory-acoustic processes and low-level auditory processing to high-level voice processing and neural correlates of voice production and perception in the brain.
	The issues will be discussed with respect to current research, including differences in research methodologies and their relationship to models of voice processing.
Undergraduate enquiries to d.newton@ucl.ac.uk
Postgraduate enquiries to pals.langsci@ucl.ac.uk
This module provides you with a consolidated opportunity to synthesise and evidence your learning across the programme of study, and progress to the  MSc and apprenticeship award. 

No additional subject content is introduced within the module, the focus is on preparing your journal article based on an aspect of your research and/or clinical practice, developing and interrogating case studies for the open book examination component and developing and reviewing your clinical practice change report for the End Point Assessment and developing additional skills in order to maximise the presentation and implementation of learning in practice. 

Students will emerge with the capacity to demonstrate their learning and to connect research, study and practice in a variety of workplace and assessment scenarios.
This theoretical (non-quantitative) module addresses two issues of elevated importance to both financial officers and advisors-consultants, as well as financially-oriented general business students: Initial Public Offerings (IPOs) and merger / demerger valuation. IPOs typically represent the firm’s largest single equity source: capital to support company growth and expansion. The IPO portion of this module reflects a Best Practice Company Valuation - (Discounted Cash Flow) - guided perspective, considering some of the major valuation and pricing challenges encountered by the listing company before, during and shortly after IPO Launch Day. Merger Valuation involves a central issue in acquisition analysis today from the perspective of the potential or actual buying firm - is this deal financially viable? This examination is primarily based on the leading synergy-versus-premium methods in use today. De-mergers (such as spinoffs and break-ups) represent a growing area of importance in dynamic corporate strategic management, particularly in changing economic times; this module considers financial assessment and some other key aspects of this topic area. M&A cycles and some key merger defence tactics are also included in this module.
The questions we are asking here are:

•    What are genetic and epigenetic diseases?
	•    What are the different types of genetic inheritance and why it matters in clinical treatment?
	•    How to predict the pathogenicity of a specific mutation?
	•    How these principles help dissecting the molecular mechanisms of diseases?
	•    How we use these principles in precision medicine and modern medicine?
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
The independent project provides an opportunity for the student to focus on a particular research question that interests you. An independent project must represent original research. The project may involve collecting and analysing new data, analysing existing data, or presenting a new theory. Students have the option to propose their own master's project topic and discuss this with a potential supervisor or select one from a list of suggested projects.
This module is aimed to introduce you to the concepts and ideas underlying the social determinants of health in a global context. A wide range of topics will be covered. These may include, for example:


	Social determinants of health: concepts and recent history
	
	
	Measuring distribution of health and the social determinants of health
	
	
	Early life, socioeconomic position and health
	
	
	Gender and health
	
	
	Disability inequality and human rights
	
	
	Sustainable development and health equity
	
	
	Societal transformation and health in Central and eastern Europe
	
	
	Mental health and its determinants
	
By the end of the course, you should be able to:


	Locate the discipline of social epidemiology within the broader context of public health and global health
	
	
	Describe the social gradient in health in populations in high, middle and low income countries
	
	
	Understand the relationships between gender, social inequalities and health inequalities
	
	
	Understand the relationships between social inequalities, health inequalities and human rights
	
	
	Outline the reasons why inequalities in health exist in different countries
	
	
	Conceptualise how social determinants affect individual health and the distribution of health
	
	
	Analyse the policy implications of SDGH evidence.
	
This module is compulsory for students on the MSc/Diploma Social Epidemiology. Subject to places being available, the module is also available for other postgraduate students from UCL such as students from MSc Population Health and MSc Global Health and Development. Spaces are limited to 80.

Teaching will take place in the form of short informal lectures and related practical exercises as well as discussions and debates. You will attend up to six half-day sessions per week in the first three weeks of Term 2. Reading materials, lecture notes and other associated work will be made available to you via Moodle.
The module shall focus primarily on the study and understanding of Chinese law and system of governance as found in the People’s Republic of China since 1979. The module shall examine, inter alia, the evolution and the main features of China’s legal system and sui generis system of governance, sources of law, law making and court system, and the role of law in China’s economic development. The module shall also examine selected key areas including, constitutional law, legal institutions, business law and competition law. During classes, current affairs will be discussed and analysed. All readings will be in English. The module presumes no prior knowledge of the Chinese language; however, students may be expected to familiarise themselves with Chinese legal terms.
This course teaches the essential programming concepts for networking using the python programming language. Firstly all basic programming concepts are introduced in a general manner: variables, conditional statements, loops. The course then covers essential data structures like strings, lists and dictionaries. We will then cover modules and object orientation. Given the networking focus of the course we will then cover socket programming to learn how to build distributed applications both using TCP and UDP. We finish with data processing tools and with an introduction to machine learning, namely the basics of neural networks and deep learning. The course consists of small introductions to the concepts and exercises to consolidate knowledge. The module is assessed with a practical assignment.
The overall aim of this module is to explore conceptions of rights, equality and justice in education, and to consider how these concepts apply to complex issues in education, including state and private education, equality of opportunity, compensating for inequality, the politics of recognition, the distinction between public and private spheres, multiculturalism, faith schools and student led-curricula. The course begins by looking at competing conceptions of rights, and we explore how these apply to freedom of choice, autonomy, paternalism and multiculturalism. We will look at the right to education, compulsory education, religious schools and multicultural education. We will also look at feminist conceptions of rights, including the right to be free from state interference, and the distinction between the private and public spheres. In the second half of the course we look at equality and social justice. We examine competing conceptions of equality and justice, and we explore how these apply to educational equality, inequality and disadvantage. We look at the idea of giving priority to the people who are worst off and we explore the justification for affirmative action. We also explore a series of feminist arguments that emphasise the ‘politics of recognition’ and consider how this is distinguished from the ‘politics of redistribution’.
This module is compulsory and needs to be taken by all students completing the MSc in Oral Medicine.
Gerontology is the multidisciplinary study of ageing processes and individuals across the life course. This module aims to develops a feminist perspective to understand the gendered inflections of the shifting social discourses of ageing.  

Described as “unprecedented” by the United Nations (2002), population ageing represents the greatest institutional challenge that governments and economies are facing; as such the need to address the interconnectedness of the cultural construction of ageing and gender is more and more pressing. Developing an intersectional approach, this course investigates how the inflections of ageing vary across gender, race, class, and other markers of identity.  

It discusses ageing as a process rather than a fixed identity, and how feminist gerontology has moved away from a dualistic understanding of gender relations towards examining how the concepts of gender identity and performance interact with age. It draws on Foucault’s conception of biomedicalisation to study how health is pathologised through age and the ways in which the medicalisation of menopause and impotence are entangled with discourses on reproductions stemming from hegemonic notions of masculinity and femininity.  

As a marginalised area, ageing offers a radical critique of hegemonic discourse to open new perspectives on the construction of gender, which encompasses cultural analysis and sociology of intimacy and explores the pleasures and perils of growing old. The course critically addresses the racist, heterosexist and cisgenderist assumptions behind the notion of successful ageing, ethics of care, and the global intricacies of affective labour, drawing upon a range of case studies dedicated to viagra and male impotence, transnational care workers, vulnerability, and new technologies for elderly care. 
Provide core competence in applied fluids mechanics and materials for students aiming to gain a BEng/MEng degree in civil engineering. This course builds on the first year modules. It is made of two parts, Applied Fluid Mechanics II and Materials II

Learning Outcomes

Momentum equation
 Flow over immersed bodies
 Dimensional Analysis and Similitude
 Turbomachinery
 Composition and properties of Portland cement concrete
 Aggregates
 Site practice and fresh concrete
 Concrete mix design
 Admixtures for concrete
 Deformation of hardened concrete
 Specification and supply of concrete
 Manufacture
 Composition and hydration of Portland cement
This is the report module for the MA Digital Media: Critical Studies. All students who choose to do a report undertake an independent research project, which culminates in a report of 10,000 words. Students can choose a dissertation or a report module. To find out more about the dissertation module search for Dissertation on Digital Media: Critical Studies (CCME0135) instead.
This module aims to introduce students to four key dimensions of museums, galleries, and heritage learning: (1) central contemporary themes in museums, galleries, and heritage in education (2) histories and theories of institutions, spaces, and objects (3) audiences, identities and the study of cultures, and (4) debates and models of learning, teaching, and education in and for museums, galleries, and heritage. Together, these dimensions will provide students with a framework for analysis of collections, institutions, practices, materials and issues in museum, gallery, and heritage education, and education in the museums, galleries, and heritage sector. Students not enrolled on the MA Museums and Galleries in Education MUST contact the module tutor in the first instance before selecting on Portico.
Aims: 

This module is designed to introduce you to the cultural/ethical/social issues pertinent to learning and teaching art and design in secondary schools. It aims to promote a critical approach to the Art and Design curriculum and encourages you to reflect on issues, attitudes and values in order that you can make reasoned and informed judgements about your teaching based on an understanding of pupil diversity and how this affects learning. 

Throughout the module you are expected to engage critically with recent research, policies and initiatives, you are encouraged to reflect critically on your own experiences in education and engage with recent and relevant theories of learning and teaching as they relate to the field of art and design. 



Outcomes: 

You will demonstrate through documentation how art, craft and design in the field of visual and material culture can contribute to the education of all young people in a plural society. This will provide evidence of critical, research and enquiry-led approaches demonstrating the ability to evaluate the relationship between practice, policy and theory; 

This will include an evaluation of different pedagogical approaches in relation to their theoretical basis and their application across the phases (e.g. critical pedagogy, experiential, multimodal, cross curricular);
This is a project-based module that provides you with an opportunity to critically investigate the spatial characteristics and qualities of the built environment, with a focus on layout, density, and typology, and explore the use of different typologies in the development of urban design proposals.

It aims to develop knowledge and a range of skills for carrying out urban design investigations and proposals, in particular design and graphic communication skills.

This module is taught primarily through project work. Knowledge is imparted through individual/group tutorials, project reviews, and a small number of lectures (delivered by the staff and external practitioners).
Module content

The dominant economic cultures of the 20th century have produced both immense material wealth and deep social and ecological dilemmas. The key assumptions of these cultures – embodied in indicators such as GDP and the belief that limitless economic growth is both possible as well as desirable – continue to shape our lives. How did these global cultures and their underlying structures develop? In what sense are today’s grand challenges – including climate change, unemployment and inequalities of income and wealth – related to these entrenched ideas and institutional configurations? What role did ‘development’ play in exporting these ideas to the Global South? And how are these cultures responsible for the deep existential crisis of Western democracies that has followed?

Through core online materials, classes and readings, interactive seminars and a series of speaker events, Pathways to Prosperity I: Global Legacies is designed to unpick the history of these unsustainable cultures. You will be challenged to think critically about both the successes and pitfalls of 20th century economic, cultural and social practices while creatively considering how they might be productively reconfigured to suit new ecological, social, political and economic realities, in the context of humanity’s search for sustainable global prosperity.

Illustrative Module Outline

Visions of sustainable global prosperity
	Rethinking economics
	Rethinking global development
	Legacies of colonialism
	Local and global inequalities
	The Anthropocene
	Student presentations
	(Un)sustainable transportation
	The global food production system
	Pathways to prosperity: from legacies to futures
This research-led module provides the knowledge and tools to critically assess the impacts of resource access, use and management on different social groups in the Global South. You will develop a methodological grounding in qualitative and participatory research methods, as well as an understanding of the application and limitations of the policies, institutions and tools designed to promote better resource management.  This module involves lots of discussion, and in small groups students also lead a seminar session. 
This module deals with the challenges posed by the current energy context, examining the motivations for implementing energy efficiency and renewable energy sources in a scenario characterised by the limited fossil resources and climate change. The energy use in buildings is analysed and the potential for renewable energy sources explored.

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

• Have a global knowledge of the main challenges of the current energy context, regarding the limited fossil fuel resources and climate change

• Critically understand energy use in buildings

• Implement different modelling and assessing techniques for the evaluation of energy use in buildings

• Introduce the economic analysis perspective in the evaluation of optimal energy scenarios and solutions in the built environment
This module introduces students to their future role as pharmacists and the current and evolving pharmacy profession. To prepare students for roles as health care professionals, they need to understand the responsibilities they have towards their patients and other members of the healthcare team. The knowledge, skills and attitudes required for pharmacy practice are introduced and developed throughout the unit. Knowledge and skills obtained in the other year one units are applied here when discussing the use of medicines and pharmacy practice. In addition, the year 1 "study skills" theme is housed in this module.

This module is split into the following main themes:

Introduction to dispensing, checking and professional skills in the dispensary.
 Professionalism and professional leadership
 Law and Ethics
 Pharmacy and public health
 Medicines Safety
 Self - care and common conditions
 Academic skills for pharmacy practice
 

Learning Outcomes

At the end of the module students will have achieved the following learning outcomes and will be able to:

Knowledge and Understanding

1. Define professionalism and identify appropriate behaviours for both pharmacists and pharmacy students

2. Describe the concept of safe and legal supply of medicines.

3. Describe the role of pharmacists in promoting health and the context in which this occurs.

Subject Specific / Professional Skills

1. Demonstrate safe dispensing and checking skills for simple prescriptions

2. Demonstrate appropriate communication skills with patients associated with simple prescriptions.

3. Demonstrate appropriate management of simple, minor ailments.

Transferable / Key Skills

1. Demonstrate an initial understanding of Continuing Professional Development.

2. Demonstrate information skills appropriate to the first year of study

3. Demonstrate numeracy skills appropriate to the first year of study.
For affiliate students only studying at UCL in Term 1.

 This module offers an introduction to Russian prose of the 19th and 20th centuries. A varied selection of texts are studied in chronological order, ranging from Aleksandr Pushkin’s ‘The Queen of Spades’ to Tat’iana Tolstaia’s ‘Rendezvous with a Bird’. The module is intended as a foundation for the work on literature undertaken in later years. The emphasis is on close textual analysis, rather than contextualization. Those on the ab initio Russian-language modules will be studying these texts in English but with increasing reference to the Russian texts as the module progresses. Those entering the degree on the post A-level mode will be expected to read the texts in Russian. The module also contains a study skills element to help with essay writing and commentaries; as far as the latter is concerned, this takes the form of regular commentary classes during which the students will be asked to discuss short fragments from the set texts from the stylistic and formal point of view.
This module offers an introduction to Russian prose of the 19th and 20th centuries. A varied selection of texts are studied in chronological order, ranging from Aleksandr Pushkin’s ‘The Queen of Spades’ to Tat’iana Tolstaia’s ‘Rendezvous with a Bird’. The module is intended as a foundation for the work on literature undertaken in later years. The emphasis is on close textual analysis, rather than contextualization. Those studying Russian ab initio will be studying these texts in English but with increasing reference to the Russian texts as the module progresses. Those studing Russian post A-level will be expected to read the texts in Russian. The module also contains a study skills element to help with essay writing and commentaries; as far as the latter is concerned, this takes the form of regular commentary classes during which the students will be asked to discuss short fragments from the set texts from the stylistic and formal point of view.
The dissertation is an extended piece of work that reflects students' own research interests. It enables students to formulate their own questions on a particular topic and to pursue independent research. The dissertation is designed to develop and test research skills, including the ability to respond to the existing academic literature on the topic and the identification of a relevant problematic.

This module is specific to those of you who are doing the shortened dissertation, having undertaken learning in either writing a systematic review or data science previously.
This is a compulsory module for students taking the iBSc in Surgical Sciences. Molecular biology techniques are fundamental in biological research. This course offers a mixture of lectures and extensive practical sessions/workshops which introduce a number of molecular biology techniques and provide students with the opportunity to apply them in a laboratory setting. Covering: Mammalian cell culture, cell-based assays, immunohistochemistry, gene expression (mixture of theory and practice). The teaching takes place in the scientific laboratories, Department of Surgery and Interventional Science, at the Bloomsbury campus.
Infrastructure investment is increasingly prominent within public policy as governments face the urgent need to improve living standards and mitigate and adapt to climate change. As the demands on infrastructure systems are growing, there is evidence that many infrastructure systems negatively impact economic, social and environmental systems by supporting the destruction of the natural environment and biodiversity, contributing to climate change, and exacerbating social inequalities. In addition to this, the continued evolution of infrastructure technologies offers ways to operate infrastructures more efficiently, deliver better quality services, and in some cases, shift from large-scale networks to decentralised systems.



This module focuses on the practical skills, contextual knowledge and analytical approaches needed to work effectively as policy professionals in the infrastructure sector. The module examines the institutional arrangements and governance of infrastructure systems, alongside decision-making processes and the mobilisation of technical expertise for planning and delivery. Students will learn about new approaches to conceptualising infrastructure demand, governance challenges and trends in institutional and regulatory reform, funding and financing, climate change mitigation and adaptation, and how infrastructures contribute to social and economic inequalities across the Global North and South. The module covers a range of case studies and practical exercises on water, stormwater, waste, energy, communications and transport systems, to develop the skills required to evaluate technical, policy and regulatory solutions for infrastructure problems.
The module aims to introduce students to diverse rationales and critiques relating to the involvement of the public and other stakeholders in the oversight, design, conduct and interpretation of research. Participants will also study strategies aimed at helping researchers and stakeholders work effectively together on initiatives that result in or make use of research findings so as to inform policy, practice and individual decision-making. Students attend with an interest in a range of public policy sectors and disciplines.
The module will provide students with a strong foundation in the implementation of evidence based cognitive behavioural therapy for personality disorders. Students will be expected to draw on core theoretical concepts and models as well as incorporating current research and innovative developments in clinical practice. The module will include specific applications and adaptations of CBT-PD for particular client groups or settings. Skills-based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by programme members and individual/group supervision in the place of work. Self-directed study will include general reading for each programme 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.
The themes, methods and ideas in the fields of social psychology and individual differences will be introduced in this module. Social psychology examines how individuals understand themselves and other people, the relationship between behaviour, self and the situation, and the forces that govern interactions between individuals and groups. Individual differences is the study of what makes each person unique, including our personality, intelligence and other cognitive abilities, and how they interact with our background, upbringing, and life experiences. There will be a focus on social psychology and individual differences as scientific disciplines that uses experimental methods for data collection to formulate and empirically test theories of human nature.
The content of this module follows the curriculum specified in relation to Child and Young People IAPT. This module will provide students with an foundation level of knowledge and skills in assessing and engaging children and young people and their families in community mental health settings.
This module introduces the main data-sources and analysis methods used in qualitative research. In addition to covering the key conceptual issues, a computer package for qualitative analysis is taught, as are further methods for data analysis. You emerge with the skill of using a textual data analysis package. The strengths and limitations of various techniques are evaluated, with an eye to issues such as reliability and validity. The specific criteria used for evaluation of qualitative work are examined, as is its scientific status. The module combines lectures and practical work and is assessed by a qualitative analysis report.

 
The dissertation requires students to carry out independent research under supervision. It is an opportunity to identify a research question, generate hypotheses and identify appropriate methods, collect and analyse data, report the work in an article format with 12,000 max words. Students can choose a supervisor and a topic from a list. The topic can be in any area of Cognitive and Decision Sciences broadly defined. Supervisor will advise in the following areas: Choice of topic and methods Access to relevant sources Thesis plan Scholarly presentation of ideas The dissertation a substantial part of the course and will contribute 30% of the final mark. The research is typically conducted at the end of term 2 and during term 3, after you have been familiarized with domains, concepts and methods in cognitive and decision sciences. During term 3 there is no timetabled teaching. Students are responsible for arranging supervision of their main project. The projects can be carried out at institutions outside the division, and/or with external supervision, but only with the agreement of the Course Director. When the main supervisor is external to the division, students must also have an internal supervisor, and students are responsible for arranging this. The main project represents one third of the total marks for the MSc. Part-time students complete their project in their second and final year.
A literature-based project allowing final year BSc students to research, utilizing library resources, on a physiological topic offered by a member of staff in the Division of Biosciences or associated departments. Students eligible for the module will be invited to submit applications for up to 5 projects, in order of preference. Students will then be allocated to a supervisor.

Your project will be written up as a scientific report to include a substantial and original review of published work and a discussion of its implications. You will also be expected to defend a poster presentation of their project.  

After taking this module you will be able to:

Plan and execute under supervision, a review of the scientific literature concerning a particular topic, Analyse critically the publications you find and draw valid conclusions from them.
	Understand the level of uncertainty in published results and the significance of discrepancies in the literature
	Communicate both orally and in writing complex scientific ideas, accurately and informatively.
	Manage your own learning and to make use of appropriate texts, research articles and other primary sources.
 

 
Outline:

This course gives a basic grounding in mathematical techniques of differential equations and tensors - together with their application in fluid dynamics - that are of foundational use in theoretical physics.

Aims:

To introduce theoretically-minded students to advanced areas in mathematics, with applications to various problems in physics, particularly in dynamics, and in quantum mechanics, solid mechanics and fluid mechanics
	To provide a deeper treatment of mathematical methods covered in PHAS0025 Mathematical Methods 3
	To provide mathematical underpinning for Theoretical Physics students taking PHAS0030 Computational Physics in term 2 of year 2.
Teaching and Learning Methodology:

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

In addition to timetabled lecture and PST hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
The context for the Management Science Group Consultancy Project module is management in complex, innovation-intensive, data-driven environments.

Students carry out a group consultancy project with an external organisation. It is expected that the project will explore a significant issue faced by an organisation operating in a complex, innovation-intensive, data-driven environment and involve analysis using a range of quantitative tools and quantitative methods.

Students will be expected to draw on the full range of knowledge and skills they have developed during the Management Science MSci programme, and demonstrate their ability to integrate this knowledge and apply it in novel situations.

Students receive support in the form of workshops and team/individual meetings with their allocated Project Director/Supervisor.

The aims of the Group Consultancy Project module are:

To provide students with an opportunity to demonstrate their in-depth knowledge and understanding of management science and how it can be applied in practice.
	To provide students with an opportunity to work as part of a small team tackling an important business issue facing an external organisation.
Companies compete by providing products and services to their customers. Developing and delivering new products at scale requires understanding and integrating the activities of multiple functions, including marketing, R&D, operations, customer service and sales. This module looks at the key decisions that companies need to make in product, technology and operations management and associated concepts, tools and best practices.

Operations Management is a major driver of profitability and growth. It deals with the design, management, and alignment of products and services, processes, and supply chains. In this module, students will be learning how to manage operations at the process level, tactical level, and strategic level. Students will first learn how to manage processes and effectively match processes with products. Then, students will learn how to manage product development, inventory, and supply chains. The module will conclude with a broader strategical look at both in-house and outsourced operations.
This course will help you appreciate the contribution of the behavioural sciences to our understanding of how organisations function. It will emphasise how an understanding of individual and group behaviour can improve both the quality of working life and the effectiveness of organisations. There are three broad sections:

1) Individual Behaviour. Understanding the nature of individual differences and how they affect our behaviour at work. These include the way we perceive things, our attitudes, and our personalities and drivers of motivation.

2) Group Behaviour. Exploring what happens when individuals function, perform and interact with each other as part of a group (e.g. potential dysfunctions of communication and coordination in groups; managing group conflict and interdependencies, etc.).

3) Organisations. The end part of the course explores topics related to creativity and innovation, culture at both the individual and organisational level of analysis, and classic and contemporary theories of leadership.
In the post genomic era, use of Bioinformatics is important in many areas of Biomedical Sciences, such as gene sequencing or target discovery, validation, and system biology analysis. Bioinformatics bridge the interface of chemistry and biology. It is essential for our students to understand the basic principles of bioinformatics and their applications related to Medical Sciences. The module will provide an introduction to bioinformatics and computational methods of analysing and interpreting biological and gnomonic data related to Biomedical sciences. It will focus on use of several of publicly available bioinformatics databases. With the practical approaches, students will have a good ability to analysis data in real research environment.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
This module explores the practice and theories of strategic leadership and investigates effective resource management in times of systemic change.
This module investigates how executive leaders, those with responsibility for multi-part or multi-site organisations, can create, sustain and enhance student learning across the educational settings which they serve.
Specialism grouping no teaching
This module aims to provide an introduction to social epidemiology, describe basic theories and concepts used in social epidemiology and in studies of health and social inequalities. It presents current, up-to-the-minute evidence of the influence of range of factors on inequalities in health, including chronic disease (i.e. cardiovascular disease) and infectious disease (i.e. covid-19). You will be encouraged to critically assess the evidence presented. Topics to be covered will include historical socio-economic inequalities, and the role of gender, ethnicity, lifestyle, deprivation, place, and social relationships on health. You will also be introduced to the role of material, behavioural and psycho-social pathways in the study of social epidemiology.

Module learning outcomes

By the end of the module the student will be able to:

define the main dimensions of socioeconomic inequality in conceptual terms & some methods of measurement
	explain and draw causal path diagrams of the social determinants of health inequalities
	identify, collate and present evidence on an aspect of socioeconomic inequality in a health outcome in a population of interest, from a research perspective
	write a short essay on a public health problem with a social determinants of health (SDH) perspective
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 on this module are limited to 30 with preference given to students on the MSc/Diploma course stated above.

Sessions consist of a lecture and discussion or small group work. Materials will be posted on Moodle. Where reading materials are distributed in advance, you will be asked to read these prior to a session.
Students will discuss with the Degree Tutor their ideas for a possible dissertation topic. The degree tutor will suggest specialised members of staff with whom you can develop these ideas and who can supervise the dissertation. Students will develop a dissertation proposal with bibliography for approval by the MARS Chair of the Board of Examiners with the Degree Tutor. In addition to these development meetings students will have at least three supervisory meetings with their supervisors and participate in the dissertation workshop in the summer term.

 
This module builds on work completed in the first year, using translation and comprehension exercises to enhance fluency in reading, writing and understanding contemporary German, as well as continuing to explore its relation to English. Passages for translation and comprehension will include contemporary literary, historical and journalistic texts.
The natural environment is undergoing substantial changes due to human activities spurred by industrialization, agriculture and other forms of economic development in the absence of adequate environmental regulation. In this module, students will learn about the sources and fate of environmental contaminants, the negative impacts on the environment, and approaches adopted to repair and prevent damage to the environment.

The primary aim of this module is to enhance student understanding of the influence of humans on past, present and future environments, the scale of the effect of humans on different components of the natural environment, and the types and relative successes of mitigation and remediation measures and adaptation to changed environments.

Secondary aims are to encourage students to participate in discourse related to contemporary environmental issues and engage with, understand and critique data that shows evidence of human influence on the environment.

On completion of the module, students will have acquired:

Enhanced understanding of the types, sources, evolution and persistence of anthropogenic environmental contaminants in the environment
	Knowledge of the direct and indirect effects of humans on the environment, public health, and food security and the methods used to quantify this human footprint.
	Understanding the approaches used to repair the environment and methods used to assess the efficacy of these approaches.
	The ability to effectively manage, quality check, analyse, visualize and report on environmental data
	Valuable transferable skills in academic writing, effective verbal communication, interpreting the primary literature, and problem solving.
	Improved awareness of the most pressing contemporary environmental issues, empowering students to critically engage with and contribute to discourse on these topics
This module invites students to explore education theory and policy through the lenses of history, philosophy and sociology. The module takes up questions of inequality and social justice in education and encourages students to consider these through a range of conceptual lenses. Students work in specialist and cross-disciplinary groups to assess the different insights offered by particular perspectives; explore the compatibilities and tensions in and across disciplines; and consider the contribution offered by inter-disciplinary approaches. The model invites students to explore key debates over the meaning and nature of social justice in education, debates that intersect with questions about the person, society, education and knowledge. Participants are introduced to key concepts such as citizenship, diversity, equality, globalization, hegemony, authenticity, inclusion, liberalism, power, the state and subjectivity and invited to consider the usefulness of these concepts for making sense of education policy and practice. Students are able to pursue these explorations by engaging a range of formal and informal educational sites and local and national contexts. An inter-disciplinary team of contributors facilitate learning in lectures and small groups. Weekly face-to-face learning is augmented by virtual learning and opportunities for participants to receive feedback and develop their academic skills are available. Download this leaflet (pdf, 1.04 mb) for further information on this module.
This module is compulsory for all students studying the MSc Periodontology (distance learning) programme.

The contents of this module will include (but are not limited to):

Screening, diagnosis and clinical presentation of periodontal diseases
 Procedural skills for examination and assessment of periodontal diseases
 Criteria for classification of periodontal diseases and conditions
 Radiographic principles in the management of periodontal patients
 Clinical case presentation material
 Interdisciplinary aspects of diagnosis and treatment planning
On successful completion of the module, graduates will have achieved a foundation in the understanding and basic clinical practice of:

Diagnosis and treatment planning in Periodontology
 Clinical procedures for examination, assessment and diagnosis of periodontal diseases
 Classification of periodontal diseases
 Radiographic principles in the management of the periodontal patient
 Documentation and presentation of clinical cases
 Interdisciplinary aspects of diagnosis and treatment planning
Through seminars, lectures, a curriculum development project and group activities, the module aims to provide participants with new analytical and critical skills with regard to their curricular interests and responsibilities. In particular, an improved ability to 'read' curriculum materials, practices and policies in the light of the theoretical principles and ideological perspectives that inform them; an enhanced appreciation of the cultural and philosophical roots of issues in curriculum design and development; a better understanding of design and development strategies; and a capacity for deeper reflection on their own experience of curriculum. The role of 'economic rationalism' in driving current curriculum reforms is considered and contrasted with broader and more democratic agendas. 'Culture' is a key concept for the module, since curriculum is a selection from culture; thus debates around how common and differentiated curricula are contextualized historically in relation to different conceptions of culture and ways of examining the adequacy of curricula to contemporary cultures are suggested. Aims, contents, objectives, processes and assessment are addressed as variously weighted dimensions of curriculum design and development with reference to both the classics of curriculum design literature and current writings and policies. Finally, the vital continuing roles of schools and teachers in this era of National Curricula is a recurring theme of the module.

 
Aims:

The aim of this module is to understand how to build robot systems that can sense their environment to then perform an action. To do this, robots must have the ability to receive information from their environment but also an understanding of themselves within it. Importantly, how can we capture this information greatly influences our subsequent actions both in terms of the availability of actionable data but also the processing required to interpret. By exploring these trade-offs, we will explore in depth the sensory systems used to capture information and in turn develop models that enable robots to cooperate with its environment in different ways.

In this module, we will discuss a range of sensing and cognitive systems. This theory will then be used to perform manipulation tasks to cope potentially with unstructured environments such as localizing objects for grasping.

Learning outcomes:

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

Understand the main concepts related to robotic manipulation and sensing.
	Develop methods for tackling new and potentially uncertain environments in robotic manipulation systems.
	Read scientific literature in robotics to choose approaches for a problem.
	Implement state-of-the-art algorithms on simulated manipulators and sensors.
Content:

Representing Poses in Robotics.
	Robot Kinematics for Manipulation.
	Exteroceptive Sensing.
	Proprioceptive Sensing.
	Sensing-based Grasping.
	Visual Sensing Uncertainty and Failures.
	Machine Learning for Manipulation.
	Human-Robot Interaction and Collaboration.
Requisites:

To be eligible to select this module as an option or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; (2) have taken COMP0127 in Term 1; and (3) have previous programming experience in C++, ROS (may need Python).
This module is an introduction to the English language teaching classroom. It will build on the knowledge of English language teaching methodology that students gained in the MA TESOL Pre-Service core modules, and will support them in developing their ability to analyse English language classroom practice. It will involve participants in a cycle of analysis, planning and reflection. There will be a focus on formal lesson and course planning, language analysis for teaching, practical classroom techniques and reflective practice.
The module examines how to capture 3D data both for new and retrofit via a range of data acquisition methods. It looks at the principles of surveying and building up integrated BIM geometry from multiple capture sources. Data processing and feature extraction are examined as key processes, as is the managing of BIM data, information theory, adding semantic information, storing and sharing.
The purpose of environmental policy is to improve the nature and quality of the use of the environment and its resources. In order to know whether or not this has taken place, the environmental outcomes before and after the policy have to be measured; compliance with legal norms and regulations is necessary for the environmental policy to be effectively designed and implemented; and the effect of the policy has to be assessed before it is put in place (ex ante) and evaluated after it has had time to take effect (ex post). The module will present some of the legal foundations of environmental policy and the main methods by which both environmental impacts, and the effects of environmental policy, are measured.
This module will introduce the concepts and theories of Stochastic calculus and the use of Monte Carlo techniques for the solution of high dimensional problems prevalent in modern Engineering (and Finance) applications. Students will be introduced to concepts and techniques in (quasi-) random number generation and the sampling of multidimensional spaces. This will provide a link between stochastic calculus and uncertainty and (global) sensitivity analysis.

The aim of this module is to provide the core mathematical, numerical and analytical skills that underpin the study of complex high-dimensional phenomena and/or phenomena with uncertain, unknown or random aspects. A link between stochastic calculus and the techniques discussed in the first two modules of this Minor will be provided in the form of uncertainty (sensitivity) analysis. An overview of state-of-the-art sensitivity analysis methods will be presented and their suitability to analyze “real-life” problems covering a range of topics (Engineering, Environmental Safety, Finance) will be discussed.

On successfully completing the module, students will be able to:

Recognize the connections between stochastic processes, stochastic calculus and how stochasticity is embedded in real-life applications;
	Understand the basic concepts of Stochastic Calculus
	Perform integration of simple stochastic processes
	Perform integration of continuous stochastic processes
	Understand the operating principles and limitations of Random Number Generators
	Identify appropriate methods for and perform Sensitivity Analysis on real-life models sourced from various disciplines
	Present and interpret quantitative results in effective and appropriate ways to varied audiences, including non-mathematical or engineering audiences.
This module builds upon principles outlined in previous modules such as The Management of Construction Enterprises, The Principles of Enterprise Management, Project Management, The Management of Construction Projects, Owner-based Management of Projects.

Aims and Objectives

To give the student an opportunity to research and apply material in the following areas:

• The business context and the management of projects from the sponsor/owner/client viewpoint. • Strategic business management in project environment.

• How enterprise creates value within projects through project portfolio management, programme management and relationship management.

 Learning Outcomes

After taking this module the student should be able to:

• Analyse the business case for projects

• Analyse the relationship between enterprise-wide strategy and project strategy, project portfolios, programmes and projects.

• Understand, select and develop appropriate tools, techniques, processes and practices to set and achieve strategic project objectives within the context of overall enterprise strategies.
This is the research project for the PG Diploma in Creative Health. Students will complete an extended report, based on a review of primary and secondary research and evidence. This will enable the student to develop their own independent research area in a field closely related to Creative Health. Students will be able to set their own topic of research, in conversation with their supervisor.

This module is taught on the UCL EAST campus in Stratford.
This module seeks to understand the main challenges to promote equitable long-term economic growth and equality in Latin America and the Caribbean. In the first part of the module, we will discuss the difference between economic growth and development. We will also exchange views on the relationship between political institutions and economic development. In the second part of the module, we will discuss some of the most relevant issues in Latin American economic development: trade between the US and Latin America, the impact of inequality on economic development, the use of fiscal policies as tools to reduce inequality, the challenges of climate change for regional development, the relationship between multiculturalism and development, the impact of gender disparities for development, and the effect of migration flows on regional development.

 
It is compulsory across all of the programmes in the Department of Security and Crime Science, and provides an introduction. Foundations of Security & Crime Science is a core module undertaken by all masters students in the Department of Security and Crime Science. The purpose of this module is to set out the foundational concepts, theories and approaches that underpin the masters programmes offered in the Department. In this way the module provides an overarching framework for the modules that follow. It outlines the distinctive nature of the crime science approach to understanding, preventing, detecting and investigating crime and security problems. It presents the key theories that explain the temporal and spatial patterning of crime and terrorism events, and introduces students to associated strategies for disrupting these patterns. The need for a multidisciplinary approach – especially the integration of the social, life and physical sciences - to address crime and security problems is emphasised, with the contributions of the forensic sciences and security technology highlighted. NOTE TO MODULAR/FLEXIBLE STUDENTS You must take this module first before you take any other modules
The first five years are a fundamental time in children’s development because they are in the process of acquiring a range of social, emotional, behavioural and cognitive abilities that are foundational in terms of their long-term wellbeing. Children’s development during this period is also ‘relational’ in that it is strongly influenced by the caregiving that they receive. For example, very young children are highly dependent on their parents/caregivers during the first two years of life to regulate themselves, and their attachment relationship with these primary care-givers is key to the development of such abilities. The type of attachment that a child develops also influences many other aspects of their development including their behaviour, peer relationships and learning. The aim of the CYP IAPT Under 5s module is to train students to assess 0-5s in the context of these dyadic/triadic relationships and to collaboratively formulate treatment plans with families in ways that are consistent with evidence based practice. Students will additionally be trained in two evidence based models of intervention which they will be able to offer to families.
This module provides a broad introduction to neurobiology. You will study the cell biology and development of neurons and glial cells, anatomical and functional organisation of the vertebrate nervous system and sensory pathways and perception. You will also get a detailed introduction to the neural basis of behaviour and learn about neurodegenerative and mental disease and neuropharmacology.

The module is available in the second year. It assumes a basic knowledge of biological principles (e.g., A-level). The module is taught jointly by staff from the research departments of Cell and Developmental Biology (CDB), and Neuroscience, Physiology and Pharmacology (NPP), and is intended to complement modules with more specialised neurobiology content. In addition to lectures, the course offers practical sessions where you will study the anatomy and cellular composition of the human brain, and carry out physiological experiments on motor reflexes, mechanoreceptors, hearing and vision.

Indicative list of lectures and practicals (based on 2021/22 content)

Cellular Diversity
	Glial Cells
	The Brain (2 lectures)
	The Spinal Cord
	Differentiation, Lineages and Plasticity
	Axon growth and synapse formation
	Reflexes
	Motor control
	Membrane potentials and action potentials
	Synaptic Structure and Release Mechanisms
	Ligand Gated Channels and Fast Synapses
	Sensory Systems, general principles
	Vision
	Hearing
	Nerve Injury and Regeneration
	Neurodegenerative diseases (2 lectures)
	Molecular Basis of Schizophrenia
	Autism
List of practicals

1. Neurocytology

2. Human brain

3. Human reflexes

4. Electrophysiology, Cockroach Mechanoreceptors

5. Hearing

6. Vision
Habilitation in Practice: Long Cane Skills is a practical skills module tailored to the development and enhancement of long cane skills training and independent living skills suitable for the role as a Qualified Habilitation Specialist. The module accommodates all aspects of long cane, adaptive behaviour and independent travel skills 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 components of the Graduate Diploma in Habilitation ensuring that the link between theory and practice is complemented in real terms. Students undertaking this module will also complete an integrated assessed extended training placement (the ETP) in the second half of the academic year, enabling students to practice and enhance their skill set in a setting that is different to their usual area of practice.
This is the Report module for the MA in Special and Inclusive Education and is only open to students on this programme.
Outline and Aims:

This course aims to:

Provide students with appreciation of the great diversity of ordering phenomena that occurs in condensed matter systems, and the importance that order and excitations play in determining the properties of solids, liquids, glasses magnetic materials and soft matter;
	Appreciate the pivotal role of modern X-ray and neutron scattering techniques to determine ordered and disordered structures and excitation spectra.
Teaching and Learning Methodology:

This course is delivered via approximately 30 hours of lectures.

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.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
Overview:

The formation of high quality images of internal structures or processes in the body is of fundamental importance for the accurate diagnosis and/or monitoring of disease. This module provides an introduction to the basic principles, techniques and applications of biomedical imaging.

The lectures cover the main imaging modalities in current clinical use, namely X-Ray imaging including computed tomography (CT), Nuclear medicine, Ultrasound imaging, Magnetic resonance imaging (MRI) and optical methods; as well as more recent developments in medical imaging research such as photoacoustic imaging and electrical impedance tomography.

For each method the following aspects are examined: the underlying physical principles, technology, techniques, image characteristics, image processing, clinical applications and economic and safety considerations.
This module is designed to provide students with a comprehensive introduction to mergers and acquisitions in an international and cross-border context, with a focus on the law in the United Kingdom, the EU, and the United States. In particular, the module aims to (i) explore the legal framework that governs mergers & acquisitions; (ii) discuss a wide range of specific policy and legal issues surrounding acquisition transactions; and (iii) provide an overview of how the acquisition process is handled in practice. Among others, the module examines the drivers and players behind M&A transactions; basic acquisition structures; key features of takeover laws and regulations; deal flows; and various issues related to domestic and cross-border corporate control transactions.
Module Description: The aim of this course is to provide students with a methodology for analysing and understanding the process of transposition of novels into films, not simply with the intention of evaluating one in relation to the other, but to establish the kind of relation a film might have with the book it is based upon. The lectures will set up procedures that can be used to distinguish between those elements which can be transferred from one medium to the other (such as narrative) and those which, given their specificity and their dependence on different signifying systems, cannot be moved so easily between different media (i.e. enunciation). 

The course will be structured around four novels, chosen according to their literary genre (e.g. historical novel, experimental novel, formation novel etc.), and their respective cinematic transpositions. Students will be expected to read extracts from the primary literary texts and secondary critical readings that will provide theoretical background on questions of film adaptation, narratology and literary genres. 

Please, note that some of the novels and films may contain depictions of violence. 

 
This module builds on Research Methods 1 it develops understanding of qualitative and mixed methods research designs. It involves a variety of teaching approaches including lectures, tutorials, group discussions and workshops. Sessions focus on the assumptions behind qualitative research and the purposes for which it is employed and will particularly focus on quality and rigour in research. Drawing on a range of examples from recent research being conducted within the School, module sessions provide training in a range of research methods used to collect qualitative data. Trainees gain expertise in the use of these approaches and also an understanding of their strengths and weaknesses such that they can be employed in service of particular research questions. The module enables them to utilize and synthesise research to inform professional practice and provides a context in which they can discuss and develop plans for their doctoral research. Curriculum: Key issues in Qualitative and Mixed Research Methods 2 -Mixed Methods Research -Single Case Research Design -Grounded theory -Narrative approaches to research -Interpretative Phenomenological Analysis -Researching Spoken Discourse: discourse analysis and conversation analysis -Introduction to NVivo -Research presentations and conference
This module is for term 1 affiliate students only (students leaving in December). Questions concerning urbanisation and urbanism can take us to the heart of the flows of people, trade and resources that have shaped African History. Historically, urban settlements were often centres of political power, religious ritual and trading wealth. For centuries, African urban forms were connected to, disrupted by and reconfigured through trade with the Atlantic and Indian Oceans. Most infamous was slavery; there were also flows of spices, gold, ivory and other commodities. In the 19th and 20th centuries, a new form of urbanisation was then moulded by colonialism. Colonial urban planners imposed racial segregation; patterns of industrialisation and trade were synonymous with exploitation. Yet cities were also vibrant spaces in which new forms of popular cultural, religious and political expression thrived. This struggle for the city often lay at the heart of anti-colonial politics in the mid-20th century. In turn, post-colonial nationalists would project their power onto Africa’s cities. More recently – in the decades of economic and political uncertainty that characterised the late 20th century – cities were transformed again into uncertain, informal spaces. At the same time, global flows reconfigure urban networks, connecting Congolese traders to Paris, for instance. This course introduces students to the global and internal forces that transformed Africa and traces the historic antecedents of many of the categories that dominate (and sometimes stereotype) contemporary debates about Africa. For demographic trends and burgeoning populations suggest that the future of African society in the 21st century will be forged in its cities.
This course aims to teach students about the formation and distributuon of rocks and mineral deposits, as well as the energy resources on Earth. Their temporal and spatial distribution have implications for their exploration and exploitation from both economic and environmental perspectives.

By the end of this module students will have knowledge and understanding of:

Classification, identification and mineralogy of common rocks, in the laboratory (hand specimens) and in the field (compulsory fieldtrip to S England in Reading Week Term 1) as well as in built structures;
	The concepts of plate tectonics, volcanism and seismicity on a global and regional scale through deep time;
	The interaction of geology with landform, to guide in the location and formation of mineral ore and subsurface energy deposit;
	Compare different natural resources, origins and distribution and potential preservation overtime taking into account impacts of climate change.
	Engineering and resource aspects of geological materials including an introduction to modelling to interpret 3D deposits.
This module is intended to give you an understanding of how capital and equity markets work as well as how they can be used to advance research and development for healthcare product development for the improvement of patient care.  You will learn about the unique features and challenges of investing in healthcare innovations from the perspective of capital and equity market stakeholders.  Much of the focus will be on early-stage biotechnology firms which do the discovery and development of novel products as these firms are driving much of the innovation for the healthcare sector and are often acquired by larger companies in the latter stages.  You will learn how investors assess these early and mid-stage companies and their innovations as well as value them and mitigate risks.
The aim of this module is to give a sense of the complexity and richness of seventeenth-century French literature. Often referred to as ‘le Grand Siècle’, the seventeenth century saw the birth of the Académie Française and the codification of a number of literary genres. Although some literary productions, such as plays or other specific works written in verses, were meant to adhere to strict rules, their authors often found a way to invite their audience/readers to ponder or even question contemporary assumptions regarding the nature, legitimacy and use of political power or the role of women in French society. Each of the set texts will be studied with references to the socio-political context of the time, and more particularly to the emergent absolute monarchy, best symbolised by the ‘sun king’, Louis XIV.
This module is designed for advanced level non-linguist ISPS students requiring the Mandarin language for their degree programme. It comprises knowledge and an understanding of both the structure of Mandarin and the social and political context in which it is currently used.
It enables participants to use their language skills in an academic environment. The module covers recent history and policies, current affairs and the latest issues in society as well as other related topics.
The module will focus on reading and writing ability in a variety of academic registers, as well as developing listening and speaking skills through lectures, seminars and presentations within a university context.

 
The Foundations in the Sociology of Education is an optional module in the first year of the BA Education Studies at the UCL Institute of Education. The module allows students to explore current and enduring educational questions through a sociological lens and to identify the relationships between education and social inequalities. Special attention is paid to issues of social justice, inclusion/exclusion and possibilities for social transformation. The module considers various axes of power, identity and institutional organisation, including sessions focused on social class, race/ethnicity, gender, sexuality, religion and learner and teacher identities.

Over the course of the module, you will explore how the work of some key theorists and selected research in sociology of education can help us to better understand these educational issues and how we might respond to them. Whilst individual sessions deal with discrete topic areas, the emphasis is on establishing links and drawing out shared approaches.
This is a compulsory module for all students studying the MSc Periodontology (distance learning) programme.

The contents of this module will include (but are not limited to):

Periodontal and Peri-implant Tissues: comparison of anatomical, histological and clinical characteristics
 Healing of peri-implant tissues
 Indications, contra-indications and required criteria to consider a patient for implant therapy
 Systemic and local risk factors for peri-implant therapy
 Peri-implant mucositis and peri-implantitis: diagnosis and presentation of non-surgical and surgical strategies for the management of peri-implant diseases
 Antimicrobial and adjunctive therapies
 Interdisciplinary aspects (implant/prosthodontic therapy)
 Biological and mechanical complications of dental implants
 Expected short and long-term outcomes following implant therapy, including implant success and survival
On successful completion of the module, graduates will have achieved understanding and knowledge of:

Anatomical, histological and clinical characteristics of periodontal and peri-implant tissues including similarities and differences
 Mechanisms of healing of peri-implant hard and soft tissues
 Indications and contra-indications to implant placement
 The relevance and the impact of systemic and local risk factors in implant therapy
 Peri-implant mucositis and peri-implantitis: diagnosis and clinical presentation
 Non-surgical and surgical strategies for management of the patient with dental implants
 Scientific evidence on the effectiveness of antimicrobial and adjunctive therapies for the management of peri-implant diseases
 Interdisciplinary aspects (implant/prosthodontic therapy)
 Biological and mechanical complications of dental implants
 Expected short and long-term outcomes following implant therapy, including implant success and survival
This module is compulsory and needs to be taken by all students completing the MClinDent in Oral Surgery.
Summary 

This module aims to give a more solid grounding in research methods, building on the basic skills learnt in CHLD0064 (Applied Statistics for Health Research I). You will learn skills and tools that will be invaluable in interpreting published research as well as developing your own studies The sample size session involves working with a prepared web link and excel spreadsheets. Dealing with Missing Data, ANOVA/GLMs, and Introduction to Regression sessions all have interactive SPSS practicals on the day, and Time-to-event/survival analysis gives example SPSS outputs which are discussed (you will have access to the datasets involved to replicate in your own time if you wish to).

Learning Objectives and Outcomes

After completing this module, you should be able to:

Understand and undertake basic regression models
	Be able to perform sample size calculations
	Have a full understanding of techniques for dealing with missing data and be able to perform multiple imputation within SPSS
Who is this module for? 

This module is optional to all ICH Masters and MRes programmes. Applied Statistics for Health Research I (CHLD0064) is a prerequisite for this module.

Teaching and Learning Methods

The module is delivered as a series of workshops, each consisting of lectures interspersed with practical activities, and all sessions are accompanied by comprehensive notes.
The Practice Based Enquiry (PBE) gives participants an opportunity to undertake a piece of small-scale, practitioner-based classroom research and thus to explore 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 (10,000 words) or dissertation (20,000 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. sessions. This module consists of optional face-to-face sessions and online tasks. It also runs as a fully online module for distance learners.
The module engages critically with what contemporary art is understood to be and the relation it has to education. It asks, where and by whom is contemporary art is produced? How it is brought to public attention, interpreted and disseminated? Importantly it draws attention to the ways in which different forms of art making/practice are promoted and demoted across both museum and gallery education and within mainstream education in schools and colleges. In short, why do different ‘versions’ of art exist in different learning contexts? The module also questions the persistence of certain world views and their influence on maintaining a western orientation and how, through the work of artists and educators, this might be re-orientated.

Assessment takes the form of a 5,000 word assignment. Students not enrolled on the MA Art Education, Culture and Practice or the MA Museums and Galleries in Education programmes MUST contact the module tutor in the first instance before selecting on Portico.
This module will introduce students to the design and use of agent-based models (ABMs) in a variety of urban analytical contexts. The course will employ a hands-on approach, with practical sessions guiding students through the construction of example models, building up to producing their own simulations and using them to conduct experiments.

Themes covered in this module will include:

Cellular Automata
	Presenting ABMs using the Overview Design Detail (ODD) Protocol
	Modelling competition among agents
	Optimisation of ABM performance
	Using ABM to make forecasts and predictions
	Integration of ABM and GIS
The module will further cover the history and development of the field, as well as current trends, focusing particularly on the evaluation of model outcomes. It will address applications such as pedestrian movement, traffic and transportation, land use, evacuations and crises, and basic epidemiology.

Models will be built using specialist agent-modelling software and/or programming packages (e.g. NetLogo and/or MESA).
The purpose of this module is to provide students with both the technical and the critical skills required for the treatment, analysis and presentation of spatial datasets. In line with this objective, the course is divided into three main themes. In the first, database concepts and techniques are introduced, providing the students with the skills required for manipulating databases. SQL syntax will be taught in depth at this stage, with a strong emphasis on practical application. The second phase of the course moves towards covering the practical skills required in data handling and analysis. Students will first learn how to manage and validate raw, unprocessed data, before moving onto exploring methods for deriving deeper insight into trends in data. The third and final element of the course moves into the presentation of data, introducing web development practices that enable the interactive visualisation and interrogation of complex datasets. In this section of the course, students will learn the techniques necessary to take datasets from the database through to interactive analysis and visualisation.
This module will introduce the concept of the Circular Economy which aims to keep resources in the environment at their highest utility and particularly focusses on applications in the Built Environment. Construction and demolition waste is one of the largest sources of waste on the planet, this module starts with the hypothesis that better design of materials and components used in the built environment can reduce this waste stream, and keep valuable resources in their most useful state for as long as possible. The module will explore all aspects of this concept including business model analysis and development. Students will be expected to choose a component used in the built environment and use business model analysis and creative design ideas to suggest improvements to both the component and to make the business case for it.
This module is a targeted overview of lighting issues relevant to environmental designers. Illuminating engineering tools and the characteristics of light sources (daylight, lamps and luminaires) are considered in parallel with the human response to lighting to deliver integrated lighting design strategies for complex environments.
Module description 

The module offers an introduction to core themes in the archaeology of the Nile valley, presenting and discussing current research as well as debates on methodological and theoretical issues.

This thematic module explores current issues and debates in the archaeology of the Nile valley, i.e. Egypt and Sudan. Focussing on archaeological evidence and case studies from the periods between 3000 BC and 1000 AD, topics include:

chronology
	kingship
	approaches to past landscapes
	everyday life
	religious practices
	mortuary practices
	identity
	critical history of research.
Module aims 

The aim of the module is to provide a problem-driven introduction to major themes currently debated in the archaeology. On successful completion, students will:

be familiar with current themes in the archaeology of Egypt and the Middle Nile valley
	be able to relate these themes to specifics sets of archaeological data, i.e. key sites, assemblages of material culture and other records from the study region
	understand the disciplinary underpinnings of Egyptian and Sudanese archaeology
	be able to relate current debates in Nile valley archaeology to the wider contexts of World Archaeology
 

Learning Outcomes 

On successful completion of the module, students should be able to demonstrate:

source-critical approaches to archaeological data from the Egypt and the Middle Nile valley
	critical engagement with disciplinary reconstructions of the past
	the ability to assess and integrate different research resources, including research literature, objects, archives and databases
	independent problem solving based on real data sets.
This module provides students with the knowledge and understanding necessary to provide appropriate and meaningful access to physical, digitised and born-digital records and archives. The course reviews the changing concept of 'access' to records and archives within the context of UK government policies and international developments, technological developments, cross-sectorial collaboration and community-based archive initiatives. It covers topics such as compliance with access to information and privacy legislations; diversity imperatives and the recognition of physical and social barriers to access archives and records; the development and provision of outreach programmes, exhibitions, publications, websites, and social media initiatives; user services (online and onsite) including supporting learning and the identification of user needs.
This interdisciplinary module will examine the development of racial and ethnic thought, xenophobia, and related forms of exclusion in Africa from the nineteenth century to the present day. Among many topics, students in this module will examine the colonial construction of the “native,” intersections between race and gender under colonialism, and debates over autochthony and citizenship in postcolonial Africa. Students will also consider how new scholarship on race and slavery in Islamic Africa, racialization and sexuality under colonialism, and nativism in independent Africa is reshaping the field of African Studies. Questioning assumptions about Africa as a non-racialized space or a site of primordial ethnicity, this course will situate the study of ethnic and racial thought on the continent within broader scholarly debates across various disciplines.
In their book The Medium is the Massage, Marshall McLuhan and Quentin Fiore point out that ‘societies have always been shaped more by the nature of the media by which men communicate than by the content of the communication’. This attitude has influenced strongly the perception of sequential art and graphic storytelling that, penalised by their colourful and pictorial format, have been normally connected to simple and escapist contents.

The aim of this module will be to present to students examples of sequential art narratives characterised by a deep social and political engagement. At the same time it will provide them with a methodology for analysing and understanding the narrative processes behind graphic storytelling and how these processes compare and contrast with those of traditional narrative and/or cinema. The module will begin with a brief outline of the history of sequential art. Lectures and seminars will offer approaches to analyse and discuss a large number of themes such as autobiographical elements, social protest, human relationships, environmental concerns and historical events by considering examples from a range of European, American, Middle-Eastern and Japanese graphic novels.
This module will focus on theories and practices of experience design and immersive media. It will discuss the cognitive and psychological aspect of immersive media and encourage students to think about how characteristics of human perception can be exploited and designed for to create powerful experiences. Students will be encouraged to think about serious applications (or example for health or education) to develop VR or AR experiences. The module will introduce games production pipelines from pre-production to post-release providing a comprehensive overview of workflow cycles.

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. 

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules. 
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. 
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. 
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 module investigates the genesis of the modern U.S. presidency, whose contemporary power contrasts markedly with the weak institution that the framers of the American Republic—hostile to monarchy—intended to create. We begin by inquiring why, given that hostility, they created the Presidency at all, and how they sought to restrain its influence. Before 1900, the Constitution operated much as the framers had intended: most power in Washington was invested in Congress, rather than in the Presidency. After 1900, though, that all changed, and the bulk of this module is concerned with understanding why the presidency expanded so dramatically during the twentieth century, and some of the consequences of that growth. It focusses primarily on the domestic presidency, rather than on foreign policy. The module concludes by characterising the contemporary Presidency in relation to the historical patterns with which we have been concerned in previous weeks.
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: BASc students - Science Pathway (Y000 & Y001). Affiliate students may take ECON0014 with the permission of the Affiliate Student Tutor but are advised to check with their home university that the single term option will fulfill the right requirement in their home degree program.

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.
Bringing it all together, this module teaches emergency drills and how the learned basic sciences inform clinical practice and emergency decision making. There will be significant high-fidelity simulation activity and an emphasis on reflective practice.
This module is delivered externally by the Institute of Psychoanalysis. It is only open to students in the MSc Theoretical Psychoanalytic Studies programme who are taking the programme in its Foundation Course Pathway. Students in the Foundation Course Pathway take this module instead of the PSYC0170 Applications of Psychoanalysis module.
This module introduces students to quantitative methods in the social sciences. It assumes no knowledge of quantitative methods or statistical software. The module caters for students from diverse disciplinary backgrounds and adopts a practical hands-on approach to learning, with tutor supported computer tutorials. The module covers descriptive statistics (central tendency and variation), data visualisation, data access, probability, sampling, hypothesis testing, inferential statistics and ends with an introduction to simple linear regression. Students will be introduced to the R statistical software and work with real-world data.
This module will introduce students to individual, institutional and environmental characteristics that influence learning, development and education. The aim is to increase understanding of the key concepts and theories in psychology and how these can be applied to contemporary issues in child development and education, and to increase skills in studying and critiquing relevant research. The module will be taught by tutors directly involved in research in the areas covered in the module. 
The aims of this module is to provide an advanced medicines management training for registered pharmacy technicians in order to develop this area of the NHS workforce. 

  

 Learning outcomes: 

  

  Knowledge and understanding of:  applied pharmacology, therapeutics, medicines information, clinical pharmacy.
 
  Intellectual (thinking) skills: Self / professional development, cognitive development for better medicines use, interpretation of clinical information for better medicines management.
 
  Practical skills (able to): Manage patient profiles, make decisions based on clinical information.
 
  Transferable skills (able to):  Engage in continued professional development; teach other junior technicians.
The module presents microstructural factors that control materials properties and demonstrates tactics for developing such microstructures, including crystal structures, imperfections in solid, point/line/planar/volume defects, the relationships between materials properties and microstructures, phase equilibria and thermodynamics, phase diagrams, phase transformation, heat treatment, sintering, strengthening, hardening, sever plastic deformation, surface melting techniques, and additive manufacturing. The module emphasizes on engineering materials and provides guidelines on applying the knowledge of phase transformation and microstructural control with advanced manufacturing techniques such as laser-beam surface melting and additive manufacturing.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
Specialism grouping no teaching
Specialism grouping not a taught module
The module is intended as an in-depth study of formal symbolic techniques used to model aspects of human reasoning in a computationally feasible way. A principle aim is to give sufficient theoretical grounding in the areas covered to enable an understanding of current research trends and issues.

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

construct natural deduction proofs in predicate calculus for short formulae, and check the correctness of longer proofs
	assess the applicability of logic and/or logic programming techniques to represent a range of reasoning tasks and domains
	produce appropriate formal logic-based axiomatisations of simple domains presented informally in English, while identifying ambiguities and logical imprecisions in the informal specifications given
	produce graph-based representations of arguments and their relationships and apply the definitions of abstract argumentation frameworks to evaluate the acceptability of arguments
	describe the differences between the different argumentation frameworks and their relations to other models of reasoning (e.g. nonmonotonic reasoning) and assess their applicability to artificial intelligence and other domains
	assess research articles on topics related to this course
INST0072 Logic and Knowledge Representation is a prerequisite for this module.
This course provides an introduction to basic concepts  of computer-based information systems in the context of library and information work. It intends to develop a thorough understanding of information, communication, management, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies; their application consistent with technical standards and professional ethics; specifying and assessing  such technology-based services; and principles and techniques used to identify and analyse emerging technologies.

Learning outcomes:

Upon successful completion of this course, students will be able to: explain basic computer systems and basic concepts of computing; discuss current technologies used in the library and information professions (including databases, catalogues, discovery layers and other knowledge and information management software); implement current methods in information architecture, UX and accessibility, web design and digitization and relate these to other core and optional modules; compare, assess and evaluate systems for information creation, storage, management and use; create a specification brief for a new catalogue, discovery system or other knowledge database or similar.
The module comprises an introduction to current themes in bacteriology through lab practicals, lectures and tutorials. Topics covered by lectures and tutorials include bacterial pathogenesis, biofilms, genome dynamics, the human microbiome, antimicrobial resistance (AMR) and novel antibacterial therapies. Lab practical sessions will investigate phase variation, biofilm formation, interference with intercellular communication and horizontal gene transfer by conjugation. Overall, the module provides an introduction to contemporary bacteriology and highlights both the challenges faced by the discipline and the opportunities it offers for new therapeutic approaches to human disease.

Learning outcomes

Knowledge of the principles and concepts of bacteriology including bacterial pathogenesis, biofilms, genome dynamics, the human microbiome, antimicrobial resistance and novel antibacterial approaches
	Familiarity with basic practical bacteriology and understanding of some experimental approaches to biofilm formation, phase variation, interference with quorum sensing and horizontal gene transfer
	Understanding of the major challenges in bacteriology
	Understanding of how bacteriology may contribute more widely to human disease management
This course will introduce you to key concepts and debates in the anthropology of medicine and global health, and aims to develop critical thinking informed by anthropological analyses and methods.

We will consider questions such as:

- What does it mean to be ill and healthy in different societies?

- How do concepts of the body, sickness and health in different cultures influence health behaviour?

- How can we document and explain the political and economic determinants of health and illness through ethnography?

- How can anthropology inform global health policy and programmes?

At the end of this course students will be able to:

- Critically analyse global health problems and circumstances using anthropological concepts and methods

- Employ ethnographic evidence to support or challenge key arguments in global health

The module is open to students on the MSc/PG Dip and iBSc Global Health and Development, other UCL MSc/PG Dip and undergraduate students, affiliate, taster and short course students.

You will be taught in interactive lectures and seminars. Moodle will be used as an information portal and a source for reading materials. You are expected to complete the required reading, listening or viewing assigned for each week and to participate in discussions that take place in lectures and small groups.

Selected reading list:

Good BJ (Ed.), Fischer MJM (Ed.), Willen SE (Ed.), DelVecchio Good M-J (Ed.). (2010) A Reader in Medical Anthropology: Theoretical Trajectories, Emergent Realities. Wiley-Blackwell
	Singer M & Erickson PI. (2011) A Companion to Medical Anthropology. Blackwell
	Biehl J and Petryna A. (2013) When people come first: critical studies in global health Princeton University Press
	Hahn, R, & Inhorn, M. (2009) Anthropology and Public Health: Bridging Cultures and Societies. Oxford. Oxford University Press.
Lock, M. & Nguyen, V.K. (2010) The Anthropology of Biomedicine. University of California Press.
A problem-oriented teaching approach will allow students to ask questions about the evolutionary history of a group of their choosing, and then attempt to answer such questions using the methods discussed in the course.

The aims are to provide students with:

• A working knowledge of how phylogenetic trees are constructed, and the strenghts and weaknesses of analytical methods;

• An understanding of the role of phylogenetic trees in palaeontological research (e.g. biodiversity, divergence date estimates, biogeography etc.);

• A practical insight into the different methodologies used for reconstructing macroevolutionary patterns throughout time

• A clear appreciation of the history of life during the Phanerozoic, especially with regard to large-scale macroevolutionary patterns such as mass extinction events and the impact of geological/climatic change on organismal distributions.
A hands on, microscope-based course, which introduces students to biological remains that we find in sediments. Students will learn how to identify a range of fossils and their uses in inferring past environments.

The course aims:

- to introduce students to the range of biological indicators used for determining environmental change
- to provide students with practical skills in the identification of biological indicators of environmental change
The course aims to cover the variety of biological indicators used in both present-day aquatic ecosystem monitoring and in assessing past conditions using a palaeoecological approach.
A selection from the following biological indicators are covered:
- diatoms
- pollen
- plant macrofossils
- chironomids
- ostracods
- foraminifera

The course is based upon a 5 hr combined lecture and practical class which enables us to integrate the lectures and the practicals
This module aims to provide students with an overview of economic theory and empirical methods relevant to the context, design and implementation of environmental policy, and to develop the skills needed to work effectively as an economist in this field of policy. Topics covered will include core economic theory and methods including the efficient regulation of externalities, the economics of emissions trading and other instruments, and techniques for cost-benefit analysis of environmental policy measures. Case studies will include air pollution control, waste management and climate change policy.

Prerequisites: ECON0064 and ECON0065
Your dissertation or report thesis is an important element of your programme for both MA in Advanced Educational Practice or MA Education (Advanced Practice) students.

It provides you with an opportunity to conduct research and to explore, in some depth, an area of interest to you and to build on work you have already undertaken through your other modules. You will complete your Dissertation on Advanced Practice in your final year of study, starting in the Autumn term.

If you started on the Programme in January (Spring term), it is possible to take the module in the Calendar year format, starting in the Spring term instead.
Aims:

You will develop an understanding of a range of teaching, learning and assessment methods in Religious Education (RE) and synthesise the theoretical research gathered for your first assignment with your school-based practice.

Outcomes:

You will:

- Consider the importance of medium term planning and designing a series of sequential lessons which enable pupils to make progress in their knowledge and understanding of the topics studied in RE.

- Reflect upon the learning which has taken place and evaluate the scheme of work and subject pedagogy applied.

- Evaluate the strengths of the scheme designed and consider what changes might be made to enhance the learning of pupils in RE in the future.

You will demonstrate this research and engagement by completing an assessment titled: Religious Education: Wider Education Studies.
Aims:

This module 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:

Reason about series of functions and multivariate functions.
	Employ numerical methods to solve mathematical problems.
	Decompose and study the properties of matrices and vector spaces.
	Model probabilities using measure theory.
	Use advanced statistical methods to reason about hypotheses.
Content:

Mathematics:

Sequences and Series of Functions.
	Multivariate Differential Calculus.
	Optimisation.
	Numerical Methods.
	Eigenvalues and Matrix reduction.
	Euclidian Spaces and Orthogonal Matrices.
Statistics:

Continuous Random Variables.
	Measure Theory for Probabilities.
	Joint Probabilities and Marginal Distributions.
	Hypothesis Testing, Bootstrapping.
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.
Independent research project where students will be imbedded into research laboratories and engage in high quality analytical chemistry. Students will become an active member of a research group, in a leading international university environment. This will culminate in an interim oral presentation and viva and a final dissertation.
Module Outline:

The aim of the course is to cover in depth the chemistry of three major classes of biologically important molecules; carbohydrates, peptides and proteins, and nucleic acids. In addition, the course will provide an introduction to molecular imaging and cover methods for labelling of biomolecules with fluorescent dyes and radionuclides.

Module Aims:

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

Know the structure, conformation and stereochemistry of the carbohydrates, and to understand the chemical reactivity of mono-and di-saccharides.
	Recognise the structure and conformational properties of amino acids, peptide and proteins. To understand strategies and methods for the chemical synthesis of native and labelled proteins.
	Understand the relationships between structure and conformation of nucleic acids; to understand the chemical reactivity of nucleic acids, and to gain insight into how chemical reactivity affects the biological properties of nucleic acids.
	Appreciate the underlying principles for imaging with optical and nuclear techniques, and to understand in depth the methods for labelling of biomolecules. To know how radionuclides are produced, their radioactive decay properties and their applications for imaging.
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 and online.
Aims:

To develop advanced skills in undertaking an individual research project including: critical literature survey, design of experiments/simulations, collection of data, analysis and presentation of results, conclusions and recommendations in a clear a concise manner at a level equivalent to published papers.

Learning Outcomes:

On completion of this module students are expected to:

be aware of advanced research methods including if applicable the use of relevant engineering/mathematical software or experimental techniques;
 be able to demonstrate independent thought and critical analysis of research results;
 have developed skills for presentation of their results in the research report in a clear and concise manner worthy of publication;
 present the research findings orally at a standard similar to that expected for presentations at national and international conferences.
Synopsis:

An individual research project working under the supervision of a member of the academic and/or research staff of the department. Topics are usually selected from aspects of a continuing research speciality of the department. Each student normally undertakes a literature survey, experimental/simulation work, discussion and analysis of data followed by conclusions and recommendations for future work presented in the form of a thesis and oral presentation.
Aims:

The module will introduce and develop the fundamental concepts of Electrochemical Engineering and explore their application to real world problems in chemical processing and electrochemical power sources.

The module will provide an opportunity for students to gain theoretical, practical and techno-economic knowledge of electrochemical technology.

Learning Outcomes:

On completion of this course students will be able to:

describe a range of electrochemical technologies from theory through to application and compare the benefits of a range of electrochemical technologies;
	apply qualitative analysis techniques to understand electrochemical phenomena, analyse these results and use modeling tools to explain them;
	evaluate electrochemical technologies based on sound technical and techno-economic judgment;
	design and develop experiments to gain practical understanding of elements of electrochemistry and electrochemical engineering;
	identify problems in electrochemical technologies and construct a toolbox of theory and practice to produce solutions;
	Understand the ethical and environmental dimensions of problems and issues facing chemical engineers
Synopsis:

Standard potentials
	The Governing Equations: Faraday Nernst and Butler Volmer
	Chlor Alkali and Electrolysis
	Corrosion
	Pourbaix diagrams
	Batteries: Pb, Ni cad, NIMH and Lithium batteries
	Fuel cells: PEMFC and SOFC
	Fuel cells as electrolysers
	Electro-catalysis
	Capacitors and other power sources
	Modelling electrochemical power sources
	Advanced electrochemical characterization
This module targets a subset of students who wish to become expert in building, using and critically analysing energy-economic models. This process will involve significant hands-on modelling, and the module will cover: linear programming (LP), single/multi-objective optimisation, technology policy and diffusion, and training on small LP-based optimisation model, LEAP and OSeMOSYS energy systems models.

This is one of the advanced modules in the MSc in Economics and Policy of Energy and the Environment. Building from the core module (BENV0012: Introduction to Modelling, Methods and Scenarios), it will enable students to develop expert skills in the analysis and critically in the use of key energy modelling approaches. At the end of this module students should be able to:

• Fully critique and evaluate alternate energy-economic modelling approaches

• Understand the potential application of energy-economic models in a range of quantitative and analytical research questions

• Run, analyse and evaluate policy issues using simple energy modelling frameworks
The research project is an integral part of the EngD programme and serves to assess the students’ capacity to perform research. The research project will be closely related to the cutting edge research being carried out in the Advanced Centre for Biochemical Engineering. The course provides the underlying training in conducting literature search, experimental design, laboratory work, and collection of data and their analysis including conclusions and recommendations. Thesis writing and research presentation,

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

Demonstrate a practical aptitude for laboratory research
	Gain basic research skills, become confident users of relevant equipment and learn experimental techniques
	Design their experimental plan and exercise creativity
	Organize, analyse and present data with statistical analysis
	Draw accurate conclusions from the data obtained and compare with the published literature
	Prepare a scientific poster and discuss the results obtained with an expert audience
You will be introduced to the fundamental microeconomic and macroeconomic principles of infrastructure economics. Microeconomic principles will be introduced alongside an analysis of market failures relevant to infrastructure, including natural monopoly, externalities, public goods, and agglomeration economies. Relevant macroeconomic principles will be introduced and applied to the analysis of interactions between infrastructure and economic growth in the long-run and short-run. Once basic economic principles have been covered, economic policy issues will be explored, focusing specifically on infrastructure project appraisal and regulation.

Aims:

The aim of this module is to enable you to understand both the microeconomic and the macroeconomic drivers and consequences of investment in infrastructure projects. You will be introduced to the fundamental economic principles underlying infrastructure provision, starting from the relevant microeconomic principles, exploring market failures and policy responses to them. The module will also introduce some macroeconomic insights to explore feedback loops between infrastructure investment on the one hand and economic growth and development on the other.

Learning Objectives:

Understand infrastructure as an economic concept.
	Learn the fundamental economic principles that drive and constrain infrastructure investment.
	Explore the impacts of specific types of market failure on infrastructure projects.
	Understand infrastructure from a macroeconomic perspective, especially the conceptual and empirical links between infrastructure and economic growth as well as development.
	Develop insights into the context and practice of the economic appraisal of infrastructure investment projects, as well as policies affecting infrastructure investment.
Description

Module Content

This module is designed to provide students on the Human Evolution and Behaviour MSc course with proficiency in using and interpreting statistics. Although the module requires students to have a background in reading and understanding quantitative research it requires no specific prior knowledge of statistics. Students will work with relevant data sets from biological anthropology and will gain core skills in using the open source 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:

Basic coding in the R language Descriptive statistics
	Making inferences about a population from a sample T-tests
	Proportion tests
	Linear regression and correlation
Learning Outcomes

Having completed the module, students will be able to:

understand the conceptual basis of statistical inference and null-hypothesis testing;
	have a good level of proficiency in coding in the R statistical software; understand how to make statistical inferences about proportions;
	be able to check for the assumptions made by common statistical methods use t-tests, ANOVA, and their non-parametric equivalents
	understand and use linear regression models.
Module delivery

One 3 hour lecture per week.

 

 

Please note the assessment titles may be subject to change.
Description

Module Content

This course will critically examine and engage with approaches, topics and themes related to a new and emerging field of Biosocial Medical Anthropology. The health effects of climate change, the growing threat of epidemics (including the current Covid-19 pandemic) and the embodied inequalities of exposure to chemical toxicity or pollution require cross disciplinary approaches that can better align ecological, evolutionary approaches alongside social and medical anthropology. At the same time emerging fields of science and medical research including epigenetics, neuroscience and microbiome science are shaping clinical, public and global health interventions that require critical and reflexive consideration of how biosocial approaches have been and are being defined and acted upon, but also how this informs and transforms long standing debates about nature and nurture or culture and environment. With input from staff working in the fields of medical and biological anthropology as well as human ecology this course provides a unique cross disciplinary perspective that can consider and address how we can bettter align the biologial and social in addressing pressing health care challenges.

Delivery Method

One 2 hour seminar per week.
The last few years have seen a remarkable increase in our understanding of the basic biological mechanisms underlying human neurodegenerative diseases. Identification of mutations in a variety of genes found to encode proteins present in neuro-pathological inclusions, has suggested that a common feature of all these diseases might be the intracellular accumulation of fibrous protein aggregates within neurons, resulting in neuronal cell death. This module will discuss this hypothesis in the light of contemporary research and provide a foundation for our current understanding of neurodegenerative diseases. It will focus on the genetics, cellular and molecular biology of Alzheimer’s, Huntington’s, Parkinson’s, Motor Neuron Disease and Prion diseases, with the main emphasis on the mechanisms leading to cell death. Taking the module will enable you to assess critically the contemporary literature on this topic and provide insights into future directions for innovative therapies.

This module is an option for students on the iBSc Anatomy, Cell and Developmental Biology and MSci Cell Biology programmes, and may be taken as an elective by students (including affiliate students) on other degree programmes.

Indicative lecture topics (based 2021/22 syllabus):

A combination of lectures and video presentations will cover topics including:

Huntington's Disease
	Parkinson's Disease
	Basal Ganglia Neuroanatomy
	Motor Neuron Disease
	Frontotemporal lobe dementia - Motor neurone Disease
	Alzheimer's Disease - Beta-Amyloid
	Tau, FTLD, AD
	Cryo EM and filament structure
	CTE (Chronic Traumatic Encephalopathy)
	Prions
	The prion-like behaviour of protein aggregates.
This module provides an academic foundation in support of healthcare professionals engaged in the care of the high-risk surgical patient. The module expands on an existing professional practice syllabus, to provide the student with an opportunity to explore a number of relevant professional areas traditionally thought of a lying outside the operating department suite including, an understanding of the pathophysiology and critical illness, it’s management and the structures and processes considered to be important to good patient outcomes.
Cities are now recognised as critical pathways to change. They account for nearly seventy per cent of the world's carbon emissions and are home to more than half of the world's population. Increasingly, cities are pooling strategies to solve urban challenges and tackle pressing issues such as growth, congestion and infrastructure deficits. Modern cities are now shifting from a basic responsibility for infrastructure delivery, to more holistic strategies around health, wellbeing, cultural identity, economic vibrancy and climate resilience. City leaders must continually re-interpret the priorities and strategies they adopt in a world where the goal posts are continually evolving and in tension. Ground-breaking and globally influential city leaders today need to be innovative, networked, informed and collaborative in order to catalyse action in urban development.

On top of this, we recognise that City leadership is not just for mayors and advisors in City Hall, but involves a wide range of stakeholders who shape the policies for future sustainable urban development, including non-governmental organisations and community groups, business leaders and transformative tech companies as well as academics and national policy makers. 
This module helps students develops the skills and expertise required to become a city leader in the public, private or third sectors as well as seeding a critical perspective on the role, power and interrelationship between these actors.

This program is linked to the Urban Innovation and Policy Lab in STEaPP and draws on the expertise of this dynamic and diverse group of world-leading researchers.
The MA module in Advanced Translation from and into Spanish provides students with an opportunity to get to grips with translation processes practically. In class, we commonly go over the intricacies of the translation process, working with different texts and registers. These include literary texts, humoristic texts, medical texts, journalistic texts and children’s literature, among others.

The classes are typically structured with a theoretical introduction to the subject followed by seminars where students are required to actively participate in commentary and translation exercises. The students are set some theoretical readings or exercises before class. Some classes have homework that needs to be completed before the following class. We normally have a high number of international students and therefore texts are translated from and into Spanish.
This optional module provides students with an opportunity to gain advanced research skills by undertaking a mentored research internship within the Social Research Institute. This module extends previous research methods training in the social sciences in two ways: (a) it will provide a mentored “real world” opportunity to put into practice research skills learned on required methods modules within the context of collaborative research; and (2) it will provide opportunities for students to learn additional and advanced research skills not taught in the required methods modules (e.g., advanced quantitative and/or qualitative analysis techniques, team-based research skills). The module culminates in the production of a research output in the form of a journal article, policy paper, conference paper, or other report of findings.
The module thematically explores the modern cultural and social development of South-Eastern Europe. The module familiarises students with key socio-cultural phenomena like the development of national cultures and the role of religion, the evolution and politics of language, historically patriarchal gender relations and kinship structures, and modernisation. In addition, the module will contrast the Communist path towards modernisation with social change in non-Communist countries of Southeastern Europe such as Greece and Turkey. The module will also explore key aspects of material culture including music, literature, art and film. The module will identify regional trends, rather than discussing national histories separately discussing Southeastern Europe as a region and in its larger European context.
The aim of the module is to provide students with a broad understanding of the crime and security problems that we face in the 21st century, and the sorts of strategies and responses needed to address these problems.
The aim of this optional single module is for students to develop an advanced understanding of the current main questions in research on depression and anxiety and the ways in which they are being approached, spanning biological, psychological and social approaches to research. This will provide foundations for students to embark on research in this area, and/or to practice clinically in a way that is directly informed by current research.

The course will be taught over 8 half day sessions, accompanied by Moodle online materials and relevant sessions in the MSc journal club.

Module contents

Research in the following areas will be covered:

Aetiology of depression and anxiety: neurobiological evidence
	Psychological and social models of depression and anxiety
	Epidemiology of depression and anxiety: implications for prevention and service delivery
	Neurochemistry and psychopharmacology of depression and anxiety
Learning outcomes

These are the intended learning outcomes for the module:

Students will be able to critically appraise papers based on biological, psychological and social approaches to research on depression and anxiety, and to explain how these perspectives may be integrated.
	Students will be able to discuss strategies for managing depression and anxiety disorders that are based on an up-to-date understanding of research findings in these fields.
	Students will be able to able to identify the key questions motivating current research on the aetiology and management of depression and anxiety and to explain how these are being addressed.
	Students will be able to suggest methods for addressing research questions relating to the aetiology and management of depression and anxiety disorders.
	To allow students to appraise and plan research in depression and anxiety in a way that integrates biological psychological and social paradigms.
This module is an introduction to the study of pragmatics. It covers the nature of communication, the relation between language and communication, and some recent approaches to the study of communication. 

The main aims are: (1) to develop an understanding of the kinds of pragmatic principles that regulate human communication and utterance interpretation, (2) to look at the interaction of these principles with the semantics of the linguistic expressions employed and with the speaker-hearer context, and (3) to investigate the many aspects of utterance meaning that go well beyond the linguistically-encoded meaning. Examples of such pragmatically derived meaning are conversational implicatures, reference assignment and non-literal meaning, including metaphor, metonymy and irony, a subset of which are examined in the course, differing from year to year. Among the different theoretical approaches considered are Grice's logic of conversation and Sperber and Wilson's cognitively-based Relevance Theory.

The main objectives are: (1) to provide students with a basic understanding of the nature of human communication and the ways in which it transcends linguistically-encoded meaning, (2) to ensure a good grasp of the main tenets of the Relevance Theory account of utterance interpretation, and (3) to develop in students the ability to apply the theoretical principles in analysing particular communicative exchanges that may include implicated meaning, non-literal meaning and other components of content that are not derivable from the language used alone.
This course is an introduction to the study of meaning in natural language (semantics and pragmatics) and to some basic logical concepts and their application therein.
This is the compulsory dissertation module for students on the MA Medieval and Renaissance Studies degree programme.
This is the first of four modules taken in year 1. This module is the first step in your medical training and, as such, is highly relevant to your future in medical practice.

The overall aim of this module is to provide you with a firm foundation of the knowledge and skills you will need in order to appreciate and understand the later systems-based and clinical modules. In medical practice, you will be expected to care for as well as treat patients and therefore this module will introduce you to palliative, mental health and social care aspects of medical practice. 

The module aims to provide:

an understanding of the structure and function of the body: cells, tissues, organs and the integrated whole as a foundation to the systems-based modules in years 1 and 2 
 the development of critical and analytical thinking, through the use of self-paced learning activities and small group sessions 
 the application and integration of scientific knowledge to the diagnosis, management and care of individuals and populations 
 the development of critical scientific, analytical and clinical thinking including the ability to assess, understand and synthesise evidence through appreciation of (and explanations for) the variation in clinical measurements through statistical evaluation 
 an introduction to the relationship between health, illness, people and society by introducing epidemiology, sociology, psychology and palliative care, emphasising the relevance of knowledge to clinical practice and professionalism (CPP modules) 
 clinical exposure to create a foundation of experience, through early patient contact
 an appreciation of what medicine will look like in the 2020’s
The aim of this course is to bring students from a background of diverse A-level (and similar) syllabuses to a uniform level of confidence and competence in basic calculus, a subject which is of basic importance not only in most areas of mathematics, but also in science in general. It is designed for BASc students, and covers topics with an eye kept on both the other first year modules and the options available further down students' chosen pathways. The course covers complex numbers, standard functions of a real variable, methods of integration and an introduction to ordinary differential equations, as well as introductions to partial differentiation and Fourier series. Each topic is given a formal treatment and illustrated by examples of varying degrees of difficulty. It is intended that the approach to the subject matter should also stimulate those with an extensive A-level background. It is a demanding course, intending to bring students to a level where they are able to join courses offered by departments in the MAPS faculty with the rest of that department's cohort.
This innovative module explores the crucial role judges and courts play in the modern state, and it provides students with a unique opportunity to understand what it is like to be a judge, how judges make decisions, what skills they require and what pressures and controversies they face.

The foundation of the course is Judicial Studies: the empirical study of judicial decision-making, which incorporates law-related scholarship from other disciplines such as political science, psychology, economics and neuroscience.  The module looks at the foundations of the empirical understanding of how and why judges make decisions.  It covers the judicial role; how judges are selected; what skills are required to be a good judge; how representative the judiciary is; how judges are trained and develop their careers; and the future of judging in a digital world. It is an active participatory module, where students gain first-hand experience of judicial decision-making through a series of Hands-On Judicial Decision-Making Seminars including the opportunity to act as judges in different types of cases.  Leading judges and experts share their knowledge with students through the course's Special Judicial Guest Seminars.  And when it is possible to arrange, students have the opportunity to attend court proceedings
Specialism grouping no teaching
This module will focus on the specific skills of translating texts from and into Italian. During the module, the students will have the chance to work on various kinds of material, such as literary and cinematographic (i.e. subtitles and dubbing) and journalistic texts. The module will target the development of skills both in critical reading and in interpretation, and it will promote an advanced understanding of the translation process. Whilst the emphasis will be on the practical aspects of translating and adapting a text, students will also be acquiring a basic understanding of theories of translation as well as the technical vocabulary appropriate to the area. 
The module introduces students to the economics of innovation and technical change, with a focus on theoretical contributions in evolutionary and structural economics – including techno-economic paradigms, national, regional and sectoral systems of innovations, industrial ecosystem and diversification dynamics. Students are also encouraged to understand innovation dynamics in different country contexts, and what context-specific factors constraints innovation and the translation of innovation into new markets, products and purposes.
Start-ups are a key source of wealth creation. While traditionally thought of as internet-based entrepreneurial ventures in the virtual world, today start-ups are disrupting the way of doing things by bringing established technology to many traditional real-world industries such as Automobile, food and beverage, transportation, hotels, etc. Armed with new business models, enabled by rapid advances in information and communication technologies and run with a unique Silicon Valley management style, start-ups today attract the best and the brightest from the world over and have caught the attention of policymakers and top management at established companies, each of whom wish to replicate their successes in their domains. This module will expose participants to the start-up culture and empower them with an understanding of processes to start their own entrepreneurial venture.

Learning Outcomes

At the end of the course, students will have:

An understanding of, and ability to critically identify and analyse, opportunity selection
	An understanding of the key contemporary concepts of start-up management, and an ability to apply these
	A demonstrable understanding of innovative business modelling in an age of disruption
	Knowledge of fundraising and other financing methods
	Ability to develop and communicate a business plan
This module explores Roman religion as an integral part of ancient society, life and culture. Spanning from the mid-Republic to the early Empire, it traces the developments within religion in the context of this period of great political and social change. Students will consider how religion, politics, historical events and cultural shifts all interacted and influenced each other, developing a well-rounded understanding of ancient society and religion’s place within that. Students will also be introduced to both ancient and modern debates as to the nature and role of religion and its place in wider society. Through a series of thematic topics, this module will draw upon literary, material and archaeological evidence, including Cicero’s dialogues and Horace’s Saecular Hymn, inscribed religious calendars and votive offerings. These will allow students to create a wide-ranging understanding of the importance of religion in both the public and private spheres among a range of demographics. This module will invite students to consider problems of evidentiary bias; when the majority of our surviving sources concern monumental, public and elite religion, how might we uncover the religious experience of the lower classes, women or children?
Module description

Concentrating primarily but not exclusively on the novel, this module examines a series of major issues in relation to nineteenth-century French literature: its relations to revolution in the aesthetic, political and social spheres; its awareness of the world beyond the frontiers of Metropolitan France; its focus on the seemingly real and the everyday; its formal experimentation; its preoccupation with the new category of experience called ‘modernité’. We will read texts featuring women characters in a variety of contexts, such as novels by Chateaubriand, Sand, Nerval, Flaubert, and Zola; we will also study a selection of essay, poems and prose poems by Baudelaire which focus on the allegorisation of women as figures of modernity.

Required Primary Texts:

François-René de Chateaubriand, Atala-René, (Pocket Classique)
George Sand. Indiana. (Folio Classique)

Gerard de Nerval. Sylvie. (Petits Classiques Larousse)
Gustave Flaubert, Madame Bovary (Flammarion)

Charles Baudelaire, 'Le Peintre de la vie moderne' and a selection from Les Fleurs du mal and Le Spleen de Paris (pdf provided on course website)

Émile Zola, Nana, ed. Henri Mitterand (Folio Classique)

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 aims to provide you with an understanding of the politics behind education policymaking in Europe. Why do education policies differ from country to country and are they converging or diverging? Why are some governments more successful than others in solving education problems? How are governments influenced by international institutions such as the EU and the OECD? What are the effects of education policies? These are key questions that will be explored regarding a range of countries such as the UK, Germany, France, the Nordic countries, and Eastern Europe. We will discuss the main analytical tools that are used to understand continuity, change, cross national variation in education policy and its effects on educational and social outcomes. You will gain an advanced understanding of ideas, special interests, and institutions that contribute to the making of policy across the entire national education system with a focus on primary and secondary education. This will lay the foundation of empirically substantiated and critical evaluation of government action. The module places strong emphasis on recent research from the burgeoning field of comparative politics of education.
This module is compulsory and needs to be taken by all students completing the MSc in Special Care Dentistry.
This module will cover growth and development of the child and adolescent, orthodontics and treatment planning in the developing child.

In your Certificate year of the MSc in Paediatric Dentistry, you will undertake the following modules DENT0001, DENT0002, DENT0018 & DENT0019.
This library-based research project for 3rd year MSci Cell Biology students will require you to write an in-depth dissertation in the area of either cell or developmental biology under the supervision of a UCL academic. The dissertation will aim to address or answer a particular question in your chosen field. Topics will be in developmental biology or cell biology. The provisional title/subject and the supervisor must be approved by the module organizer at the start of Term 1.

Your supervisor is likely to be in either the Research Department of Cell and Developmental Biology (CDB) or the Laboratory of Molecular Cell Biology (LMCB). Project titles are negotiable with supervisors. Students may consider other members of the Division of Biosciences, the Faculty of Life Sciences, or elsewhere in UCL, as project supervisors but this will require approval by the CELL0006 module organizer. Information about supervisors in CDB and their fields of research is available on the departmental webpages, and about potential supervisors in the LMCB on the MRC LMCB webpages. Individual project supervisors may require that a particular module has been studied previously and passed at a satisfactory level. They may also specify that a current module is undertaken to complement or support the project.

Completing the project will provide you with in-depth knowledge of a chosen subject area. You will conduct an independent literature search and your dissertation will summarize the relevant published experimental evidence, critically appraise that evidence and reach an independent conclusion. It may be possible for students to give a short PowerPoint presentation to a small group of students and examiners but this will depend on circumstances.

Module organizers: Professor Leslie Dale (l.dale@ucl.ac.uk) and Dr Julie Pitcher (julie.pitcher@ucl.ac.uk).
This module focuses on the economic, social and technological contexts around 'smart urbanism'. The module will examine the role of cities in innovative activity, and challenges to this. It will explore the history and frontier of urban information technologies, and how these relate to urban social life and institutions. And it will develop a critical perspective on smart city notions; key players, practices and partnerships; strategies and policies; and infrastructure / analytics.

NB: Students wishing to take this module should have taken CASA0001 Urban Systems Theory also.
In economics, an input-output analysis is a quantitative economic model that represents the interdependencies between different sectors of an economy or different regional economies. Wassily Leontief (1906–1999) earned the Nobel Prize in Economics for his development of this model. This technique forms an essential part of calculation in the UK National Income Accounts. In this module, you will learn the basic framework of input-output model. The model is used to analyse the environmental impacts of economic activities and estimate energy use and carbon emissions of construction industry from life-cycle perspective.

The aims of the module are:

To introduce the theory of input-output analysis
	To estimate environmental impacts of economic activities
	To develop awareness of sustainability
Learning Outcomes:

After taking this module you should be able to:

Understand input-output tables
	Understand interdependencies across sectors and regions
	Analyse GDP using input-output tables
	Improve the ability of quantitative analysis
	Analyse the environmental impacts of construction from life-cycle perspectives
	Apply input-output analysis to a case study (in the term paper)
This module develops the use of the computer as a central tool in many aspects of production in the arts, culture and the built environment. More than simply a set of tools, computer-aided drawing, modelling and information exchange comprise an invaluable medium of expression whose use has transformed the practice of design. The useful exploitation of this medium demands not only the acquisition of skills, but also a critical consideration of the design process, creative practice and the capabilities of emerging technologies.

After taking this module you should obtain computing and modelling skills associated with an agreed and relevant design project. You will also gain an understanding of the role and use of computers in creative practice and acquire the skills which are central to the process of computer-related design, representation and fabrication.

The course is delivered through a combination of skills-based taught sessions and teaching related to the design project. A specific tutor is responsible for the module group for the entire year. The tutor will thus be responsible for approximately 20 students. They will provide general direction through tutorials as well as teaching the mandatory elements of the module. The skills sessions will take place in the first term, providing foundational skills useful to both the design project and wider studies. The second term will focus on the design project, with submission and assessment in the third term. College-based practical workshops will take place during the first term each week for around two hours. These will deliver key skills in two- and three-dimensional drawing, imaging and visualisation. Further sessions in the second term and the beginning of the third term will provide skills and teaching to complement the design project.

Computing for Design and Creative Practices is usually undertaken in the second year of the undergraduate Architecture Programme.
Please see ARCL0147
Early modern art was experienced not simply through the eyes, but also through the full range of human sense perception. This module considers the complex web of sight, smell, touch, taste, and sound within which artworks were embedded and out of which spectacles—like banquets and triumphal entries—were created. Although material will be drawn from across the continent, a particular focus rests on northern Europe in the period 1400 to 1600. Sites for exploration of sense-experience include the court, the street, the communal bath, the kitchen, the artist’s workshop, and the anatomy theatre. The role of the senses in late medieval piety and the rejection of sensuous worship by Protestant Reformers constitutes one unit of the module. Visits to local collections and films of historical reenactment offer opportunities for close-looking, analysis, and critique.
This module provides further experience of filmmaking building on the work completed in Making the Media I during the first term. It is structured around the creation of a short film. Students will be introduced to the art and craft of short filmmaking. They will work together in groups to create a short fiction film, from scripting through until post-production. At the end of term, they will have completed production of a short film, and deepened their knowledge of core creative and technical skills.

 
The context for the Business Analytics Consulting Project/Dissertation module is management in complex, interconnected, data-driven environments.

Students carry out an independent dissertation project on a significant analytics problem of their choice. Students are encouraged to identify suitable projects with companies and other organisations.

Students will be expected to draw on the full range of knowledge and skills they have developed during the MSc Business Analytics programme, and demonstrate their ability to integrate this knowledge and apply it in novel situations.

Students receive support in the form of individual 1:1 meetings with their allocated dissertation supervisor.

The dissertation provides students with an opportunity to create a substantial piece of work that highlights their skills and experience, which they can share with potential employers.

The aims of the Business Analytics Consulting Project/Dissertation module are:

- To provide students with an opportunity to demonstrate their in-depth knowledge and understanding of business analytics and how it can be applied in practice.

- To provide students with an opportunity to create a substantial piece of work that highlights their skills and experience, which they can share with potential employers.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0197, for the full module description.

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

If you require any further information, please contact the History Taught Programmes Team.
The aim of the module is to offer students an experience of the many facets of orthopaedic assessment and treatments in hospital. Students can expect to experience; trauma meetings, lectures, outpatient clinics, operating theatres, orthopaedic wards, the physiotherapy department and plaster room.  This module will be delivered in the Royal Free Hospital.
This module will provide you with knowledge and understanding of research study design and the skills that you will need to gather and analyse information. In this module, you will learn what research means, how to develop a good research question, the advantages and disadvantages of different study designs, broad steps in conducting studies of different (study) designs, and reporting the studies. In addition, you will also learn principles of data analysis, perform common types of analysis, and report findings to an audience. This module will introduce you and direct you to the resources required to design and analyse your research project.
Aims - This module aims to provide an introduction to statistical methods and interpretation of data, along with associated computing, and to provide some expertise in applying quantitative methods in the Life and Physical Sciences. The statistical methods covered are useful in the routine analysis of scientific methods, as might be encountered in other modules. It is intended for students registered on undergraduate degree programmes outside of the Department of Statistical Science.

Objectives - On successful completion of the module a student should have an understanding of basic methods of descriptive statistics, confidence intervals and significance tests, which they could apply to simple standard situations in their own field of study.

Content - Descriptive statistics and graphical methods. Introduction to probability theory. Use of normal, binomial and Poisson distributions. Confidence intervals and significance tests applied to one and two sample problems by parametric and non-parametric methods. Goodness-of-fit and contingency tables. Correlation and regression. Use of computer software for statistical purposes.

Key texts - Available from ReadingLists@UCL.
What are the great transformations that gave rise to our global society? How did the emergence of industrialisation and imperial capitalism change the world around us and our thinking about power, injustice and global inequalities? How have the big revolutions of the 18th-20th centuries re-shaped the way we think about modernity, democracy and the nation state? This module offers a critical introduction to the historical antecedents of sociological theory. The module moves beyond conventional Eurocentric and chronological accounts of key historical events, processes and structures of the modern era. The module explores the ways in which 20th century sociological thinking developed as a way to understand these changes and the advent of modern ideologies such as liberalism, socialism and fascism. In doing so it illuminates the historic dimensions of a globalizing present, preparing students to engage with ideas around today’s interconnected yet greatly unequal global society. The module’s seminars interrogate further these topics, debating de-centred perspectives on historical turning points that drove global change, and encouraging rigorous criticism of the continuing global effects of colonialism, imperialism, and racism today.
For Modern Languages students who cannot take the 30-credit version and need a 15-credit version. Also for affiliate students in Term 1 only or Term 2 only.

This is a compulsory module for students on degree programmes with Finnish. This module seeks to provide a broad introduction to a small nation-state situated on the northern periphery of the continent of Europe. The central theme of the module will be the question of national identity: how has it been achieved, and in what conditions and circumstances? Answers will be sought by studying how the Finns live, what has shaped their style and manner of life, how they perceive themselves and how others perceive them. Topics include history and politics, state and society, language, folk culture, literature and the arts. No prior knowledge of Finnish language is required, but you will learn new vocabulary along the module.
This module introduces you to different approaches to communication for cognitive neuroscientists, and you will develop practical, communicative and public engagement skills in cognitive neuroscience.  You will learn how to think and express ideas logically and critically; disseminate knowledge; communicate effectively in oral and written form using a variety of methods and media; interact effectively with individuals and small groups; solve problems; organise, plan and manage projects; time management; learn and communicate actively and independently; be creative; assess oneself; make decisions.  You will learn about modern ways to disseminate science and throughout the module, key transferable skills will be developed. 

Assessment: 1500 word Popular Science article, 3-4 minute Short Film
This module focuses on modern techniques for imaging the human brain. You will be taught the key principles of a range of neuroimaging techniques ;in particular magnetic resonance imaging (MRI) and electroencephalography (EEG). The methodological limitations of techniques will be discussed and there may be an opportunity to observe some of the techniques in action. The module explores how each technique can be used to understand mind-brain relations in patients and healthy individuals, emphasizing their relative advantages and disadvantages. You will learn to critically evaluate neuroimaging research. You will practice the analysis and interpretation of neuroimaging data and will learn how to disseminate findings.

Assessment: One 2000-3000 word written report, in two parts.
After introducing language acquisition as a theoretical issue, the course will concentrate on empirical evidence of the nature and effects of input to children, and the nature of children's language production and comprehension at different stages, including discussion of the processes by which language is acquired
This module will require you to conduct an investigation of the literature on a specialised area of Pharmacology research. You will be allocated a subject/topic offered by a member of staff in the Department of Neuroscience, Physiology and Pharmacology (NPP) or associated departments and be supervised by them. You will write as account of the background of the project, the methods used by researchers in the subject area, the results obtained and discuss the conclusions that have and can be drawn in the context of the current data available from the literature.

After taking this module you will be able to:

(i) Read and review the published literature in a specialised area of research.

ii) Analyse published experimental data critically

(iii) interpret experimental data and make useful inferences thereafter.

(iv) Prepare and present a poster based on the project to two examiners.

(v) Write a clear and knowledgeable dissertation, on a specialised topic
This module will require you to conduct an investigation of the literature on a specialised area of Neuroscience research. You will be allocated a subject/topic offered by a member of staff in the Department of Neuroscience, Physiology and Pharmacology (NPP) or associated departments and be supervised by them. You will write as account of the background of the project, the methods used by researchers in the subject area, the results obtained and discuss the conclusions that have and can be drawn in the context of the current data available from the literature.

After taking this module you will be able to:

(i) Read and review the published literature in a specialised area of research.

ii) Analyse published experimental data critically

(iii)interpret experimental data and make useful inferences thereafter.

(iv) Prepare and present a poster based on the project to two examiners.

(v) Write a clear and knowledgeable dissertation, on a specialised topic
This is an online module, with two optional face-to-face contact based sessions.

Throughout the course, you will be given opportunities to familiarise yourself with a range of digital tools and resources (graph plotters, dynamic geometry environments, statistical software, fully interactive online packages). You will be encouraged and supported to critically appraise research to reflect on the implications of using digital technologies for learning and teaching of mathematics in the areas of generalising, expressing, visualising and modelling. You will study in a flexible way that works for you, guided by a set weekly timetable. Over the ten-week module you will follow three cycles of reading relevant research, task design and trials, followed by critical evaluation of the technology-enhanced learning experiences of maths and science.

Pre-requisites: A degree in a mathematics-rich subject or education, or equivalent experience teaching mathematics.
Students on the MA Gender, Society and Representation Taught Pathway programme write a dissertation on an approved topic. It takes the form of a scholarly report, in English, on an original research undertaking
The Choral Conducting, Leadership and Communication module is intended for musicians who wish to engage in conducting and directing choral activity in schools or the community. It identifies areas for development in participants' professional practice and their theoretical understanding of choral conducting; and it explores ways forward for effective conducting, leadership and communication. The module provides a critical introduction to and development of choral conducting skills, concentrating specifically on the dynamic relationship between research and practice in the field. The module offers students the opportunity to engage in conducting workshops, to reflect on their professional practices, and to review research and theory. It is delivered in a mixed mode with face-to-face seminars as well as through a VLE.
This module explores the learning and teaching opportunities that take place in spaces typically defined as cultural places. As the boundaries between formal and informal learning blur, alternative sites for learning such as heritage sites (including gardens, zoos and the eco-museum via geo-tourism) have extended their educational remit beyond the pamphlet or guide-book. This module explores and critically appraises the educational potential and social role of these sites within a social justice education context. Students will be required to critique received views of heritage, culture and history within an increasingly global context and to offer an alternative perspective on heritage, museum and gallery learning, develop a critical understanding of the social contribution the heritage industry can make to building new cultures and communities, establish the need for criticality in relation to learning and teaching in informal educational sites, understand the structures and ideologies that sustain heritage culture within the global context. 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 supports participants to gain Qualified Teacher Status (QTS).  the contact hours for this module comprise the Pre-Service Preparation and Readiness, Emerging Philosophy of Teaching and Learning and Leading Learning in Communities Modules, the Teach First QTS day in the Spring term, and three primary/EY focused days for participants in those phases.
A postdoc led x5 series of workshops based on the exploration and applications of cutting-edge technological approaches, in biochemistry and molecular biology. Each workshop comprises a tutorial style lecture, coupled on the following week with a relevant journal club – TBL (Team Blended Learning) style session.

Assessment of student performance is via a 2000-word Technology report based around one of the subject areas covered in the workshops, counting towards 75% of the final mark. The remaining 25% is acheived by summative MCQ tests, following each workshop session.

Examples of techniques covered in previous years include Mass Spectrometry, NMR,X-Ray crystallography, High Throughput sequencing and directed evolution approaches.
This module approaches heritage landscapes from a sustainability perspective. The module takes its cue from the definition of sustainable development as 'meeting the needs of the present without compromising the ability of future generations to meet their own needs' (Our Common Future, United Nations World Commission on Environment and Development, 1987, commonly known as the Brundtland Report).

The module provides an integrated understanding of heritage landscapes through discussing theoretical backgrounds and practical frameworks aimed at the sustainable management of these sites. The module addresses the significance and value of heritage landscapes and explores strategies for preservation that are underpinned by sustainability and take into consideration historical, cultural, social and environmental components and values.

The module will cover the following:

• Essential concepts such as biodiversity, ecosystems and ecosystem services, as well as their main threats, including climate change and other anthropogenic hazards.

• The concept of “landscape” and the cultural significance, values and services of heritage landscapes.

• The value, significance and services of managed parks and gardens.

• Strategies for the social, economic and environmental sustainability of Heritage Landscapes in both urban and rural areas.

• The teaching will be delivered through a combination of lectures and seminars, supported by case-study learning and field trips to heritage landscapes.
The dissertation project is a key part of the programme. You will develop your research question in collaboration with the course director, lecturers and researchers. You will produce a 10,000-word dissertation on a topic related to the main themes of the programme. You will also create a poster for an exhibition, which is the final taught event of the course. You have the opportunity to work with staff from across UCL for your dissertation project. You are also encouraged to work with partners from outside of UCL, and this is facilitated by the wide-ranging research links that UCL has with many organisations.
The course teaches the necessary knowledge to consider microfluidic and micro-scale approaches for applications in biology and bioprocessing, and to understand their potential for novel analytical approaches. The aims of the course are to provide the students with an in-depth understanding of microfluidic technology, microfabrication techniques, advanced fluid mechanics, detection methods (sensors), and applications of microfluidic devices. Expert lectures from industry (pending availability of industrialists) will provide in-depth understanding of exemplary, commercially available devices and their applications. Practical laboratory sessions will support a hands-on understanding of the topic.

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

Design simple microfluidic devices which includes an assessment of materials and fabrication methods suitable for the design
	Analyse fluid flow in microfluidics
	Select appropriate detection methods for microfluidic devices
	Appraise existing microfluidic device designs and solutions for biology- and bioprocessing-related applications
Studying this module, you will focus on the professional firm with the aim of developing an operational understanding of the market position, structure and culture.

The module will help you understand the human asset base of the professional firm and you will learn to address the issues of size and competitiveness in the market. Latterly, you will be afforded the opportunity to apply concepts and theories for establishing a market position in developing the management capacity of the firm, within particular markets.

Upon completion of the module, you will have:

Gained the ability to apply management principles to professional consultancies in practice
	Understood and interpreted the importance of expertise and human capital to the effectiveness and competitive position
	Acquired the ability to understand the problems of achieving coherence between performance a professional firm in current and for future conditions
The module delivery is via a mixture of discussion-led seminars, in advance of which you must have read from the required reading list, and guest speakers from industry.

The module themes are as follows:

Character and Structure of the Professional Firm
	Economic Cycles and Internal Systems
	Practice Management
	Managing Change and Systems Integration
	Managing People and Markets
The Research Project will provide you with an opportunity to apply your knowledge and skills gained in the ‘Research Methodology and Transferable Skills’ module and the ‘Research Governance’ module, to carry out your own novel research study under the guidance of academic and research staff.  Your research study may be an experimental, laboratory based study, a clinical study with healthy participants or patients or a literature based project (systematic review).  In addition to learning new practical skills, you will gain experience in the management and co-ordination of research work.  During your research project you will work within an established research team who will be able to provide a skilled and supportive environment.  The research project will provide the potential for publication of your work at conferences and may lead to a paper for submission to a peer-reviewed journal.
For the final 7 weeks of the MSc Programme, students on the ST Pathway combine with those on the SS Pathway to carry out a Group Project, generally an industrial-style space mission design study (similar to a “Phase A” feasibility study), at which they all work together as part of a team.
In this module, students will undertake an independent research project on a crime and/or security-related topic. All projects will be supervised by an academic member of staff. Students will also require ethical approval from the Departmental Research Ethics committee. Students will be informed of the details and requirements of this module in the third term of year 2; they will then be required to approach members of staff to discuss possible research projects. Students can propose their own project ideas but the final decision rests with the supervisor. Students will then carry out their research and write up the final report, due for final submission towards the end of term 2, year 3. There are two points of assessment for this module: 1) A 1,000-word research plan. This document will provide a background to the proposed research project, outline the research question/project objectives, describe the proposed method and forms of analysis, and discuss the expected implications. 2) A 10,000-word final research report. This will be modelled on a journal article where applicable.
What justifies a belief in human rights? Can they be defended as universal standards across the globe? How should we interpret human rights and their corresponding responsibilities? Who must uphold them? Do they clash with democracy? What human rights should I support in my practical work? This module links important and challenging questions about how we interpret human rights in law and policy with the theoretical underpinnings for those rights. Students will study the normative frameworks that have been offered for human rights in political theory and legal philosophy, different theories of rights as well as different theoretical criticisms of human rights. They will also look at the key critiques of human rights, from relativism, democracy, and gender bias. These topics will be tackled by asking students to consider the core point and purpose of human rights standards, as opposed to other standards like social fairness.

The ultimate aim of the module is to equip students with the tools to decide for themselves, from an informed point of view, what can appropriately be called a human right, what cannot, and what limits they have, what the best defence there is of them, and how to think about ethical questions when confronting practical decisions in their research. They will be encouraged to develop analytical and critical argument-building skills, tools for problem solving, and to engage in analysis and debate in preparation for writing an essay that sets out a clear argument. [Note: this module is designed specifically for MA Human Rights students and does not presuppose ethical/theoretical training – the approach used might be found not go into the degree of depth that students on MA LPT might want to go into].
This module examines some central ethical ethical, economic and political problems facing health policy in the UK and abroad, especially in relation to social justice. Topics covered include: how to allocate healthcare resources (e.g. should the NHS cover all new drug treatments, regardless of how expensive they are? Who should decide?); the appropriate role of the state in protecting and promoting health (e.g. should smoking be banned?); when inequalities in health and life expectancy are unfair; and special challenges posed by infectious diseases.

Reading list:

http://readinglists.ucl.ac.uk/modules/phil0059.html

Philosophy Area B
This is the dissertation module for the MSc Psychology of Education.
Habilitation and the practical strategies needed to support children's visual needs form a core element of this module. Habilitation specialists also need to develop an understanding of best practice and how this differs from research and evidence-based practice.  It focuses on the devolved nations of the UK and where habilitation legislation and policy exists, and that of other countries outside the UK. It sets the more generic issues in the specialism of habilitation studies into context as they apply to children and young people with visual impairments (CYPVI).
This lecture-based module examines how behaviour results from the properties of neurons and synapses in the brain. Some simple computational models of how networks of neurons can be used to perform useful functions are introduced and applied to help understand several examples of the neural bases of behaviour in humans and animals. Topics covered will include the role of synaptic plasticity in learning and memory, the coding of information by the firing rate and time of firing of neurons, the neural bases of memory, coordination of action, audition, olfaction and conscious awareness. Neural systems studies will include the motor, parietal and frontal cortices, the hippocampus, cerebellum and the spinal cord.

The module is an option for MSci/BSc Neuroscience student and for students on other degree programmes with a strong Neuroscience background and at least A level maths.

Indicative lecture list:

Introduction to artificial neural networks & unsupervised learning.
	The hippocampus and spatial representation
	Artificial neural networks, feedback & simple supervised learning.
	More advanced learning algorithms in artificial neural networks.
	Computational properties of individual neurons
	Neural bases of sensory decision making.
	Hippocampal and striatal navigation.
	Hippocampus and associative memory
	Path integration, continuous attractors and grid cells
	Reinforcement learning.
	Models of prefrontal cortex
	Learning, performing and remembering serially ordered actions.
	Spatial processing in the spine and motor cortex.
	Temporal processing in audition and olfaction.
	Filtering and normalization in sensory systems.
	Theories of the cerebellum.
	Computing with spike timing and delays; course review.
“Fundamentals of Computational Neuroscience” by Thomas Trappenberg (OUP) gives a general overview of the field.
This module will introduce students to key concepts and debates that shape contemporary global humanitarian action.

Using diverse case studies, students will critically interrogate concepts that underpin much humanitarian action, such as neutrality and impartiality, universal human rights, and the Responsibility to Protect. Students will also engage with emerging debates and dilemmas in humanitarian action, including the impacts of urbanisation on humanitarian action, the securitisation of assistance, and the imperative of localisation.

The module will be taught through lectures and seminars. The lectures will introduce students to key concepts, theories and debates. The programme is interdisciplinary, so students will be encouraged to consider these ideas from a range of disciplinary perspectives. Seminars will then focus on how these concepts, theories and debates have applied in particular case studies. Seminars will be discussion-led and involve small group activities. This module will develop students’ critical thinking and research skills. Students will also develop the confidence to critically interrogate and apply concepts and theories to humanitarian dilemmas beyond the course.
This module aims to address current and controversial issues facing women’s health today. With an emphasis on student discussion and debate, and seminars on key issues at the forefront of political and global health agendas. The module explores a range of topical subjects including the role of advancing technologies in women’s health, developments in preventive cancer care, issues in reproductive health, the social and political barriers to accessing healthcare, mental health and gender identity issues, as well as global maternal morbidity and mortality concerns.

After taking this module you should be able to:

Demonstrate an understanding of the impact of women’s health on reproductive health outcomes including pre-conception and postnatal health;
	Demonstrate knowledge of ethical issues surrounding contraception and termination services, as well as assisted reproductive technology and pre-implantation genome editing;
	Describe the challenges facing women’s health in resource stretched, countries and war zones, with a full appreciation of the morbidities associated;
	Appreciate the political influences on women’s healthcare, both in the UK and globally;
	Discuss the woman’s perspective in her health journey, and appreciate the challenges posed by mental health and gender identity issues.
The module comprises lectures will be given by experts in the field, with tutorials to complement the lectures. E-learning will be incorporated throughout the module so that students and tutors connect the curriculum and topics are discussed through peer and tutor-led discussions in the classroom.

Introductory Reading: 
Stephenson J, Heslehurst N, Hall J, et al: Before the beginning: nutrition and lifestyle in the preconception period and its importance for future health. Lancet 391:1830-1841, 2018

Cohen P, Larsson M, Hann G, et al: The reality of FGM in the UK. Arch Dis Child 103:305, 2018
‘Frontiers of Knowledge in Population Health’ will develop your understanding of new and emerging issues in population health; it will prioritize the presentation of academic work in progress rather than established knowledge. The aim is to teach you about emerging themes in population health as well as how knowledge develops and is disseminated within the academic community. Further aims are to enable you to develop a deeper understanding of contemporary population health research and to further develop your capacity to critically appraise key issues in population health. Teaching will cover a variety of topics related population health from developmental theory through to ageing.

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


	Discuss and recognize emerging issues in population health research
	
	
	Access and appraise a wide range of population health research and resources for investigating those including academic journals, online data repositories and public health information.
	
	
	Critically review ways of generating knowledge in population health
	
	
	Evaluate different ways of dealing with uncertainty in responding to emerging population health problems.
	
This is an intermediate module open to Year 2 students on the BSc Population Health Sciences programme. There is availability for UCL elective students from other departments, however, spaces are limited and are allocated on a ‘first come, first served’ basis on Portico.

You will attend weekly lectures from guest speakers across UCL and beyond, as well as weekly seminars.

Module leads are Dr Panos Demakakos, Dr Barbara Jefferis and Dr Olesya Ajnakina.

Selected Reading List 


	Fair society, healthy lives. The Marmot Review. Strategic review of health inequalities in England post-2010 (2010) Marmot M, Allen J, Goldblatt P and Boyce T.
	Freely available at: http://www.instituteofhealthequity.org/projects/fair-society-healthy-lives-the-marmot-review
Much of science aims to find and use causes, and finding evidence of causes and mechanisms is a core problem of science. Does penicillin cure bacterial infection? How large a dose and how often should we give a dose to be effective? Mechanisms are key elements of causal descriptions. For example, we seem to explain how penicillin cures bacterial infection when describing the mechanism by which it kills bacteria in the body. This module explores some of the most important views of causality and mechanisms in philosophy of science, and it examines how these views affect our understanding of the world around us.
The Cold War was not just a confrontation between the United States and the Soviet Union, but a geopolitical force-field within which the world developed for nearly five decades. This seminar explores the Cold War as a global contest pitting the scientifically planned economy against the free market, the purpose-driven society against the individual pursuit of happiness – a battle for hearts and minds waged in the realm of politics, ideas, technology, and culture. We will investigate the contest’s origins, the formation of opposing blocs, the interplay between periods of tension and détente, and the relationship between the center of the conflict in the North Atlantic/European arena and its global periphery – as well as the Cold War’s sudden and unforeseen end. Basic familiarity with twentieth-century history is an asset but not a requirement for enrolment.

This module will be taught by Professor Benjamin Nathans.
In this class, students will grapple with the significance of the Weimar and Nazi eras for modern German history.

Topics will include the aftermath of the First World War, the characteristic features of Weimar culture and politics, the origins of the National Socialist movement and its rise to power, the National Socialists’ utopian vision and their various efforts to implement it, and the relationship between state and society. Students will also consider the nature of everyday life, the persecution of Jews and other minorities, the uses of terror, the horrific culmination of the Nazi regime’s ideological goals in the Second World War and the Holocaust.

Upon successful completion of the class, students will be able to explain political and social dynamics at work in Weimar and Nazi Germany, discuss historiographical trends relating to the era, make effective use of secondary and primary sources, and present a coherent historical analysis in written and oral form. This will allow students to historicise the period and critically comment on the ways that it continues to shape contemporary society in Germany, Britain, and beyond.
Student Abroad module for BA / BSc Geography (International).
In this module you will learn about many of the innovations in healthcare and the opportunities as well as challenges that these new technologies and ways of working afford the health sector.  You will become familiar with the change management literature so that you can learn and critique different approaches to embedding change within healthcare. 

The module is designed to provoke you to think differently about innovation in terms of understanding opportunities as well as challenges.  You will come to understand innovation pathways and how to adapt new innovations into the daily practices of healthcare.  This course is designed to expose you to thought leaders and innovators in healthcare who are defining the health sector of tomorrow.  You will have a number of guest speakers and site visits including UCL academics and other experts engaged in robots, virtual reality, telemedicine and AI solutions for healthcare.  You will not only learn about the work these groups are undertaking, but how to introduce innovation, appraise options, undertake assessments and design pathways of implementation.

To ensure that the implementation of innovation reaps benefits such as increased productivity and better outcomes for patients, you will need to understand change management. Additionally you will learn how to think holistically about innovation as a manager in terms of how new innovations impacts policies, regulations, carers and patients as well as health professionals.  Patients as collaborators in the innovation process will also be explored.

Consequently, you will come to appreciate that innovation requires change management at multiple levels within an organisation if it is to add sustainable benefits.  

You will also learn how to develop yourself as an agile and adaptive leader, but also how to lead organisational cultural change as a critical aspect of leadership in today’s world.
The DAPS module will cover technology, principles and applications of data collection, preparation, and storage for data science systems. In particular, the module will cover a wide range of topics such as sampling theory and practice, data collection and database query and processing, graph-based processing, and compressed sensing technologies.

The module will also encompass Lab sessions so that students can learn how to apply the underlying principles to address problems in the area of database query and processing, data wrangling, and processing.

CONTENT

sampling theory and practice,
	data collection,
	database query and processing,
	graph-based processing,
	hardware architectures for data processing.
On completion of this course, you should be able to:

understand fundamental concepts on data sampling (e.g., A/D, etc) for gathering and making best use of data, with practical applications such as database collections.
	to infer patterns with statistical data analysis tools for a better understanding of your dataset, with practical application on database processing.
	be familiar with data preparations, developing knowledge on data cleaning and feature extraction, for example.
	understand and implement proper data processing tools for large scale datasets
	be familiar with hardware architectures for data processing and machine learning
SYLLABUS

Data Acquisition
	Statistical sampling
	Data Representation
	Data Wrangling
	Hardware for efficient machine learning
	Lab I: get familiar with data processing and database creation
	Lab II: crunching big dataset
The module will give students a grounding in the underlying physics for electronic engineering, in particular the principles of electromagnetics and the physics of electronic materials applied to electronic devices and systems. The course will develop an understanding of the integral forms of Maxwell’s equations as well as basic concepts used to understand the way in which the electrical properties of semiconductors are controlled and used in electronic devices. The module will help student to appreciate the need for a description and analysis of electromagnetic fields applied electronic engineering and the extent to which an understanding of these is needed beyond the use of current and voltage in circuits and other electronic systems, to formalise in vector notation the description of electric and magnetic fields, and to have a physical insight into the use of Gauss' Law and Faraday's Law for analyzing electronic devices. The module will also provide an introduction to basic concepts behind the physics of electronic materials and devices and show how they can be used to understand the operation of devices such as diodes, LEDs, solar cells and transistors.
This is the dissertation module for the MA Policy Studies in Education programme. The Dissertation is 15,000 words and will be submitted on a topic negotiated between the student and their tutor. It is intended that the writing of a Dissertation will offer an opportunity for the student to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis as well as (in most cases) related empirical work, on a topic of direct interest to them.
It is a truism that we live in an information society and that this is a new and unprecedented state of affairs. The rediscovery and popularisation of classical learning, the explosion of printed material, and the birth of a modern concept of scientiﬁc knowledge presented a challenge to scholars and states across Europe: how to organise, use, and share information in an age where there was – in the words of Ann Blair – “too much to know”.
This module gives you an introduction to all essential elements needed for health data scientists to use python as a powerful tool for analysis and scientific presentation of complex health related data. In this module you will learn how to construct reliable, readable, efficient analytical procedures for data-intensive research in a collaborative environment. You will be introduced to libraries, coding conventions, functional and object-oriented programming, visualisation, and version controlling, essential for reproducible research. The module will emphasise practical techniques and learning by doing, it is an intensive practical course, which will allow you to train a range of techniques that are essential for health data scientists.
 
At the end of the module you should be able to:
1.    Understand the fundamental principles of python programming, algorithms, including knowledge of the main data types and structures.
2.    Understand the use of conditionals and loops as well as the application of functions for code reproducibility
3.    Knowledge of key modules essential for data science including; numpy, pandas, re, and matplotlib  
4.    Perform basic statistics and data visualisation of complex health-related datasets
5.    Understanding the concepts of object-oriented programming, version controlling and high-performance computing.

Delivery Mode should be:
You will learn by a combination of lectures and practical problem classes and will therefore require a laptop that you can use to write python code, execute scripts, and connect to databases; tools we will use include Python 3. Anaconda, and Jupyter notebooks. Tablets are not suitable as they do not offer the necessary underlying infrastructure to install and run the needed software.

 
The dissertation is an independent research project which is researched and written under the supervision of a member of academic staff. The model for the dissertation is a medical science journal article. The module provides a structure for taught and independent study to enable you to:
explore the theoretical principles, approaches and methods of research in health & medical sciences
       manage the practicalities of research such as project planning, dealing with ethical committees and so on
       gain experience in writing a proposal
       undertake your own research project
       write up your work in a reflective and scholarly way 
       prepare for publication of your work Learning outcomes:
To provide students with the opportunity to undertake an original research project in health & medical sciences
To encourage students to explore and contribute to the academic literature on research in one specific area relevant to health & medical sciences
To develop the student's ability to undertake independent research particularly in relation to:
Critical reviewing the relevant literature
       Planning and application of one or more appropriate research techniques
       Managing time and resources to meet a deadline
       Addressing ethics issues where appropriate
       Data analysis
       Evaluation of the results
       Effective presentation of research findingsTo promote the development of higher level academic skills relevant to the preparation of a proposal and publication
To encourage development of project and time management skills
The aim of this module is to provide an in-depth introduction to the neurobiology of social behaviour with a focus on model systems. Following a refresher on the general principles of what it means to be social, why it is useful, and how social drives lead to specific behaviours, the topics covered will include a state-of-the-art description of different animal models used to examine social behaviour from invertebrates up to mammals.

Emphasis will be placed on understanding the brain areas and circuits involved, including the effects that key players, such as specific genes, environmental situations, neurotransmitters, and peptides, have on the circuits underlying social behaviour.

Finally, the module will give an overview of both well-established and novel assays used to measure different social behaviours.

Indicative lectures and topics to be covered:

Introduction to Social Neuroscience
	Evolution of Social Behaviours
	Anatomy, Structure and function of the Social Brain Network
	Social animal models from invertebrates to humans
	Techniques and Methods to study the social network
	Social information processing
	Collective behaviour and social interactions
	Social Learning and recognition
	Parental behaviour and social isolation
	Effects of genes on the development of the social network
	Hormones, social stress and the hypothalamic pathway
	Social disorders and animal models
Assessment will be via coursework and a written exam. For the coursework, you will be given a recent paper and be asked to demonstrate your understanding of the results described and answer short questions on the techniques used and methodologies used and the choice of animal model. The exam will demonstrate your ability to analyse novel data with established techniques, and to interpret and explain contradictory observations.
The aim is to provide students with a comprehensive understanding of the econometrics from a theoretical perspective, give students familiarity with the analytic tools and methods, and enable them to apply taught concepts in the final dissertation and later in their work. The module will therefore generate knowledge of

* Theoretical foundation of econometrics and related assumptions, examples of how these approaches can be used in practice, strengths and limitations of different approaches.                              

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

*Understand the main concepts of the most important econometrics approaches used in the environmental and energy field; * Explain, discuss compare and criticise the different estimating methodologies and critically choose different approaches for applied studies.               
The immense digital shift and the rising complexity are the underlying themes challenging major programme management practices. In this module, you will be introduced to the key systems theories used for major programme management while gaining a theoretically grounded understanding of how digitalisation and complexity are creating a shift in the management of major projects, programmes and portfolios. Through a mixture of self-study, workshops, seminars and industry speakers, you will develop your management abilities for complexity and digital management in major programmes, and learn how to research, justify, and analyse the factors that impact management of major programmes.

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

Discuss theories and concepts of management of major programmes with digital as socio-technical systems.
	Demonstrate systems mindset and theoretical understanding of how to strategise and govern major and national programmes for a digital transformation.
	Discuss theoretical and practical aspects of the socio-technical systems, knowledge management, complexity, systems engineering and integration, and the importance of context and globalisation in the governance of mega-projects and major programmes.
	Apply system dynamics modelling and social network analysis for the analysis of major programmes.
	Apply the systematic literature review methods for analysing the programme management literature.
Regression analysis, one of the most important quantitative methods, has interrogated countless empirical and interdisciplinary questions using small- and large-scale datasets. This module will explore the development of regression models and contextualise the methodological development in their social and cultural context, using applications across a wide range of disciplines such as astronomy, biology, geography, social science, epidemiology, environmental science, artificial intelligence, and so on. 

This module will start with general linear models, generalised linear models and then explore contemporary models such as generalised additive models and supervised machine learning. A series of real-world applications discussed in this module will enable students to understand the fundamentals of regression models; gain knowledge on selecting appropriate models and interpreting regression outputs. This module will discuss some key concepts and debates about prediction and causality. Examples of applications from various disciplines will be used to illustrate two different purposes of regression analysis: predictive and causal inference. This module combines lectures, seminars, group work and hands-on practicals using R and Python. Students will gain skills to implement various regression models and draw conclusions from the results.
 
In this module students engage with the selected bibliographic references that underpin bio- integrated design, while being taught basic research methodologies and strategies by which they do define a preliminary literature review. The main aim is that each individual defines a research topic that works in the context of his or her individual project.
Module Content

Term 1 of the whole unit ANTH0008. A lecture-based course covering basic evolutionary biology as applied in biological anthropology, covering evolutionary theory, socio-biology, and primate behaviour. 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.

Summary of the history of the theory of evolution, genetics and heredity, sexual selection, nature and nurture, and human biological diversity.

Outline of the taxonomy, anatomy, ecology and behaviour of primates, as well as primate conservation.

 

Learning Outcomes

Understand the basic principles of evolutionary theory and their relevance to human adaptation

Learn the identifying features of the major primate groups

Apply evolutionary theory to primate and human behaviour

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 module examines the international politics of Latin America, with primary emphasis on the period since the 1980s, but with attention to the legacies of earlier political, economic and strategic developments affecting the region. It does not presume a prior knowledge of international relations theory or Latin American politics, history or economics. The module employs thematic and comparative approaches as well as more specific case studies to understand how the region of Latin America can inform central analytical debates in the field of International Relations.

The module begins with an overview of key concepts and issues from the general international relations literature. It then turns to a consideration of major trends in Latin America’s international relations after 1945, with attention to developments during the Cold War; and long-term trends in relations between Latin American countries and the United States. In the second part of the module we will examine central topics in the contemporary international politics of Latin America: security, economic and political regionalism, human rights, and the foreign policies of key regional states.
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.
Year abroad credits
Year abroad credits.
This module will cover basic principles and practice of machine learning systems engineering. In particular, the module will cover a wide range of topics such as introduction to machine learning engineering, supervised learning algorithms, unsupervised learning algorithms, kernel learning, and neural networks. The module will encompass a series of lectures as well a series of hands-on programming sessions (or carried out remotely) so that students can learn how to apply machine learning technology to address various data science problems.
A practical introduction to experimental techniques that’s applicable to a wide range of research, including tissue regeneration and biomaterial-cell interactions. This module will familiarise students with the laboratory setting and develop good laboratory research practices, experimental planning techniques and the analysis of experimental results. This module will consist of lectures, workshops and practical’s.
Aims - This module aims to provide an introduction to the ideas underlying the optimal choice of component variables, possibly subject to constraints, that maximise (or minimise) an objective function. The algorithms described are both mathematically interesting and applicable to a wide variety of complex real life situations. It is primarily intended for second and third year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments. It also serves as an optional module for students taking the mathematics and statistics stream of the Natural Sciences degree.

Objectives - On successful completion of the module, a student should be able to understand the theoretical concepts of linear programming, dynamic programming and finite Markov programming, set up correct models of real life problems, interpret results correctly and check the validity of assumptions.

Applications - Optimisation methods provide the means for successful business strategies, scientific planning and statistical estimation under constraints. They are a critical component of any area where decision making under limited resources is necessary.

Content - Linear programming:  graphical solution techniques, simplex method, duality, sensitivity analysis. Game theory: zero-sum two player games, minimax, maximin, Laplace, Hurwicz and minimax regret strategies, linear programming formulation. Dynamic programming: systems, states, stages, principle of optimality, forward and backward recurrence. Markov sequential processes: Markov processes with rewards values-iteration, policy iteration, sequential decision processes.

Key texts - Available from ReadingLists@UCL.
International Organizations (IOs) do the ‘day to day’ work of global governance, and as such substantially shape our world.  IOs both mediate international interactions (e.g. world trade, global security) and engage directly with states in ways that shape domestic affairs (e.g. global human rights and development).  You will exit this course with a greater understanding of the variation in state participation in IOs; the internal workings and management challenges of IOs; and the ways in which IOs operate. Special attention will be paid to the variation in IOs’ effectiveness – whether IOs successfully fulfil their mandates, when, and why.  IOs face substantial challenges and constraints, but also hold the promise of achieving substantial impacts; this course will leave you with a greater understanding of both.
This module presents the process principles and practical knowledge in advanced materials processing and manufacturing, including (a) industrial processing of materials, (b) surface engineering and (c) additive manufacturing, highlighting materials properties and performance during in-service, as well as life cycle design. The understanding of the processing of materials will be reinforced by hand-on laboratory experience of selected materials processing and surface coating technology. Students will also be exposed to industrial guest speakers giving seminars on the use of industrial processing and manufacturing methods of commercial products and devices, essential for a successful career in advanced material development and manufacturing.
This module introduces the key marketing strategy concepts and methods relevant to startups and early stage entrepreneurs, and students are furnished with tools and frameworks to apply these concepts to a start-up venture in a practical and effective way.
The first marketing challenge when testing and launching a start-up is building the initial crowd of customers on a very limited budget. With that in mind, this course kicks off with methods to build this early tribe by creating a brand that resonates with a target customer group, then dives into the marketing tactics that can be utilised to reach early customers. Students also learn how to develop a clear objective-led marketing strategy for a later stage start-up; develop an understanding of online and offline marketing channels; and learn how to utilise data and analytics tools in order to make decisions about the effectiveness of the marketing activities being utilised.
The course is aimed at demonstrating how clinical pharmacology concepts can be applied in drug development and therapeutics to  1) support evidence generation,  2) optimise trial design (endpoint, inclusion/exclusion criteria) and  3) assess the relevance of personalised regimens in special populations, for whom a clinically benefit-risk balance differs from the overall target patient population.

Attention is given to the role of biomarkers and covariate factors as predictors of treatment response in clinical trials and during therapeutic use of a medicinal product. This is complemented by an overview of their use in conjunction with innovative clinical trial designs. Based on case studies and hands-on group activities, this module provides students the further understanding of the regulatory and clinical requirements for an effective development program. The use of quantitative pharmacology methods and real-world data are introduced as a tool for evidence synthesis and personalisation of treatment.
The report for the MBA must investigate a topic or issue that is relevant to business administration in the context of educational organisations or systems. There should also be a focus on the international perspective of the planned enquiry. A Report is worth 30 credits and is 8-10,000 words (excluding references and appendices).

• The report must be based on research, either empirical or theoretical

• It can be practice-oriented

• It can address professional or policy issues

• The dissertation provides the opportunity to explore an in-depth issue, with supervision

• It introduces students to the skills and techniques required for research and writing scholarly publications

• Dissertations are based on independent study supported by supervision

• The word length and therefore the scope of the study is normally the major difference between Dissertations and Reports.
Specialism grouping no teaching
By the end of the fifteenth century, the Estate of nobility had accumulated substantial political power in Central Europe, defined for these purposes as the crownlands of Bohemia, Hungary and Poland, all then ruled by the Jagiellon dynasty, as well as the Habsburgs' lands of Lower, Upper, Inner and Further Austria. Through the institutions of diets, dietines and counties, the nobilities had encroached upon the reserved rights of the crown, won privileges at the expense of the towns, and reinforced their legal jurisdiction over the peasantry. This module will examine how the Habsburg rulers - kings of Bohemia and Hungary from 1526 - began the slow process of recovering the authority of the crown, which by the seventeenth century had not only obtained a high degree of confessional uniformity within its territories but had also completed the expulsion of the Ottoman Empire from Central Europe. Although this paper concentrates on kingship, confession and noble Estates in the Austrian hereditary provinces and the lands of the Bohemian and Hungarian crowns (including Silesia, Transylvania and Croatia), there will be some comparative study of the trajectory of neighbouring Poland-Lithuania, where the nobility gained in strength at the expense of the monarchy and developed a republican ideology, as well as to the workings of the Holy Roman Empire. Attention will also be paid to peasants and townsmen, to the alchemical and mystical concepts of government dominant in Central Europe at this time, to the artistic expression of monarchical, ecclesiastical and aristocratic aspirations, to the Thirty Years' War and Westphalian Settlement of 1648, the Turkish wars, and to the area of Ottoman rule.
The module gives a wide perspective of networks and serves as an introduction to the other MSc modules in the communications programmes. ITN introduces the basics of communication systems and networks. A review of signal properties and of propagation channels from wired to wireless and optical is covered and then followed by the structure of communication systems and signals. Telecommunication networks are introduced with concepts of circuit and packet switching and with a focus on packet network technologies and Internet components and architecture and technologies. Telecommunication networks applications are illustrated with lectures on multimedia systems and the Internet of Things (IoT). The material is delivered to give a wide understanding of the field and is taught with minimal mathematical analysis.
Our lives are situated within global webs of interconnection, where individuals’ experiences are influenced by large-scale structures, and yet local events have global consequences. This module tackles social and political issues through the notion that they are to be understood at the nexus between global, national and local, for example, climate change and environmental risks and sustainability, migration, the role of technology and related networks, the impact of global pandemics, and how these issues are managed through neo-liberal and biopolitical frames of governing. The module will enable students to learn about their drivers, causes and effects, their interconnections, dislocations and to understand how they are influenced by global processes, international governing structures and as local contexts. It will also explore how global homogenising forces can be disrupted via local and group action and responses which may, in turn, become more transformative processes that pose challenges to capitalist societies.
Aims:

To give students an understanding of processes involved in the production of novel materials. To provide students with a systematic approach to the selection of material fabrication routes with applications to the biomedical, coating, fine chemical, food, microelectronic and semiconductor industries.

Learning Outcomes:

On completion of this course students are expected to:

be aware of novel materials and recently developed material processes;
	understand essential concepts in materials science at multiple scales, from the molecules to manufacturing;
	be able to apply fundamental chemical engineering principles (such as transport phenomena, chemical kinetics, thermodynamics) in the design and operation of materials processes involving nanofabrication, templating, self-assembly
Synopsis:

To introduce the concepts of:

Processes in the electronics industry:
	epitaxial & polycrystalline silicon production
		silicon doping
		microlithography
		chemical vapour deposition
		physical vapour deposition.
	
	Soft matter fundamentals & applications: Lipids, proteins, colloids, polymers, emulsions, self-assembly, thin-film processing, templating.
This module combines concepts from two fields highly relevant to environment and natural resource issues: innovation studies, and business sustainability. The module includes both a policy focus (exploring how governments can aim to stimulate ‘eco-innovation’, including cleaner technologies) and a focus on business sustainability management, including the essentials of clean innovation management from a business perspective.

 
This module presents a range of topics relevant to the current state of knowledge of the management of projects, adapted for careers in infrastructure.

Aims:

Drawing upon new research, this module aims to clarify how complex infrastructure projects can be successfully managed, organised and delivered. There is no “one-size-fits-all” solution. You are introduced to concepts and frameworks to help you analyse projects and select the right approach to manage technological uncertainty, market novelty, complex systems, time constraints and other factors.

Learning Objectives:

You will be able to assess the unique challenges associated with each infrastructure project and create the right approach to successfully manage it. You can use the frameworks and tools presented in the module to decide how to design a project organisation and temporary process, how to deal with complexity, risk and uncertainty.
	You will also be able to assess the unique challenges associated with managing megaprojects and how to improve performance by learning from one megaproject to the next.
Critical Methodologies of Architectural History reviews the range of methods and approaches open to the architectural historian, critic and theorist, as well as the traditions from which each derives, and the controversies around them. Through a weekly lecture and seminar, students read and discuss works by a variety of architectural historians (e.g., Banham, Burns, Colomina, Deamer, Evans, Giedion and Tafuri) and texts by authors including, Ahmed, Butler, Chakrabarty, Freud, Foucault, Douglas, Hartman, Latour, Mbembe and Spivak on theory of history, aesthetics, materialism, subjectivity and technology. Seminars, readings and discussions also consider issues such as biopolitics, semiology, psychoanalysis and postcolonialsm in relation to architectural history.
This module covers issues relevant to the electronic sub-systems of spacecraft, including power systems, attitude sensing and control, mechanisms, reliability, data handling. Topics include:

Comparison of spacecraft electronic systems to an equivalent ground based unit.
	Power Systems - Solar cells, solar arrays; storage cells; regulation dissipative and non-dissipative, regulators linear and switched mode, noise reduction, filters, supply monitoring, decentralised regulation.
	Attitude sensing and control - Earth and Sun sensors, charge coupled devices, wedge and strip, crossed anode, magnetic sensors, search coil and fluxgate, magnetic torquers.
	Mechanisms & Housekeeping - Control monitoring; optical and magnetic, pyrotechnic actuators, bridge techniques.
	Harnesses - EMC magnetic and electric coupling, shielding efficiencies for near and far field, EMC outgassing ports, connector types, low and high voltage, printed circuit board types.
	Reliability - Design techniques, heat dissipation, latch-up, interface and single point failures, housekeeping requirements, components specification, failure rates, fabrication, radiation testing, effect of radiation, displacement and ionisation damage, transients effects, designing for radiation protection.
	Analogue design - Charge sensitive amplifiers, noise considerations, practical circuits, pulse shaping circuits, unipolar and bipolar pulses, base line depression, pulse pile-up, low frequency measurements.
	Example sessions - Electrical hardware circuits for past and present space missions will be described and demonstrated utilizing the project’s development circuit boards.
This module is designed for students who already have some knowledge of systematic review methods and who want to explore advanced methods that address the complexity of policy issues. Systematic reviews are often commissioned to inform policy and practice decisions. The aim is to produce an accessible, reliable and useful review of evidence. Whilst methods and procedures for examining ‘what works’ in systematic reviews are well established, this narrow focus on intervention effectiveness often excludes important information required for policy implementation. This module focuses on how systematic reviews can grapple with the complexity of social policy and practice issues. The module will provide participants with the skills and understanding necessary to design, plan and appraise systematic reviews to address complex policy issues.
This module will introduce students to key concepts, debates, and findings in political science. Topics to be discussed include the state, elections, parties, legislatures, political executives, party systems, and political regime types. The module will discuss these topics with reference to democracies, non-democracies, and everything in between. Students will also be introduced to research design in political science, focusing on case selection, methods, data, and generalisability. Students will build on material covered in SESS0016 (‘Understanding Politics I: The Big Questions’), but the focus will shift to the empirical (not theoretical) study of politics. We will explore how our knowledge of ‘how politics works’ is created, challenged, and changed. Weekly lectures are complemented by weekly tutorials.

Following completion of the module, students will be familiar with key debates in contemporary political science; will be familiar with different methodologies used in the study of political phenomena; and will be comfortable with reading, understanding, and critically engaging with political science research articles.
This course focuses on why and how conflicts end, and the political, economic, and social challenges facing post-war societies. The course begins by discussing the obstacles inherent in the war-to-peace transition and the determinants of conflict recurrence. The course addresses questions such as: Why do some peace settlements last, while others do not? How can outside actors help bring conflicts to an end? How can peacekeepers help keep peace? What is the role of humanitarian aid? What explains variation in the success of disarmament, demobilization, and reintegration programs? How does post-conflict reconstruction work, and how do conflict reconciliation programs affect the post-war peace? These are important policy questions, and the course aims to provide you with a comprehensive understanding of the obstacles to peace, drawing on theoretical literatures, policy debates, and empirical case studies of conflict settings in different parts of the world.
*This is a compulsory module for students registered on the MSc European Politics and Policy programme and is not available as an optional module.

This module introduces the European Union’s institutions, politics and decision-making, and discusses the key political challenges and questions faced by EU policy-makers today. Students will acquire the empirical knowledge, theoretical understanding and transferable skills necessary to analyse, explain and evaluate the EU’s institutions, politics and legitimacy.

Teaching on this module mixes lectures and seminars, and draws on learning methods such as small group discussions, simulation games, student presentations and applied research exercises.
The module is divided in three parts. The first block introduces the theoretical debate about the nature and development of European integration and the EU institutions. The second block analyses the EU as a political system from actors’ preference formation to decision-making. The third block focuses on questions concerning the EU’s legitimacy. Throughout, the module addresses current issues and challenges of European governance, which may include the euro crisis, enlargement, lobbying, public opinion, Brexit or compliance with EU law. In all sessions, students will learn to apply theories of Political Science to current political developments in the EU and its member states, and to empirical examples from the EU’s policy-process.

By the end of the module, students will have
• gained an in-depth knowledge of the EU’s institutions, politics and decision-making;
• learned to apply, test and evaluate theories of Comparative Politics and European integration;
• engaged with the conceptual and normative debate about the EU and its legitimacy;
• learned to critically assess empirical evidence and present theoretical arguments;
• trained transferable skills for the analytical study of politics and policy-making.
This Public Health Nutrition module focuses on the role of nutrition on global health by introducing an evidence-based approach to the relationship between diet, nutritional status and health in populations. It aims to enable you to develop critical understanding of the main principles of nutritional epidemiology and of the evidence underpinning public health nutrition policies, as well as competence in tailoring and evaluating public health nutrition interventions.
After taking this module you are expected to be able to appreciate key nutritional and health problems in developed and developing countries (such as iodine fortification strategies, iron supplementation challenges, childhood obesity national strategies etc.), to synthesize appropriate conclusions from the most current overview of research evidence and strategies and to be aware of the relevant key public health nutrition policies in developing and developed countries. You will be able to understand the methods used to design and evaluate public health nutrition interventions and describe the role of the key stakeholders in public health nutrition.

As well as lectures, you will have an opportunity to take part in a debate and learn how to write a newspaper article to report the findings from a behavioural nutrition research study.

 
This module is an introduction to the integrated nervous system. It will cover the cellular components of both the central and peripheral nervous system, neuro-anatomy and examples of neuronal circuits, how the brain receives sensory , information and how this is processed and relayed. There will be a focus upon the action potential, the chemical synapse and the transmission of signals from cell to cell, the blood brain barrier and neuro-inflammation. How these processes relate to diseases of the nervous system will be covered in addition to an introduction to the symptoms, diagnosis, prognosis, causes and management of the main diseases of the nervous system. These will include;, epilepsy, dementia, Parkinson's disease, motor neurone disease, Huntington's disease, Multiple Sclerosis, mitochondrial disorders and peripheral nerve diseases. There will also be an introduction to the use of neurophysiological techniques, brain scans and neurogenetics in the diagnosis of brain disorders.

As well as lectures you will have practical sessions using human pathological brain specimens and nerve conduction studies. You will write an essay exploring the current understanding of a topic introduced in your lectures.
This module provides a unique opportunity to study the ideas and influence of Jeremy Bentham (1748–1832), the famous jurist, philosopher, and reformer.

Despite concentrating on the thought of one person, the module is surprisingly wide-ranging, since Bentham made significant contributions across a wide range of disciplines, including philosophy, law, politics, and economics. Bentham’s ideas are related to the social, political, and intellectual context of his own time, and an assessment made of their significance for the contemporary world.
This module aims to equip you as a student with the knowledge and skills to analyse and engage with contemporary issues in the theory and practice of humanitarian action. You will learn about humanitarian action in the context of international development, environmental and climate change and in conflict zones.

The module will be taught through small-group tutorial, practical and scenario workshops (or Masterclasses) and themed groups of seminars. Tutorials will include analysis, discussions and exercises featuring examples relating to humanitarian action, and support you as a student in developing analytical skills, presentation skills and report writing skills. Workshops will be based on practical examples and scenarios of humanitarian action and international development, facilitated by experts and practitioners in the field, and where possible community representatives. The seminars will feature collaborative research and practice themed around, for instance, the UN Sustainable Development Goals, the Global Compact on Refugees, Climate Action and humanitarian action. They will showcase work of academics and practitioners from crisis affected contexts across the Global North and South.

What differentiates this module is the emphasis on students engaging with researchers, experts and practitioners, and where possible community members, from crisis affected contexts, as well as UK experts and practitioners who have worked in those contexts.
The module will cover valuation concepts with focus on Private Equity and Venture Capital companies. After a review of corporate valuation principles and financial modelling, students will see how those models are applied by PE and VC to value investments. Empirical examples will be covered with emphasis on the FinTech sector. Further applications to value Funds making such investments will be studied.

The Module aims to introduce students to valuation concepts of Private Capital Investments in a broad sense including valuing privately held companies (i.e.: unlisted) and investments in early stage ventures. Students will understand management buyouts and buyins, the issues of financing and leverage and the mechanics of these investments and the types of entities making such investments. Particular areas of focus will be real options valuation and the FinTech sector with empirical examples for both.

Learning Outcomes

At the end of the course, students will have:

A critical understanding of PE and VC investment considerations and evaluation methods.
	The ability to value Private Capital investments
	The ability to set-up a financial model for those companies
	Specific knowledge of how to value FinTech companies
This module seeks to strengthen your knowledge of business, management and organisational principles and practices within the contemporary health sector.  It emphasises a critical and reflective approach in the consideration of contemporary issues.  You will have to draw on and reflect upon your own experiences of organisations and share them with peers during group discussions.

The topics will be selected by the MBA Health academic staff on an annual basis.  Some of the topics that might be included are:

-    Digital Health Transformation and Opportunities in Healthcare
-    Social Determinants of Health
-    The Business of Behavioural Health and Ageing
-    Leading Change in Healthcare
-    AI for Health Solutions
-    Population Health Management
-    Systems Leadership

You will be asked to prioritise your five top topics.  You will then be assigned three topics across the first three weeks of the module face to face days.

Wrap up week for this module will be more focused on sharing learning and reflection, but as always, it will be led by 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.
This is the Dissertation module for the MA Social Justice and Education programme. The Dissertation is 15,000 words and will be submitted on a topic negotiated between the student and their tutor. It is intended that the writing of a Dissertation will offer an opportunity for the student to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis as well as (in most cases) related empirical work, on a topic of direct interest to them.
Aims: This is a module for non-economists. Students will learn the conceptual-empirical basis of economic reasoning and the quantitative methods essential to address important policy problems and debates of our day such as climate change and inequality. It can be viewed as an introduction to the distinctive way economists think and analyse problems. In this module, we encourage students to learn economics by doing economics. Students will gain hands-on experience to use real world data to understand economic questions.

Suitable for: Students from departments other than Economics and the combined-studies degrees in Economics. It is NOT available to the following students:
Economics BSc (L100, L101, L102), Economics and Geography BSc (LL17), Economics and Statistics BSc (LG13), Philosophy and Economics BA (VL51), Mathematics with Economics BSc (G1L1), Mathematics with Economics MSci (G1LC), Statistics, Economics and Finance BSc (GLN0), and Statistics, Economics and a Language BSc (GLR0).

Prerequisites: no previous knowledge of economics is necessary.

Assumed knowledge: No previous knowledge of economics is assumed. However, students should be able to understand and make use of diagrams.
This module is specific to clinical and laboratory aspects of the programme. It builds on the skills and experience gained in the first year of the programme. All prosthodontic principles are applied in supervised clinical sessions at the Eastman Dental Hospital. Students undertake fabrication of intra-oral prosthesis using analogue and digital techniques.
This module is specific to clinical and laboratory aspects of the programme.  All prosthodontic principals are applied in supervised clinical sessions at the Eastman Dental Hospital.  Students undertake laboratory fabrication of intraoral prosthesis using analogue and digital techniques.
This module is compulsory and needs to be taken by all students completing Year 2 of the MCLinDent in Periodontology. This module may include the following topics:

Biological Foundation of Endodontology
 Case conferences
 Clinical patient care
 Introduction to clinic
 Journal club
 Oral Medicine
 Oral Pathology
This module is compulsory and needs to be taken by all students completing the MSc in Oral & Maxillofacial Surgery & MClinDent in Oral Surgery.
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and MClinDent in Orthodontics (AT).
This module is compulsory and needs to be taken by all students completing the MClinDent Orthodontics and MClinDent Orthodontics (AT).
This course aims to introduce students to a range of theoretical debates and research strategies. Some of the sessions seek to introduce students to particular theoretical approaches, with which students from different disciplinary backgrounds may or may not already be familiar. Other sessions focus more specifically on particular concepts or general theoretical issues.
The aim of this module is to provide the students with basic theoretical background in the major gene therapy technologies used for treating neurological diseases. The 5 sub-modules cover the recent genetic therapy tool used to treat CNS, and specific therapeutic approaches for a broad spectrum of neurological diseases, from epilepsy and autism to Alzheimer’s and Parkinson’s. UCL is one of the most important institutions worldwide for the development of gene therapies and their translation to the clinic, and this module will bring together experts of different technologies and approaches.

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

- Have general understanding of the state-of-the-art genetic therapies.

- Have a good knowledge of the applications, potentials and limitations of these tools.

- Have a broad overview of how these technologies are applied for treating different neurological diseases.
The aims of the course are: to provide knowledge of the concepts behind seismic design and their implementation in different building codes of practice; to impart knowledge of materials, structural element behaviour and global structural behaviour under seismic loading; to provide the knowledge necessary for students to design reinforced concrete structures to any seismic code; to introduce the use of software packages for seismic analysis and design. This course is intended to cover the following topics: Intro to Seismology and Earthquake Engineering Intro to Probabilistic Seismic Hazard Analysis (PSHA) Earthquake Load Representation: Response Spectrum and Equivalent Static Approach Intro to Eurocode 8 Intro to GSA Response of structures to earthquakes/Conceptual Design Detailed design of RC structures (Eurocode 8) Advanced topics in Seismic Design Earthquake case studies Earthquake Engineering Field Trip

Learning Outcomes

Understand the concepts behind seismic design
 Understand the behaviour of building materials, structural members and structural systems under earthquake loading
 The ability to interpret and critique different seismic codes of practice
 Knowledge of how to design civil engineering structures for seismic resistance.
Reading List:

H. Sucuoğlu and Sinan Akkar, Basic Earthquake Engineering, Springer, 2014
 M. Fardis et al., Seismic Design of Concrete Buildings to Eurocode 8, CRC Press, 2015
This module focuses on ensuring that teachers develop a rationale or emerging philosophy to underpin the planning, teaching, assessment cycle. It is closely linked to a vital element of leadership of self-knowledge in the professional context. Participants will focus in detail on the elements of effective planning such as how to backwards plan, how to create strong objectives and plan to meet them, how to identify prior learning and plan for progress within and between lessons. With this knowledge and emerging understanding of philosophy they can be more intentional about their approach to planning in the medium term.
Aims

In this module you will develop and apply theoretical knowledge in the use of digital technologies to support learning in and beyond the Computing classroom.

Outcomes

You will:

Apply the pedagogical knowledge you have learned to the design, development and evaluation of a range of e-learning resources. You will explore a range of physical computing tools and on-line systems and resources. You will consider critically the effectiveness of a variety of media and their value for teaching pupils of different ages and in different contexts. For the assessment of this module you will design, use and evaluate a technology based learning resource for a class you teach.
This module will introduce you to some of the key methodological tools for understanding the flow of resources through the economy and assessing the sustainability of resource use. It equips you with general knowledge and hands-on experience in the use of tools such as life-cycle analysis (LCA) and material flow analysis (MFA), as well as indicators, integrated assessments, and foresight and scenario analysis. It also provides an introduction to the general principles of simulation and optimisation modelling, and gives an overview of modelling frameworks.
You will explore the critical and theoretical discourses from landscape, architecture, and urbanism that engage with the design, planning and production of cities. These will include the relationship of cities with the countryside and wilderness.

The module has an emphasis on landscape architecture, architecture, and urbanism theory, while aiming to open up interdisciplinary dialogues across design, philosophy, sociology, geography, history and anthropology discourses.

You will deal with a range of theories concerned with the meaning of landscapes and landscape architecture in society. These are contemporary in their importance and are broadly concerned with the desire to give landscape architecture a more secure grounding in modern thought.

From a technical and instrumental view, you will find these challenging and have the opportunity to seek the deeper potential of design and making. You will then address historical influences and topics through the lens of contemporary practice.

Teaching is via lectures and structured seminar/problem groups. Lectures follow a chronological and/or history that situates the development of landscape in the ideas, theories, and structures of feeling in space and time.

The module aims are to:

introduce the diverse contexts of contemporary and historic practices of landscape architecture
	provide an introduction to the theoretical and historical issues embedded in the production of landscape architecture and how critical enquiry of these issues can enrich the position of landscape architecture in contemporary culture
	support your development of a critical position and project narratives in relation to the history and practice of landscape architecture
hone knowledge of the theoretical and historical issues that are embedded in the production of landscape architecture
understand how a critical enquiry into theoretical and historical issues is directly linked to the practice of landscape architecture in contemporary culture
The aim of this module is to develop the concepts of perioperative medicine encountered in SURG0041 and introduce you to theories and strategies in perioperative patient care in more detail. You will explore the underlying mechanisms of perioperative injury and insult, why it leads to morbidity and mortality and how to manage it. Additionally, you will learn about new outcome measures including Patient reported outcome measures (PROMs) as well as novel pathways in perioperative care such us enhanced-recovery programmes.
*This is a compulsory module for students registered on the MSc Public Policy programme and is not available as an optional module.

The aim of the module is to further understanding of the different actors, processes and stages involved in formulating public policies, using a range of analytical approaches. The module provides provide a sound account of the logic and structure of the main analytical approaches to the making and evaluation of public policies. It also shows how these approaches enable us to understand the role of key actors in the policy process. After taking the module, you should: be familiar with the main analytical approaches to the study of public policy; understand the underlying logic of each approach, and also understand how each theory can be applied to public policy processes. You should also be familiar with the main criticisms applicable to each approach and be in a position to evaluate the validity of those criticisms.
The eighteenth and nineteenth centuries were a time of economic change, intellectual development and political conflict in the Balkans, in which the Ottoman Empire experienced pressure from internal and external threats, and the Balkan peoples responded to the changing local, regional and international environment. This module combines a chronological and thematic approach, exploring the social, cultural, economic and political transformations of the period. While the break-up of empires and the establishment of national states claiming to represent the Balkan nations is an important aspect of this story, the module also seeks to challenge a teleological narrative that assumes that nations and nationalism were always the most important categories of social and political life in the region.

While the aim is to give the student a framework for understanding the totality of modern South-East European history and culture, students with an interest in a specific country will be able to set that subject against a broader Balkan (and European) background and submit coursework on their country of choice.
A 4500-5000 word essay to be handed in normally at the beginning of the Spring term. This 15 credit unit is designed to enable students to present an essay for assessment in connection with their own private studies. Students define the topic with the help of a member of staff in the Department and receive guidance while undertaking the research and writing the essay.
The module seeks to bring the latest historical and sociological research on organized crime, particularly mafia crime to examine aspects of the reality of organized crime, our culture’s longstanding fascination with gangsters, and the interplay of reality and representation in both the underworld and the ‘upper world’. The mafias of Italy will be a guiding focus, although there will also be scope for comparison, and for study of other areas such as the United States and Russia. (Almost all of the course material will be in English. Students who do not know Italian will not be at any disadvantage.)

The module will provide analytical tools for the historical and sociological study of organized crime, and address specific case studies aimed at understanding the reality of organized crime, analysing its representation in the culture, and appreciating the interplay between them. The more general questions to be addressed may include the following: How can we define the mafia? How has the mafia been defined historically? Is the mafia a business? What is the relationship between mafia crime and the state? How organized is organized crime? What is the role of women in organized crime, and how has it changed? What is the significance of ritual and religion in mafia life? How do mafias begin, and how do they spread?
This module prepares student to become active players in the field of Medical Engineering, with a focus on the development of rehabilitative or assistive devices. It introduces the skills required to understand the process of scientific enquiry and critically evaluate the research outputs produced by others, as well as to plan one's own research, and career more generally. The overarching concept is that of scientific enquiry, and how it applies to all aspects of our work. This includes basic approaches to scientific writing and critical analysis of published work, together with bibliographic information management (including understanding of plagiarism). One of the module's intended learning outcomes is to develop the ability to conceive a research project, defining the research question, developing the protocol, collecting the data, analysing the results and publishing the outcomes. Most days will start with a tutorial for which the students are expected to prepare by researching a topic so that they can contribute to the class discussion. The lectures are delivered by a variety of lecturers from across the faculty.
This module will introduce students to the concepts, principles, issues and approaches which are central to understanding and interpreting different forms of forensic evidence. Learning outcomes for this module are listed below. On completing this module, you will 1) Understand the central principles and theories that underpin the interpretation of forensic evidence. 2) Understand the role of different types of evidence in forensic investigations. 3) Understand the process of interpreting evidence in the context of a case, and be aware of the factors that may influence the accurate interpretation of evidence. 4) Be able to comment on contemporary issues and debates regarding the interpretation of forensic evidence. 5) Understand Bayesian approaches to interpreting evidence and be proficient in utilising these in relation to cases. The coverage of this module is intentionally broad. Following a general introduction to interpreting evidence, the course will introduce the scientific, legal and psychological contexts for reasoning about different forms of forensic evidence.
Two specific case-studies in quantum technologies followed by an open-ended, investigative research project in an area within or closely related to quantum technologies, with immersion in one of the research groups participating in the MSc teaching. Students will have about 900 hours spread throughout the MSc to conduct the research required, write down a literature survey and a report, and prepare a presentation.
This module aims encourage independent research skills by requiring students to a research project with a programming component. At the end of the project, the student is required to submit a detailed project report, written in the same style as a scientific paper, to submit for marking a copy of their program and to give a 20-minute presentation of their results. Each student has a project supervisor, who should be skilled in the chosen research topic, and whose task it is to define a project whose goals are capable of being achieved within the time available. The supervisor will advise the student on suitable programming and other techniques that are needed for the research project.
This course provides an integrated strategy framework for entrepreneurs. The course is structured to provide a deeper understanding of the core strategic challenges facing start-up innovators, and a synthetic framework for the development and implementation of entrepreneurial strategy in dynamic environments. A central theme of the course is that, to achieve competitive advantage, technology entrepreneurs must balance the process of experimentation and learning inherent to entrepreneurship with the selection and implementation of a strategy that establishes competitive advantage. The course identifies the essential strategic challenges for entrepreneurs seeking to take advantage of a novel opportunity, and the logic of particular strategic commitments and positions that allow entrepreneurs to establish competitive advantage.

The course combines interactive lectures, case analyses, and exercises. The course draws on research in strategy and technology entrepreneurship, as well as from economics and organizational theory. The cases and assignments offer an opportunity to integrate and apply the entrepreneurial strategy framework in a practical way, and draws from a diverse range of industries and settings.

The course assumes basic knowledge of competitive strategy though an overview will be provided. The class is designed to be particularly appropriate for those who anticipate:

Becoming a technology entrepreneur
	Working in a start-up company with influence on strategy development or implementation
	An investment professional who has to evaluate start-up innovators
	A management consultant whose practice focuses on innovation –driven firms or industry segments
The module examines the multiple often contested meanings of participatory urban design, linking theory with practice, and interrogating the socio-spatial implications of the methods involved in different practices. This approach provides you with a structured understanding of the theoretical debates, the practical implications, and the methodological and ethical challenges relating to participatory approaches for intervening in urban spaces, particularly in cities of the Global South. The module discusses participation as the negotiation of the social co-production of space. In doing so, it frames participatory urban design as a context specific, power laden, scale sensitive and time-space dependant process of socio-spatial urban interventions. In addition, it also aims to explain, using specific cases, how myriad strategies and tactics for bargaining urban spatial transformations are at the core of contemporary urban design practices. By the end of the module you should have built a theoretical and methodological understanding and a reflective attitude to unlock the transformative potential of urban space design and develop appropriate processes for shaping the built environment of cities.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

This module entails the completion of a dissertation on an area of research that you have chosen to study that is compatible with your programme of study (either by picking from a list of topics or through networking with academics at UCL). Your research project must involve collection/analysis of data (in some cases you can carry out a systematic review with meta analysis)

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
The primary aim of the module is to give students the ability to understand organic reactions and to interpret these in mechanistic terms, to a point where they can apply this knowledge in a creative way.

MODULE AIMS

Identify and explain outcomes of a range of photochemical reactions and describe the associated mechanisms.
	Explain the nature, formation and reactions of benzynes, carbenes and nitrenes.
	Understand aspects of reactivity and selectivity in the reactions of free radicals.
	Predict the outcome of previously unseen free radical reactions.
	Plan the synthesis of a range of heterocycles and provide mechanisms for their formation
	Understand the reactivity and properties of heterocycles.
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 problems will be covered in all-class workshops. You will gain most from this opportunity if you review and attempt the questions in advance of the workshop.

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (workshop questions, additional questions available on Moodle and past exam questions) and further reading in textbooks and online.
This is a module for those studying for our Diploma and MSc programmes only. It follows the musculoskeletal module taught earlier in the academic year and expands in the areas of inflammatory conditions and chronic pain. The module further explores disability with problems associated with impairments and the special senses and it elaborates on the spectrum of flexibility and disorders of hypermobility. This module is examined orally during Term 3 on campus. 
Course Aims: to learn about fundamental space plasma physics, the solar wind and its interaction with solar-system bodies.

The course focuses on plasmas in the solar system that are being studied with in-situ spacecraft. We use near-Earth space as the primary example for a space plasma environment. On completion of this course, students will be able to:

Explain what a plasma is
	Describe the motion of a charged particle in various electric and magnetic field configurations, and to discuss the adiabatic invariants
	Describe the different behaviour of charged particles in the Earth's radiation belts
	Understand the basic concepts of kinetic plasma physics and its application
	Understand basic magnetohydrodynamics
	Describe the solar wind, the interplanetary magnetic field, and collisionless shock waves
	Describe the solar-wind interaction with magnetised bodies, concentrating on the case of the Earth and its magnetosphere
	Describe the concepts of the closed and open models of magnetospheres and magnetospheric dynamics
	Perform calculations in the above areas
Norse myths and medieval sagas have been the source for “popular” cultural trends since the first nationalistic approach of the Romantics in 19th century Europe. Today, such Norse-based representations have established a distinct visual and thematic identity within popular culture transcending national and cultural boundaries. Through study of the source myths combined with theoretical analysis of various popular texts such as fantasy and graphic novels, comic books, film, music, video games and MMORPGs (massively multiplayer online role-playing games), this module will guide students to situate these depictions within a larger theoretical framework of Nordic studies and cultural theory, while simultaneously enabling them to analyse their own relationship with the various representations of the “popular Norse”.
Growth of text data in recent years, and the development of a set of sophisticated tools for analysing that data, offers important opportunities for social scientists to study questions that were previously amenable to only qualitative analyses.

This module will allow students to take advantage of these opportunities by providing them with an understanding of, and ability to apply, tools of quantitative text analysis to answer important questions in the fields of social science and public policy.

The module is centred around three core components of a typical quantitative text analysis project.
First, students will learn to collect text data at scale. Students will study how to scrape text data from the web, and how to use methods such as Optimal Character Recognition to extract digitized text data from printed physical documents.
Second, students will learn the various ways in which written texts can be converted into data to use in quantitative analyses. This includes extracting features from the texts, such as coded categories, word counts, word types, dictionary counts, parts of speech, and so on.
Third, the module covers a range of methods for systematically extracting quantitative information from digitized texts, including traditional approaches such as content analysis and dictionary-based methods; supervised learning approaches for text classification methods and text scaling; and also recent advances in semi-supervised and unsupervised learning for texts, such as topic models and word-embedding models.

The module has a strongly applied focus, with students learning to collect, manipulate, and analyse data themselves. The module covers a wide range of examples of how these methods are used in the social sciences, in business, and in government.

 
This module will provide you with the skills and knowledge that will help you develop professional competencies and clinical reasoning skills which will inform your clinical practice in providing high-quality ophthalmic patient care. You will utilise the knowledge that you gained from the Anatomy and Physiology, Clinical Case studies and Research and Statistics modules to effectively and competently assess ophthalmic patients, carry out the relevant clinical investigations and elicit relevant information to form a differential diagnosis. You will use your research knowledge to explore new development in ophthalmic practice and adopt evidence-based practice. You will be able to explore professional and ethical issues and evaluate the roles of other healthcare professionals in providing holistic integrated care pathways to improve patient care.
This module will teach you basic principles of Cheminformatics; concepts of drugs and the definition of 'leads, hits and drugs' and the definition of good drugs (hits and leads). Most importantly, you will learn what is required to make a good oral drug – that is the drug likeness or the metrics used to define it in the Pharmaceutical Industries. In addition, the basic concept of small molecular modelling and molecular properties calculation will be taught.  The artificial intelligence (AI) approach used in Drug Discovery will also be taught.

The unique tutorial and practical sections will equip you with good skills in using different calculation methods, software, and online databases to calculate drug likeness.

The questions we ask:

What is the definition of a good oral drug?
 What are the methods and parameters to define drug likeness?
 What are the commonly used cheminformatics software and databases?
 What are molecular modelling and artificial intelligence? And how can we use them in drug discovery?
The MEDC0009 module consists of two parts. The first part focuses on important elements of the structure and function of the tissues (Bone, Cartilage, Skeletal Muscle, and Tendon and Ligament) that form the musculoskeletal system, including specific topics detailing the composition of the constituent tissue and how it is regulated by cell activity. The overall aim of this part of the module is to consolidate the students’ knowledge. The second part builds on the acquired knowledge in the first part, by providing an insight into healthy ageing and disease of the musculoskeletal system.
The ability to evaluate data and assess scientific claims is a core skill that employers will look for. This is usually taught in the form of a “statistics course”, but we take the view that statistics is only really useful in the wider context of evaluating data.

This course will begin with an introduction to the issues involved in evaluating data and scientific papers. Students will be taught good practice in presenting data, in the belief that the best way to learn to evaluate something is to do it oneself. Common pitfalls involved in interpreting graphs and tables will be described. Students will then learn about experimental design and basic statistics, such as measures of central tendency, distributions, and hypothesis testing. From this foundation, students will be taught how to mine literature databases efficiently and productively, and how to evaluate scientific papers, as well as how to contribute to discussions in the context of scientific talks and seminars, as these are situations where evaluative skills are put to the test under considerable time pressure.

Teaching employs several modalities including Moodle-based short talks covering much of the entire scope of the module, practice exercises and links to complementary external sites; small group discussion and learning; and practice-based workshops.

Students taking this module will need access to basic data analysis and graph-plotting software such as Microsoft Excel, for which the methods required in the module will be taught. Only a basic level of competence in mathematics is needed.
This is the second of three core teaching weeks designed to facilitate consolidation and integration of the preceding modules and to provide formative assessments and feedback.  This CIF week is timetabled in February.
This is the first of four patient pathways in the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

CPP is organised into three module groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These four formal patient pathways in the Student-Centred Learning, Person-Centred Learning grouping are designed to create opportunities for students to understand the experience of illness from the patient perspective, but you will also be encouraged to follow individual patients through their treatment in areas such as breast cancer, liaison psychiatry, COPD etc.

The patient pathways teaching and learning includes some or all of: plenaries, tutorials, placements, visits to services and patients, and meetings between the student and patients without direct supervision.

This first patient pathway will enable you to: 

gain exposure to patients, carers, health and social care professionals from all walks of life and to a range of health and social care services in the community; they meet patients/clients, professionals and community volunteers in small group work and community visits to discuss their experiences of health/illness and/or of delivering support
	learn to explore people’s personal histories and take account of their social context when considering health and social support needs
	learn to reflect on interactions with others
	learn to consider how their own attitudes, values, beliefs, perceptions and personal biases may affect their interactions with others
	consider how diversity, vulnerability, stigma, inequalities and discrimination affect people’s lives and their access to services
This is the first of three core teaching weeks designed to facilitate consolidation and integration of the preceding modules and to provide formative assessments and feedback. This CIF week is timetabled in November.
This is the third of three core teaching weeks designed to facilitate consolidation and integration of the preceding modules and to provide feedback. This CIF week is timetabled in late April/early May.
This is the second of three core teaching weeks designed to facilitate consolidation and integration of the preceding modules and to provide formative assessments and feedback. This CIF week is timetabled in February.
This is the first of three core teaching weeks designed to facilitate consolidation and integration of the preceding modules and to provide formative assessments and feedback. This CIF week is timetabled in November.
This is the third of three core teaching weeks designed to facilitate consolidation and integration of the preceding modules and to provide feedback. This CIF week is timetabled in late April/early May.
The material taught in this module is roughly based on two to three different topics, which are considered important for students to be familiar with in order to keep up with the changing areas of research in Financial and Insurance Mathematics as they evolve in academia and industry. Current topics might be selected from the following list, which is not to viewed as complete and indeed is to be considering as evolving in time: • Stochastic volatility • Multi-curve interest rate modelling • Counterpart risk adjustments • Systemic risk and network models • Stochastic claim reserving • Longevity modelling, pricing and hedging of life-insurance instruments • Momentum and reversal • Quantile function and regression • Climate risk securitization • Commodity pricing and hedging • Statistical inference and signatures
This module will introduce you to a variety of approaches to research with and about children. You will be encouraged to take a critical and enquiring stance towards research and research methods and evaluate the methodology in published research. This module will enable you to gain a sound understanding of the relationship between theory and research methodology and will equip you with the practical knowledge and skills that you will need ahead of embarking on the MA Dissertation or Report module, where you will plan and conduct your own small-scale study.

You will have the opportunity to explore different approaches to research and research design, including quantitative and qualitative approaches. You will be encouraged to reflect on your own assumptions about what academic research is, and to consider the relationship between research aims, theoretical frameworks and ethics, and how these shape research design and methods of data collection and analysis.

Each week, we will look at practical examples of how different methodological approaches have been applied in research about and with children. Throughout, we will work collaboratively to help you develop the critical and reflective knowledge and skills you will need to plan your own manageable research study and to prepare for the next stages of your individual Dissertation or Report.
The course is designed for intermediate level students requiring the language for studying abroad for a short period (e.g. 2-3 months). 

The course comprises knowledge and understanding both of the structure of the German language and its use in academic environments, such as participating in seminars and note-taking in lectures.  The course covers academic development, academic culture and conventions to prepare students for a short study period in the target language countries.  Students will develop critical thinking and read academic texts.  This will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic academic material).

Various transferable skills will also be further developed.     

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for intermediate level students requiring the language for studying abroad for a short period (e.g. 2-3 months); aiming at a level 3+. The course comprises knowledge and understanding both of the structure of the French language and its use in academic environments, such as attending cultural events and taking notes related to their studies. The course covers academic culture and university life to prepare students for a short study period in French-speaking countries. Students will develop critical thinking and read academic texts. This will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course aims to raise awareness of the conventions of written academic literacy among students with an educational background taught and examined in English (whether in the UK or elsewhere). The course will also help to improve writing ability in a variety of text types, focusing on sentence-level lexis and syntax, text coherence and cohesion, and appropriate style. In doing so, we aim to help improve the ability to perform in all written tasks on a student's own degree programme: course assignments and reports, examination essays and dissertations.

Upon completion of the course students will be expected to understand and use theories and conventions of written academic literacy, use rhetorical and logical strategies to express ideas effectively in writing, develop their own voice and be able to position themselves in texts, employ relevant strategies for distinct tasks, ranging from unseen examination essays to prepared coursework on undergraduate degree programmes.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of this module is to explore the control of infectious diseases in the context of tropical and resource poor settings. Addressing the operational requirements for both service and research delivery we consider the pathogens that have most impact in these settings. The epidemiology, pathogenesis, diagnosis and patient management of key pathogens (e.g. Malaria, TB, HIV, Ebola) is addressed and the diversity of tropical pathogens introduced, e.g. the helminths. The latest developments in diagnosis and management of infectious disease are introduced and adoption of appropriate technology considered, together with an introduction to the tools to monitor the evolution of outbreaks.

Learning outcomes

Familiarity with the pathogens affecting communities in resource poor settings; their epidemiology, pathogenesis, diagnosis and patient management
	The ability to evaluate the risks and requirements of undertaking infectious disease research and/or service delivery in resource poor settings
	Awareness of the tools and requirements for outbreak investigation and clinical research in resource poor settings
The aim of this module is to provide knowledge into the scientific and social aspects of fertility and infertility. The module is taught by specialists in the field from the Institute for Women’s Health, UCLH Reproductive Medicine Unit and ​the Centre for Reproductive and Genetic Health (CRGH)​.

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

· Fertility, infertility and infertility treatments;

· The social issues relating to infertility and infertility treatments and why they are important in modern society.

The module comprises of lectures, ‘flipped’ lectures, tutorials, videos, an ethical discussion, a practical demonstration, and a peer-led group activity and oral presentation critically evaluating a scientific paper related to fertility treatment and reflecting on how the media have presented this paper.
Taking a global perspective, this module introduces students to key episodes and themes in Science Communication Studies and the methodological and critical perspectives required for their full understanding. 
 
When did science begin? Who invented it? How has it evolved over many centuries? How does science compare in different parts of globe and at differ times? This module surveys the origins and evolution of science from antiquity to circa 1800. For Antiquity, we compare cultures in Mesopotamia, Egypt, India, China, and the Mediterranean. For the Medieval period, we consider science’s place in the expansion of Islam and Christianity. For the early Modern period, we consider the European Renaissance as well as science outside European spheres. How was science connected with trade and industry? How was it connected with empire and control?
Coaching and mentoring are important competencies that leaders need.  There is a growing body of literature on how coaching and mentoring are a part of the leadership and management function.    In this module, you will begin to explore the theories and practices of coaching and mentoring to understand the value add they can have for you as a leader and your organisation.  The module is designed to help you to critically appraise and use the key approaches of coaching and mentoring effectively as they relate to the leadership function. You will also learn some essential skills for carry out research into applied issues to generate insights and help inform decisions, processes and interventions in the field of coaching and mentoring.  You will learn how to formulate research questions, decide on appropriate data collection methods, approaches to data analysis and how to interpret results as they relate to evaluating the impact of coaching and mentoring in a healthcare setting. You will review and critically appraise the growing academic research in this area to understand how and why it has evolved particularly over the past decade.  You will come to appreciate coaching as a discipline and its use both individually and in teams.

The module and themes are developed to examine the role of different cultural contexts as well as organisational contexts to help provide global reach for cross cultural learning.

Some of the topics that will be covered include principles and theories of coaching and mentoring, practices and styles in terms of research on benefits, application in a healthcare setting, ethical considerations and best practices, inter-relationship between coaching and leadership styles, structured approaches and frameworks and the development of an organisational coaching culture.
This is the Dissertation module for the MA Education and International Development: Conflict, Emergencies and Peace.

The dissertation module aims to enable students to understand the contested nature of social/educational research (as applied to contexts of conflict and emergencies) 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.
In the first term, you will acquire an in-depth understanding of current and historical debates on development and environmental sustainability, the notion of alienation from nature and how to repair it, and an understanding of the meaning of crisis and how it could trigger a beneficial paradigm-shift. You will learn the tools for a critical analysis of discourses on sustainable development, exploring their environmental implications for countries of the global South and North.

The second term will further advance your understanding of the ways that sustainability concerns are both socially constructed and politically situated. You will develop the ability to evaluate, from a political ecology perspective, various approaches to governing environmental change at different scales and at different locations. You will develop conceptual tools to assess the social, environmental and political effects of different governing regimes. Term two will also facilitate your capacity to critically apply political ecology as an analytical framework to case studies of environmental change.

Issues of environmental justice, and the intrinsic link between social emancipation and ecological sustainability, will be central to the module throughout.

NOTE: This module is a mandatory component of the Environment and Sustainable Development Masters. If numbers taking this course are high, it may be necessary to close the module to students not taking the course. Any non-ESD student wishing to register for it should enquire early.

Delivery Methods: The sessions will comprise lectures, seminar presentations and group discussions.

Method of Assessment: One coursework essay (accounting for 50% of final mark) to be submitted in Term 1; One unseen written examination (accounting for 50% of final mark) to be taken in Term 2.

Module Leader: Robert Biel (Term 1) and Liza Griffin (Term 2)

Who to contact for more information: dpu@ucl.ac.uk
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.
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.
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and MClinDent in Orthodontics (AT).
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and the MClinDent in Orthodontics (AT).
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and the MClinDent in Orthodontics (AT).
This module will provide students with an in depth understanding of feminist critiques of pedagogy, knowledge and curriculum. It will introduce students to the range of different ways feminists have theorized and implemented alternative approaches to teaching and learning; and to feminist understandings and practice in the field of knowledge and the curriculum. This will include attention to institutional and interpersonal power dynamics; the way certain ideas come to dominate in the formation and transmission of different disciplines; and intersectional links between issues of gender, sexuality, race and class; as well as critiques of the commodification of feminist movements in educational spaces. These ideas will be introduced and explored through a range of theoretical literature and illustrative cases of feminist work in education. Throughout, there will be opportunities for student to explore their own experience of education, their positionality in relation to the exclusions enacted in contemporary educational practice, and to construct creative alternatives.

Students will gain a critical awareness of a range of feminist theorizations of pedagogy, knowledge and the curriculum; and experience of thinking through the application of these theories to develop critical alternatives to current educational practice. Feminist approaches to teaching and learning will be incorporated into face to face and online individual and group activities on the module.
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.
Introduction to Reinforcement Learning.

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.
This module will introduce the essential statistical concepts and methods relevant to health analysis, and how to apply these methods to real datasets using statistical software. You will be required to already be familiar with probability, the representation and presentation of different forms of data, sampling and confidence intervals, and confidence with mathematical concepts. The module will then introduce you to concepts such as: sampling and confidence intervals, simple linear and logistic regression, multiple regression and time-to-event analysis. You will also learn how to perform sample size calculations. You will apply what you have learnt in practical computer-based sessions using the statistical software package Stata.

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

Explain the concept of sampling variability.
	Use Stata software to manipulate data.
	Apply a variety of regression techniques, including simple linear regression, simple logistic regression and multiple regression.
	Analyse simple time-to-event data.
	Select appropriate analysis methods and interpret and discuss the results.
The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session.

Kirkwood BR, Sterne JAC. (2003) Essential Medical Statistics. Wiley-Blackwell, 2nd ed.

Bulmer MG. (2003) Principles of Statistics. Dover Publications Inc.
Summary

This module explores theories and practice of child and family adaptation using four key perspectives: life events during development (birth, death, trauma and illness), clinical populations (neurodevelopmental conditions) and neurocognitive adaptation in the context of brain development. Finally, the module considers a variety of evidence-based systemic interventions to support child mental health and wellbeing through transition. The aims of this module are to: i) Explore using key theories (such as attachment, neuropsychological, systemic), the experience of adaptation, and consider this in the context of the mental health and well-being of the child and family, ii) consider adaptation with typically developing groups and compare and contrast with clinical cases, and iii) consider evidence-based interventions, particularly systemic therapies to address mental health issues related to transition and adaptation. 



Learning Objectives and Outcomes

After taking this module, you should be able to: 

Understand and apply key theories of adaptation in typical family, clinical and neurocognitive contexts
 Understand typical trajectories of adaptation and be able to contrast these with clinical populations
 Understand evidence-based interventions aimed at supporting transition and adaptation throughout a young person's development
 Evaluate the literature using a critical framework so you can generalise your knowledge outside the module and consider the evolving literature and evidence base
Who is this module for? 

This is an optional 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 written essay which will evaluate your ability to critically review the literature on specific aspects of adaptation, development and well-being in the family context.
This module is an exciting and innovative initiative that will give students the opportunity to learn from world-renowned investigators from the Faculty of Brain Sciences, via a series of taught Master Classes. The Master Classes will focus on exposure to cutting-edge research that is advancing critical understanding and translational outputs in the field of brain sciences. The aim of the module is to provide a multidisciplinary perspective of brain function and dysfunction from the molecular to the systems level. Topics covered include neurodegeneration, neuroinflammation, cognition and dementia, psychotic and mood disorders, movement disorders, sensory system disorders and therapies, mental health care research and complex interventions, addiction neuropsychology and neurocomputation.
This is a research project on teaching and learning in the Biosciences, including how the Biosciences are taught in a University setting. Students will work towards completion of a dissertation based on a piece of original research on education in the Biosciences. For example, students may investigate how different Biosciences concepts are taught at UCL, how staff and students engage with these concepts to teach and understand them, the similarities and differences of teaching and learning between a school setting and with university teaching. Under supervision from two members of staff, one from the UCL Institute of Education and one from the Division of Biosciences, the student will undertake independent research using social sciences approaches.

Students will be recruited onto the project module in the Summer before their final year and assigned prior reading to be completed before the Autumn term start. Project proposals will be suggested by students and will be crafted by the two UCL staff members in discussion with the student. Project proposals will only be approved if there is a key link to fundamental Biosciences teaching and research. Students will be required to write all documents necessary to obtain ethical approval for the project. Supervision will be throughout the project design, achievement of ethical approval, data acquisition and writing-up phase of the project. Through small group tutorials and independent reading, students will be introduced to the qualitative and quantitative methods of enquiry used in Education research, such as questionnaires, observations and interviews. Quantitative analysis may require training in statistical software packages.

Students taking the module will be encouraged to work together in a team to address separate aspects of Biosciences education but will also receive one to one supervision from the UCL supervisors.
During your year abroad, you will need to produce two reports on your experiences. Although not formally assessed, completion of the two reports is compulsory in order to pass the year. The reports should be targeted at fellow students who would be interested in studying at your institution. What useful information should they know? What modules have you taken and what did you enjoy? The content is pretty open and the deadlines can be arranged to tie in with your term times.
This introductory core module looks at the themes and skills required within the disciplines of asset management, facilities management and project management. The module takes a digital focus, introducing concepts such as organisational behaviour through contemporary concepts in management, finance, strategy, techniques and approaches for managing quality and risk.
This module will provide you with a comprehensive introduction to the economic principles behind the supply, use and conservation of key natural resources. It focuses on how the supply and demand are influenced by economic conditions, economic instruments, policies and governance factors. It includes a theoretical foundation of resource economics, with examples, through case studies, of how different factors affect resource availability and prices. It also considers the role of governance, law and international institutions.
This module will provide you with the necessary knowledge for the management of pain from both the patient's and the clinician's perspective. The focus will be on self-management strategies rather than pain reduction or medical and other passive interventions. The module aims to develop your critical understanding of models used in pain management, the role of different professions, and the strategies that are helpful for patients living with pain. You will also consider the wider social impact.
This module aims to develop both Comprehension and Use of Russian skills via reading and discussing texts that are written in different styles. The emphasis will be on:

learning the differences in styles and their language structure (syntax and lexicon);
	building vocabulary in the range of lexical topics;
	increasing grammatical awareness and competency;
	speaking skills
This module is designed to accommodate students on Russian-language and other programmes who are seeking to continue to work on their production of Russian via conscious learning of vocabulary, grammar and syntax through reading texts in different styles (academic, media, contemporary and classical literature).
This module provides students with an understanding of the key issues in the psychology of education. We discuss the behavioural and neurobiological evidence from psychological and neuroscientific research and apply this understanding to key social and cognitive aspects of learning. The importance of self-regulation, metacognition, and play and intelligence is examined; along with the recent research into gene-environment interaction and how it can influence learning outcomes. We investigate the neurocognitive basis of attention, memory, and language in typical and atypical populations and the vital roles these constructs play in education.
This module will explore the neurobiological underpinnings of neurodegenerative diseases. It will focus on the anatomical and functional alterations in a variety of degenerative neurological disorders. Emphasis will be put on recent research into understanding the molecular and cellular mechanisms of disease and, when applicable, how this might lead (or has led) to new therapeutic venues. Students will be encouraged to use the knowledge of functional neuroanatomy, neurophysiology and molecular and cellular neurobiology acquired as part of their Neuroscience degree course in a synoptic manner, to understand basic neuropathology.

The module will comprise a series of lectures delivered by specialists in the field of neurodegeneration. Students on NEUR0011 will receive 1 paper to review and will be asked to deliver a written report as part of their coursework. A wrap-up session will focus on the discussion of selected aspects covered in the lectures by using a problem-based, student-led approach. Additional tutorials will provide guidelines on how to read original research articles and write review reports, and on revision and exam techniques.

Indicative lecture topics: 

PART 1: The role of the modern day neuropathologist in clinical diagnostics and research. PART 2: Neuropathology approaches in specific CNS disease
	Huntington’s disease
	Ataxias
	Parkinson’s disease
	Alzheimer’s disease
	Clinical Research in Alzheimer’s disease
	Mitochondrial dysfunctions in neurodegenerative disease
	Frontotemporal dementia
	Spinal Muscular atrophy
	Amyotrophic lateral sclerosis (ALS)
	Problem-based wrap-up session on neurodegenerative diseases
	Presentation of scientific papers
Ninety percent of the human body is made up of our resident microbiota. This complex community plays a role in a bewildering array of human processes and we are only starting to understand these. This optional module aims to introduce the students to this microbiota and using a range of examples where disease arises due to changes in the microbiota (dysbiosis). The aim is to familiarise the students with the current concepts and processes associated with these and to enable them to independently assess other appropriate diseases and theorise the potential causes of these and how they might be treated.
The course is designed for advanced level students requiring the language for different purposes such as study abroad (non-German specialist students) or personal interest. The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills.

The course develops and enhances detailed knowledge and understanding both of the more complex structures of the German language and of the social, historical, economic and political contexts in which German is currently used.

It enables participants to use their language skills in a wide variety of situations. The course covers recent history, current affairs and the latest issues in German society as well as other related topics. Cultural awareness will be further developed and raised within a European/global context. Various transferable skills will also be further enhanced.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used.It enables participants to use their language skills in an academic environment. The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This module explores the processes and molecular mechanisms that underpin the transformation of cancer cells, tumour invasion and metastasis. The focus is on the role of the immune system in detecting growing tumours, and the importance of immune surveillance in preventing, but also shaping, emerging tumours. As such, an understanding of basic immunology is essential for this course.

Cancer is one of the leading causes of premature deaths in this country. Treatments include surgery, radiotherapy, hormones and various forms of cytotoxic chemotherapy.  Physical and chemical oncogenic agents or carcinogens have a subtle relationship with the immune system, and this will be explored.  You will also receive lectures from clinicians working at UCL and the Royal Free Hospital who are at the forefront of treating cancer patients.

Targeting the immune system to treat cancer has dramatically improved survival in some patients.  You will learn how immunotherapy is being used and developed to attack malignant tumours, giving an insight into cancer therapies of the future.

Useful textbooks: 

Cellular and Molecular Immunology (2021), Chapter 18: 'Tumour Immunology', AK Abbas, AH Lichtman, S Pillai, 10th Edition, Elsevier Saunders.

The Biology of Cancer (2014), Robert Allan Weinberg, 2nd Edition, Garland.

Learning outcomes

Knowledge and understanding of the fundamental biology of cancer
	Knowledge of specific examples of haematological and solid tumours
	Insight into how the immune response targets, suppresses and shapes cancer
	Insight into contemporary approaches to cancer therapy with a focus on novel immunotherapies
Jews and Muslims have lived alongside one another since the rise of Islam in the seventh century until today, along a rich spectrum of interaction, cohabitation, and conflict. In the modern era, these relations have both flourished and been tested in new ways. Against the backdrop of early encounters, this module traces Jewish-Muslim relations within the broader history of the 19th and 20th century Middle East, concluding with contemporary relations in Europe and farther afield.
Module description

This module is the Term 1 counterpart to the Term 2 module GERM0063.

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.)

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.
This module will cover advanced principles and practice of machine learning systems engineering, including
deep learning, deep reinforcement learning, generative adversarial networks, and future directions in machine
learning engineering. The module will also encompass Lab sessions – based on programming
languages/platforms such as Python or R or tensorflow – so that students can learn how to apply machine
learning technology to address various advanced machine learning tasks.
This module is designed to analyse and question the recurring argument in modern society which claims that science and religion are and have always been in conflict with one another. The belief that there are fundamental and irreconcilable differences between these two systems and the ways they view the world actually has a much more recent history than is generally assumed, arising primarily out of the late nineteenth and first half of the twentieth centuries. This module explores the ways in which people in different cultures and different time periods have attempted to navigate between naturalistic and faith-based understandings of the world we inhabit. We will look at several cultures including the Christian, Islamic and Chinese traditions, as well as various themes such as cosmology, Darwinism and medicine.
Following the Literature Review in term 1, this 30-credit module focuses on an individual exploration that is both theoretical and practical. It runs in parallel to the main design project, giving students the opportunity to specialise and investigate a particular technical aspect that feeds knowledge and experience into the project. Very specific tests will be carried out to help understanding in-depth certain aspects of the design. This can entail the characterisation of materials, evaluation of environmental performances, analysis of growth parameters, multi-physics simulations or design aesthetics, all of which are described and contextualised in the report.
This module teaches how lesion approaches can be used to advance the field of cognitive neuroscience. A series of case demonstrations will be given, each of a patient with a circumscribed brain lesion and associated functional deficit. Theoretical issues surrounding neuropsychological data, and how to use magnetic resonance imaging to characterise structural and functional aspects of brain lesions, will be discussed. The module may also consider 'virtual lesions', brought about by transcranial magnetic and direct current stimulation. Lesion techniques in humans will be discussed alongside work using animal models.

Assessment: One 2000-3000 word written report.
This module aims to give the understanding of Business Continuity Management (BCM) as an essential process for enhancing organisational resilience in the public and private sectors. It aims to enable students to integrate resilience in “business as usual” management, supporting them in understanding of how developing the analysis of requirements, design and implement solutions, validating the objectives and procedures put in place. The students will be able to critically analyse the challenges for organizational resilience in different contexts, building up on good practices and procedures shared during the course. Finally, they should also be able to recall the tools explained in the course, such as threat and risk analysis, and be familiar with the collaborative approach required to implement them in a comprehensive process.

The module consists of an overview of Business Continuity Management (BCM) and its application for building organizational resilience, including:

The BCM Lifecycle; ISO standards;

 

The core lectures will be supported by group exercises to give familiarity with BCM as a process, while a set of guest speakers will share their experiences. The participants are encouraged to actively contribute to the lessons.

Analysis of requirements;
	Design and implementation of solutions;
	Validation of the objectives and procedures;
	Business impact analysis and threat and risk analysis;
	Good practices for integrating BCM in “business as usual” management.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0140, 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.
All students undertake an independent research project which culminates in a dissertation of approximately 12,000 words. The project topic is proposed by the student and must be approved by the Course Director.
This module covers the theory and applications of audiovestibular diagnostic testing. The module aims to provide you with an understanding of the theoretical background, methodology and pitfalls, key findings and interpretation of audiovestibular tests. You will acquire knowledge relating to  current clinical test strengths and limitations and tests in development. Finally, the module aims to set the background for you to understand the appropriate choice of audiovestibular tests for site of lesion testing and (partly) for the evaluation of different symptoms, although the full diagnostic strategy for audiovestibular disorders will be covered in the clinical modules.

This is a compulsory module in the PGCert Advanced Audiology: Audiovestibular Medicine pathway.
Research work in the life sciences is increasingly interdisciplinary and quantitative in nature.  This module provides a foundation in the computation and mathematical skills that are required to conduct research in this environment.  The module includes foundation skills in computer programming and computational statistical analysis; network analysis and Petri nets; mathematics and computer simulation of biological systems; model development and analysis. It is designed to be accessible to those with little prior experience of programming.

Students will learn how to: perform network analysis of biological systems; construct and code models based on reaction networks; use software libraries to simulate and investigate systems; use statistical libraries to analyse data.  The module will demonstrate these techniques in a diverse set of biological contexts including population dynamics, biochemical reactions, gene regulation, synthetic biology and gene expression data.

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

Design and code computer programs, including file I/O and simple algorithms.
 Use statistical software libraries to import, prepare, filter and analyse on data. 
 Use computational tools to construct and analyse biological network data.
 Use scientific toolboxes to simulate and investigate mathematical models of biological systems.
 Use plotting libraries to code programs to produce publication quality figures.
Over the module students will also have completed two investigations and gained experience of how to apply the skills covered and write up findings within a research context.
Students who have successfully completed the taught part of the course will continue onto the MSc Dissertation. Successful completion of the dissertation will result in the award of the MSc.

The dissertation is supervised by a member of staff, but is largely self-directed. 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.

During the third term and the summer vacation period, MSc students complete their 10,000 word research dissertation. To support this, all MSc students will be asked to consider potential dissertation topics from the beginning of the Spring term. Students 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 academic staff or industry partners. By middle of term two, all students will be assigned supervisors for their dissertation. During term three, students will present their progress to academic panels and their peers. Students will spend the rest of the summer term and summer vacation period completing the dissertation, and submit the work at the beginning of September.
Policy making for digital technologies - whether in government, the private sector or any other organisation - involves balancing wide-ranging interests, values, and power dynamics. With so many options/voices on the table, so many possible futures, and so many interdependencies, how do those in decision-making functions or advisory roles know which way to turn? People who are working in this space (and who you are aspiring to be), thus, need to have both a broad understanding of a plethora of topics that they encounter, while also some deep specialisation that allows them to interpret and understand the complexities they face.

This module is aimed at providing MPA students with precisely this breadth and the much-needed foundations which will put you on the right path to dig deeper. We will give you the proficiency, language, and tools to start this exciting journey which will require you to navigate different stakeholders, technologies, and policy discussions.

We want to stress: There are no prerequisites for this module. You do not need a technical background for this class. And you also don’t need to have experience in policymaking. However, you do need to learn the basics! These fundamentals will ensure that whenever you speak with engineers, computer scientists as well as policy official, you have anchor points to inquire, interrogate, and follow up.

How are we going to do this? Well, we will cover a lot of ground, from how the Internet works to what cyber norms are. To introduce you to these issues (many of which are particularly challenging and complex for policy makers), we will offer you weekly topical lectures, a timely and comprehensive reading list, as well as engaging in-class content in tutorials. A selection of high-profile guest speakers and frequent career-related advice ensure that you are getting the most of this module and have incentives to reinforce, combine, and link back to the learning that takes place across other courses at STEaPP.
This module provides an introduction to the policy process and practical activities involved in policy development. It is aimed at a broad audience with varying levels of experience in public policy, and across science, technology and engineering fields.

The module presents a global perspective on the contexts, processes and practices for policymaking. To do this, the module draws from diverse disciplinary perspectives including public policy, politics, sociology, science and technology studies and history. The course content and assessments will give you the conceptual and analytical tools, and practical skills to grapple with the complex challenges faced by policymakers.

Two themes run throughout the course. First, policy as negotiation between rationality and politics. Second, the distinct challenges and opportunities encountered when making policy for science, technology, and engineering-related issues. The primary assessment is a 5-day scenario exercise in the final week of term.
To enable students to apply statistical and computational tools, techniques and methodologies to real-world problems in the area of official/government statistics and to present their findings in a written report, and orally via an assessed presentation.

 On successful completion of the course, 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.
This module introduces students to the international politics of the Eurasia. The aim of the module is to critically assess the security, international relations, history and politics of the actors within this region, focusing specifically on Russia, Ukraine, Belarus, the Central Asian Republics and the states of the South Caucasus. In addition, it will consider a number of themes that impact on the whole region. It will also examine the relevance of this region to European security, the changing global order and a number of contemporary global security issues and debates. The course thus cover debates over the identity of Eurasia two decades after the collapse of the Soviet Union; Russian foreign policy and Russia’s relations with the region; the politics and security of Ukraine and Belarus, the Caucasus and Central Asia. It also addresses several thematic questions, namely the role of international actors in the region, conflicts and other security dynamics, energy disputes, regional integration mechanisms and the future role of the region in global politics.
The aim of this module is to analyse the concepts of nation, nationalism and national identity and, in particular, their relationship to political power and democracy. The module adopts an interdisciplinary approach, examining explanatory and normative literature from sociology, social psychology, history and political science. The module will be structured around specific concepts and theories, rather than case studies. However, students are expected to apply these concepts and theories to actual cases from the region, allowing them to develop a specialised understanding of the political power of nationalism in Central and Eastern Europe.
The aim of this course is to give non-psychology students an understanding of the issues, theories and methods on business psychology. The history, philosophy and methodology of this particular branch of psychology will be discussed, as well as how business psychology is applied in organisations.   Topics expected to be covered are: Introduction and Course Overview, People in Business: Personality, How to Identify Talent: Cognitive Ability, Assessment Methods, Leadership, Training and Development, Entrepreneurial Talent, The Science of Influence and Negotiation, Consumer Psychology and Behaviour, What Motivates People at Work.
Three research case studies, assessing the current status and prospects of a research problem or technology under development related to quantum technologies. Detailed choice of research problem to be selected by the student and agreed by the Module Tutor.
The MSci Extended Research project allows students to make a significant contribution to Pharmacology research at UCL. You will undertake a bespoke individual research project of 18 weeks (full-time equivalent) duration, under the supervision of an academic in the Division of Biosciences (UCL). The extended period of time will enable you to focus on the research questions, develop methods and carry out more refined and complex research work. You will be expected to work as part of a research team with members ranging from PhD students through to project supervisors. Projects can be based on experimental, theoretical or data analysis-based research.

You will develop skills in framing research questions, planning the details and methods to answer those questions and their implementation. You will also be expected to interpret your results and discuss these in the context of other published findings by surveying relevant scientific literature. You will receive guidance on how to design experiments to test particular hypotheses, analyse results using statistics, and to write up your research in the style of an article for a scientific journal. Your supervisor will support you to present your project’s findings in both written and oral forms and give guidance on how to organise your time in order to carry out and analyse your experiments within an 18-week period. The specific skills acquired will of course depend on the precise nature of your project. This module does not have lectures.
The MSci Extended Research project allows students to make a significant contribution to Neuroscience research at UCL. You will undertake a bespoke individual research project of 18 weeks (full-time equivalent) duration, under the supervision of an academic in the Division of Biosciences (UCL). The extended period of time will enable you to focus on the research questions, develop methods and carry out more refined and complex research work. You will be expected to work as part of a research team with members ranging from PhD students through to project supervisors. Projects can be based on experimental, theoretical or data analysis-based research.



You will develop skills in framing research questions, planning the details and methods to answer those questions and their implementation. You will also be expected to interpret your results and discuss these in the context of other published findings by surveying relevant scientific literature. You will receive guidance on how to design experiments to test particular hypotheses, analyse results using statistics, and to write up your research in the style of an article for a scientific journal. Your supervisor will support you to present your project’s findings in both written and oral forms and give guidance on how to organise your time in order to carry out and analyse your experiments within an 18-week (full-time equivalent) period. The specific skills acquired will depend on the precise nature of your project. This module does not have lectures.
This module is an opportunity to undertake an independent project to investigate the feasibility or non-feasibility of a new business opportunity in the field of pharmaceuticals. Students will systematically gather and analyse data to draw conclusions, with the assistance of academic supervisors and will be paired with mentors from industry. This will also provide students with an opportunity to apply skills developed in entrepreneurship through the taught components of the course to a real life problem.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
This course will draw in various types of written sources and material evidence to explain how the shaping of an ethnic identity contributed to the construction of political, social and economic entities and medieval Europe.
This course will draw in various types of written sources and material evidence to explain how the shaping of an ethnic identity contributed to the construction of political, social and economic entities and medieval Europe.
‘Clinical Teaching and Principles of Assessments’ explores the role of mentoring and how to manage poor performance while managing attitudes and behaviours and an introduction to e-learning.

After taking this module you should be able to define validity, reliability, transparency, feasibility and educational impact when applied to assessment. You will be able to identify the purpose of assessment and choose the appropriate assessment methods according to the purpose of the assessment. You will also construct a blueprint for an assessment in your own speciality and assess performance in structured clinical examinations. You will be able to assist trainee doctors in identifying learning objectives and completing a personal development plan.

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark
The year begins with a five day Introduction and Orientation Module (IOM) where you will be introduced to important details of the year, some core lectures covering key concepts for the year. As Year 5 is also an important year with regards to your Foundation School application and planning your elective, within the IOM you will also receive advice about career planning, Foundation School application and arranging your elective.

The theme of year 5 of the MBBS curriculum is “the life cycle” - you will encounter patients with medical conditions from across the “seven ages” of man. A large part of the year is dedicated to beginnings of life, through women’s and men’s health, sexual health and child health. In addition you will learn about family and adult health and behaviour through general practice, breast services, urology, psychiatry, dermatology, and ophthalmology.

The latter parts of the life cycle will be explored in health of the older person, oncology and palliative care. Clinical and Professional Practice teaching and learning sessions cover a wide range of topics relevant to the life cycle and specialist practice and include a patient-based patient pathway throughout the year.
The course is designed for intermediate level students requiring the language for studying abroad for a short period (e.g. 2-3 months). The course comprises knowledge and understanding both of the structure of the Spanish language and its use in academic environments, such as attending cultural events and taking notes related to their studies. The course covers academic culture and university life to prepare students for a short study period in Spanish-speaking countries. Students will develop critical thinking and read academic texts.  This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for intermediate level students requiring the language for studying abroad for a short period (e.g. 2-3 months). 

The course comprises knowledge and understanding both of the structure of the Italian language and its use in academic environments, such as participating in seminars and note-taking in lectures.  The course covers academic development, academic culture and conventions to prepare students for a short study period in the target language countries.  Students will develop critical thinking and read academic texts.  This will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic academic material).

Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module supports students to develop advanced digital media skills, to communicate science to different audiences and through different channels, using different formats. The module is practice-based and is taught by a practitioner. 
This module introduces students to key episodes and themes in Science and Technology Studies and the methodological and critical perspectives required for their full understanding. This module is open for registration only to students enrolled on the Master’s level programmes in “Science, Technology, and Society” or “History and Philosophy of Science,” for which it is compulsory.
While the term “Black aesthetics” can be traced back to transnational Black arts movements of the 1960s and 1970s, this module explores the relationship between what is regarded as Black artistic practice and the utilisation of art as a function of Black liberation. The module expands the notion of “Blackness” by placing emphasis on the inter-relation between race, theory and art practices of the African Diaspora, as they relate to anti-colonial and anti-racist thought. From a close exploration of foundational texts and artistic practices in Black Aesthetics to a theoretical corpus spanning key insights in psychoanalyses, phenomenology, metaphysics, this module challenges notions of perception, subject-production, and the politics of representation and difference that have come to define our contemporary understandings of race and racialisation in the African Diaspora.
This module will introduce the importance of linked geomorphological, hydrological, physico-chemical and ecological processes to a continuum of aquatic systems from groundwater and mountain systems to the coastal shelf. The importance of considering both spatial and temporal dimensions will be emphasised, especially with regards to contemporary ideas on aquatic conservation and restoration. In recognition of the importance of time, the use of palaeolimnology, as a means to assess historical change over a range of time-scales and resolutions (from millennia to annual) will be introduced. To understand chemical and biological changes taking place in aquatic ecosystems, as well as to characterise the success of conservation and restoration interventions, it is recognised that scientifically robust, reliable and ideally long-term monitoring is essential. Therefore, the module will also introduce the philosophy and basic principles that underlie effective aquatic monitoring, including Before-After Control-Impact (BACI) approaches and essential aspects such as consistency and quality control. Case studies will be used throughout to illustrate different monitoring techniques and approaches as well as recent advances in technology and instrumentation. Overall, the module will be taught in two broad ways. A series of lectures on aquatic systems and aquatic monitoring concepts and principles will be combined with fieldwork and practicals, seminars and lectures on applications.

Primary careers skills that the module will develop: Critical thinking: academic writing; presentation skills (the formative assessment); general ICT competence (need to check with Richard and Jon); Field work; Team working: time management (organising and planning work); Interpersonal skills: verbal communication; problem solving

There are no formal prerequisites since this is an introductory core module for the MSc Aquatic Conservation and Restoration programme
This module is designed to give you a strong foundation in theories and practices of leadership and management.  The module will familiarise you with various debates and theories as well as practices in leadership and management.  You will be stretched to reflect critically on the theory and practices of management and leadership from an ethical and healthcare perspective.  The module also picks out management topics that are particularly relevant to you as a student in the healthcare sector, including debates around the integration of health systems, quality improvement and patient safety.  

You will gain knowledge about horizon scanning, planning and designing management systems, operationalising strategy, managing a team, resolving conflicts, leading transformation, integrating systems and, most importantly, identifying and honing your leadership style.  All of these topics and skills will be focused on improving your collaborations and engagements with others to help ensure that you and your organisation can meet the challenges and opportunities that come with the evolving health landscape.

Content outline:

-    Introduction to health and healthcare organisations and their contexts
-    Leadership and management theories and practices, recognising cultural contexts
-    Population health management and systems integration
-    Quality improvement and patient safety
-    Differences and synergies between management and leadership
-    Critical examination of models and styles of leadership
-    Personal development as part of leadership potential
This module is offered fully online and is aimed at anyone who is learning and working in one of many contexts that could be referred to as 'international'. This could include working outside the UK on long term or short term contracts, working for an 'international' organisation within the UK, working for or learning at a UK institution (such as a university), studying as an 'international student', or studying abroad. The challenge for professionals working in a globalised world is to develop the skills and competences to learn and work in, as well as adapt to, these contexts. This module gives participants the opportunity to explore those different contexts in relation to relevant theory and case studies, and to reflect on the implications for their own professional experience.
This module is compulsory for students studying the MSc Periodontology (distance learning) programme.

The contents of this module will include (but are not limited to):

The impact of patient’s medical history, systemic and local risk factors on periodontal health and proposed management strategies (e.g. diabetic control HbA1C, medications)
 The potential impact of periodontal management upon a patient’s medical health (e.g. renal patients, patients with cardiac complications, etc.)
 Prevalence, aetiology, presentation, screening/assessment and management (or avenues for referral) of other oral conditions including oral cancer, candidiasis, lichen planus, ulcerations, xerostomia, halitosis and other non-periodontal, non-hard tissue oral conditions
 Clinical Governance including audit, safeguarding, medical emergencies, radiographic safety and the legal framework in relation to working with complimentary professionals
On successful completion of the module, graduates will have achieved a foundation in the understanding and clinical management of:

The patient presenting with a complex medical history, systemic and local risk factors affecting periodontal health and management strategies
 The potential impact of periodontal management upon a patient’s medical health (e.g. renal patients, patients with cardiac complications, etc.)
 Other oral conditions including oral cancer, candidiasis, lichen planus, ulcerations, xerostomia, halitosis and other non-periodontal, non-hard tissue oral conditions
 Clinical Governance including audit, safeguarding, radiographic safety and the legal framework in relation to working with complimentary professionals
 Clinical situations that require intervention or appropriate referral
 Common medical and dental emergencies including any arising from treatment complications
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.
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and the MClinDent in Orthodontics (AT).
This module continues the work started in the Core Research module and includes (but is not limited to):

Critical appraisal and synthesis of the literature relevant to the research;
	Defining a research question;
	Developing a methodological protocol.
Learning, Teaching and Reflective Practice (LTRP) aims to provide a blended conceptual and theoretical basis for teaching placements and students' experiences in their teaching placements. The philosophical approach underpinning LTRP is to provide students with the tools of systematic teaching reflection, so that by applying these tools they may continue their professional development beyond the module in their own practice. The module is delivered in three units: Learning, Teaching and Reflective Practice.

Learning: This unit will explore what learning is, how humans learn, what makes learning effective and factors impeding learning. Students will investigate beliefs about learners and learning and reflect on their own preconceptions relating to models of learning. Within this unit students will also learn about profiling their pupils and about engaging with learners within and outside lessons. Strategies to build a meaningful relationship and rapport with pupils will be examined.

Teaching: Drawing on the practice of classroom based observations this unit will discuss the relevance of teaching, what teaching is, what makes a good teacher and how teaching differs depending on context, more specifically in relation to the UK education context. We will examine Professionalism, what it means to be professional, taking account of teacher wellbeing and work-life balance.

Reflective practice: This unit will introduce the concepts of self-regulated learning and independent study, which are core elements to reflective practice. Students will be learning about the relevance of reflection and reflective practice for professional development and school improvement by considering, applying and critiquing reflective models such as Tripp, Kolb, Brookfield, Gibbs, Rolfe et al. Students will be encouraged to develop their personal preferred reflection styles and methods, which will include creative methods within reflective journals/learning logs.
The module explores the nature of teaching and learning. Drawing on a range of different authors’ writing and participants’ experience, this module aims to stimulate critical reflections and actions, in response to the following four core questions:

• What happens in learning environments?

• What is learning and how does it happen?

• What factors influence learning?

• Which learning outcomes are valuable and why?

In exploring answers to these questions, the module seeks to weave together four interrelated strands:

• Theoretical frames: What assumptions do we bring with us in thinking about what happens in a variety of learning environments?

• Methodological frames: How should/could learning environments be researched?

• Pedagogical issues: What are students learning and how we could/should respond? How do we/could we understand ‘pedagogy’?

• Professional issues: Who decides what counts as knowledge in and about learning environments?

Participants in the module will critically examine teaching and learning practices, their underlying assumptions and their educational advantages and problems. They will engage with multiple methods and theoretical perspectives for investigating practice; and conduct inquiry, engaging with reflection, into their own or another’s teaching or learning context. The module runs in the Autumn term (face to face) and Spring term (online and face to face).
Aims:

The module gives students experience in undertaking and completing a large project in software systems engineering encompassing the full software development lifecycle, applying techniques learned throughout the programme, including the technical skills of analysis, design and implementation.Learning outcomes:

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

Understand the nature of large, complex software systems and how that nature varies according to the context in which a system is situated.
	Work in a team to develop software engineering solutions that address stakeholders' needs.
	Plan, coordinate and manage software systems engineering projects under tight deadlines.
	Understand and coordinate competing interests from different stakeholders.
Content:

There is no set syllabus. Groups of students will be given a project area in conjunction with a supervisor who is a member of the academic staff. The supervisor provides support and guidance. The project runs full-time from immediately after the examination period (May/June) onwards, with the students responsible for organising themselves and their work with advice from their supervisor. Students are expected to meet with their supervisor on a regular basis, as agreed with the supervisor.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.
You will have an introduction to the most common neurological conditions seen in clinical practice. The topics include degenerative spinal disease headache and facial pain, neuro-ophthalmology, neuro-otology, diseases of the autonomic nervous system, neurological issues in general medicine and surgery and neuropsychiatry. 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 apply the knowledge to form a differential diagnosis and plan management for neurological disorders such as migraines, low back ache, psychogenic or functional neurological disorders. The learning from this module can be utilised to better diagnose patients presenting with headaches, autonomic, visual or dizziness symptoms.
Fundamentals of finite-element modelling and analysis: energy method (variational formulation), Galerkin weak formulation, choice of elements and shape functions (conformity, accuracy, efficiency); mesh generation; isoparametric elements; time-stepping methods (implicit methods, explicit methods, stability); finite-difference approximation of differential equations; applications to 1D and 2D models taken from various areas of engineering: structural mechanics and dynamics (beams, frames, torsion, plates, membranes, vibration), heat/fluid flow, soil mechanics, etc.; nonlinear problems; limitations of finite-element approximation: shear and membrane locking, reduced integration, hourglassing; use of finite-element software.

Learning Outcomes

Knowledge of how to discretise one- and two-dimensional structures using different kinds of finite elements, how to assemble elements and how to solve the resulting equations (statics and dynamics and including nonlinear problems)
 Knowledge of how to obtain approximate solutions to boundary-value problems using the Galerkin and energy methods
 Knowledge of limitations of finite-element approximations such as shear and membrane locking, reduced integration, hourglassing and nonconformity of finite-element meshes
 Knowledge of time-stepping methods for the numerical integration of ordinary differential equations obtained by finite-element discretisation - implicit, explicit methods and stability
 Understanding the concept of natural frequency, natural mode shape and resonance in multi-degree-of-freedom systems
 Understanding of how modern software packages can be used for finite-element modelling, with emphasis on how their output can be used in seismic design
 Knowledge of applications to bars, beams, frames, torsion, heat flow, fluid flow, membranes, plates
This is the dissertation module for the MA Digital Media: Critical Studies. All students who choose to do a dissertation undertake an independent research project, which culminates in a dissertation of 20,000 words. Students can choose a dissertation or a report module. To find out more about the report module search for Report on Digital Media: Critical Studies (CCME0133) instead.
Eukaryotic cells are characterized by the presence of intracellular organelles. Membrane trafficking is the essential process of maintaining these organelles and allowing the transport of proteins and lipids from one compartment to another and to the correct destination.

This module will introduce students to the world-leading research in this area taking place at UCL, and focus on presenting a data-led accumulation of knowledge. Students will learn how to analyse critically research papers and gain experience in scientific writing and presentation.

This module is advanced cell biology, and will build on basic knowledge acquired in year 2. We will focus on the molecular mechanisms of membrane trafficking. We will also look at how protein trafficking mechanisms contribute to disease – both from the perspective of diseases caused by aberrant membrane trafficking and also how pathogens such as viruses and bacteria enter the cell and disrupt host cell machineries
Transport touches all of our lives every day. The transport system is a key enabler of the things we do and a fundamental component of the economy. But it has some very undesirable side-effects on the global and local environment, public health, safety, and quality of life in general. And so policy makers have been trying, in some cases for decades, to modify transport behaviour accordingly.

This module will provide a compelling insight into the state of the art of transport behaviour change, both well-established practices (such as speed limits) and relatively new ones (such as personal travel planning). And it will encourage you as a student to take the practice forward by applying your knowledge of behaviour change theory to the development of an intervention.
Each lecture will include case studies to illustrate topics and provide the basis for discussion and critique.
Topics will include:

How behaviour change fits into the governance of transport
	Typology of audiences and interventions
	The range of behaviour-change theories applied in transport
	“The four Es”: education, engineering, enforcement and economy
	Evaluation – theory and practicalities
Space Syntax Methodology and Analytical Design provides a well-defined methodology for the description and analysis of form-function relations in architecture at all scales from the individual dwelling to the urban region. It introduces 'space syntax' research methods aimed at investigating spatial morphology and its social implications by a practical, hands-on programme of lectures and workshops, supported by a wide range of specialist learning materials. The emphasis is on space syntax as an innovative paradigm of evidence-based enquiry in which students learn how to experiment and test spatial hypotheses and think strategically about the role of spatial configuration in the design process and in relation to pressing questions such as the sustainability of the built environment.

A series of lectures based on case-study examples will showcase how these methods have been deployed in architectural practice. The curriculum combines grounded qualitative methods with quantitative descriptive methods of spatial and configurational analysis and observation, to answer specific questions relating to the built environment.
Module description:

Module Content

This course is designed to provide you with proficiency in using and interpreting quantitative data and statistics and will expect no prior knowledge of statistical analysis. You will be taught through a series of lectures and practical sessions, working with relevant data sets in order to get a feel for the manipulation of real data. You will have the opportunity to consider application of statistical analyses to your own research plans and to gain familiarity with the open source computing package R.



Indicative Topics

Topics may include descriptive statistics, hypothesis testing and probability distributions, non-parametric methods, univariate tests of group difference, correlation and regression analysis, and the relationship between quantitative and qualitative methods.



Learning Outcomes

Having completed the course you will:


 Be able to demonstrate critical awareness of basic data types and statistical approaches used in contemporary research
 
 
 Have an understanding of the mathematical foundations and limitations of basic statistical techniques
 
 
 Be able to demonstrate the correct selection, use, and interpretation of basic statistical techniques on a range of data sources and types
 
 
 Feel confident in identifying opportunities and limitations of mixed-methods approaches involving statistical techniques
 
Teaching Delivery

Sessions consist of a lecture followed by supervised and unsupervised practical exercises. The sessions integrate the use of computers throughout.
The module explores selected aspects of social change in post-communist European countries, including south-east Europe and Russia. It focuses especially on the twenty-first century. The first half of the module consists of lectures and discussion sessions to identify key social trends across the region and raise issues about where and why change is taking place. The second half of the module consists of seminars focusing on case studies of specific locations and social groups. Topics will include: wealth, poverty and class identities; urban/rural divides; labour markets and livelihood strategies; migration; gender roles; minority rights.
Climate change not only raises extremely important practical challenges, but a host of deep ethical and epistemic questions. The ethical questions you will study include the proper scope of moral concern (e.g., human centred versus biocentric views); individual and collective responsibilities to mitigate climate change; what we owe to future generations; and the permissibility of geoengineering.

You will also examine epistemic questions about the nature and status of evidence for climate change, including the epistemic status of climate change models, and which types of climate change scepticism are reasonable. Core skills focused on are those of philosophical reasoning and argumentation.

The module would be suitable for non-philosophy students with an existing interest or expertise in climate change, but such students may find it hard going at times.

Philosophy Area B
This module will explore the neurobiological underpinnings of several neurological diseases and brain injury. It will focus on the anatomical and functional alterations in a variety of developmental, paroxysmal, neurological, and traumatic disorders. Emphasis will be put on recent research into understanding the molecular and cellular mechanisms of disease and, when applicable, how this might lead (or has led) to new therapeutic venues. Students will be encouraged to use the knowledge of functional neuroanatomy, neurophysiology and molecular and cellular neurobiology acquired as part of their Neuroscience degree course in a synoptic manner, to understand basic neuropathology.

The module will comprise a series of lectures delivered by specialists in various research areas. Students on NEUR012 will receive 1 paper to review and will be asked to deliver a written report as part of their coursework. A wrap-up session will focus on the discussion of selected aspects covered in the lectures by using a problem-based, student-led approach. Additional tutorials will provide guidelines on how to read original research articles and write review reports, and on revision and exam techniques.

Indicative lecture topics: 

PART 1: The role of the modern day neuropathologist in clinical diagnostics and research. PART 2: Neuropathology approaches in specific CNS disease
	Stroke and Brain ischaemia
	Epilepsy
	Migraines
	Down syndrome
	Spina bifida and neural tube defects
	Neuroinflammatory diseases and Multiple Sclerosis (MS)
	Myastenia gravis & Lamber-Eaton syndrome
	Prion diseases
	Traumatic Brain injury
	Brain tumors
	Problem-based wrap-up session
	Presentation of scientific papers
This module introduces students to how organisations use data and analytics to create value and improve performance, trains them to use selected statistical data analytics and data mining tools, and introduces them to elements of the statistical theory and algorithms that underpin those tools.

The context for the module is management in complex, innovation-intensive, data-driven environments. The explosion in the volume and range of internal and external data available to managers and the development of new data analytics tools is having a major impact on how people identify, formulate and solve management problems.

During the module, students will work with data sets from a variety of organisations and industries, and will become proficient users of R, an open-source statistical software package used by data scientists around the world.
The course is designed for advanced level students and comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. It enables participants to use their language skills in an academic environment. The course covers recent history, current affairs and the latest issues in society as well as other related topics. Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context.  The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. It enables participants to use their language skills in an academic environment.  The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students requiring the language for general vocational and professional purposes. It teaches specialised vocabulary to enable participants to use their language skills in a more professional environment, such as meetings and interviews, as well as covering related topics such as current affairs and the latest trends in German society. The course will enhance knowledge of German 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
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 French society. The course will enhance knowledge of French 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This course is designed for advanced level students requiring the language for general vocational and professional purposes. It teaches specialised vocabulary to enable participants to use their language skills in a more professional environment, such as meetings and interviews, as well as covering related topics such as current affairs and the latest trends in Arabic society. The course will enhance knowledge of Arabic 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
More science was done, and more scientists lived, in the twentieth century than in any other century of human history. Furthermore, there were major changes in the framing ideas and organisation of major disciplines. Physics, for example, grappled with new ideas of quantum theory and relativity. The life sciences responded to genetics and molecular approaches. Geology uncovered evidence for continental drift, and astronomy explored an expanding universe. Social science experimented with new methods to measure society and the individual. These intellectual developments were intimately connected to social, economic, political and cultural trends as well as global conflicts, ideological clashes, and economic transformations. This module examines accounts of these changes. The assessment explores primary sources and archives of twentieth century science, developing skills for relating interpretation to an understanding of context based on secondary sources.
Aims: You will draw together knowledge of theory, practice and policy in the teaching of Drama and English through devising, construction, performance and reflection on a practical group presentation, drawing on various dramatic modes and forms of theatre.

Outcomes:

You will: 

share and consolidate your experience and expertise in teaching and learning English and Drama
	draw on your range and variety of subject knowledge, and reconfigure this knowledge in the context of teaching and learning English and Drama in London secondary classrooms
	reflect critically on your own experiences as learners and teachers
	engage with recent and relevant theories of learning and teaching as they relate to the fields of English and Drama
	engage critically and constructively with policy contexts and initiatives.
You will demonstrate this research and engagement by completing your group presentation and a 2,000 word critical reflection.
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.
Social Value and New Energy Business Models will introduce you to how businesses in a future flexible energy system can develop integrated energy solutions through identifying sources of value and for stakeholders from power networks to customers to regulators and to wider society. New low carbon business models are presented including flexibility services, transactive energy, distributed storage, electric vehicles, energy data, and more. The module covers a range of possible future energy system configurations as well as options for local networks and buildings, considering the influence of different stakeholders (local government, property owners, tenants, social landlords and others) and local constraints and opportunities. The module critically assesses both the advantages and disadvantages such business models present to society.


The module is taught using a combination of lectures and case-based teaching approach used in business schools. You will work in groups to develop presentations based on business cases focused on identifying value in the power system; ICT and data; local energy markets; wider benefits to society; and policy and regulation. Over each fortnight you will be presented with a new case, you will study the case and the literature, develop a team-based presentation, and deliver that in class. It is essential you are willing to proactively engage throughout the term in this process.


No prior knowledge is assumed, but you are expected to draw on prior experience and knowledge from other modules, when preparing cases and participating in lectures. This module benefits from participation from students from a range of programmes and backgrounds but has been oversubscribed in previous years. 
Aims and Objectives 

This course covers the period from the rise of the Qin State to the end of the Song Dynasty (end of 3rd Century BC – 1297 AD).  The module will explore Chinese tombs, temples, settlements and artefacts. It aims at understanding everyday life, religious ideas and social customs of people in early China using archaeological and art historical evidence as well as transmitted historic data. It is designed for 2nd and 3rd year students. It will provide a general overview of the development of economy, life, art, religion and belief in imperial China based on the most recent archaeological discoveries and research. Problems in methodologies, archaeological practices, theories and using received texts will be explored in depth throughout the course. Students will be encouraged to participate in discussion using comparable archaeological examples from other parts of the world.

 

Learning Outcome 

On successful completion of the course, students should be able to have developed:

A good knowledge and understanding of the archaeology of the periods covered in the course and an in-depth comprehension of some key issues in historical archaeology in China: cities, tombs, craftsmanship and long distance interactions;
	A broad perspective on how and why imperial China was different from its contemporary counterparts in different parts of the world;
	Ability to critically reflect on Western and Chinese approaches to archaeological material and to locate and use information resources in- and outside of the IoA library for their own research.
Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/art-and-archaeology-early-imperial-china
A module of human anatomy, histology and embryology that covers the structure and development of the head and neck, vertebral column and limbs. Clinical and comparative aspects are introduced as appropriate, so as to draw out the relationship between structure and function. The module comprises lectures mainly, but is hoped that optional lab classes can be offered in the Anatomy Laboratory. The module aims:

1) To provide a detailed overview of the structure and embryonic development of the human body.

2) To provide a foundation from which to develop an understanding of clinical problems relating to human anatomy and development of the head and limbs.

3) To provide a strong anatomical foundation from which to explore developmental biology and evolutionary morphology in relation to the head and limbs.

The module is open to interested students, but would not be appropriate for iBSc medical students as it covers topics in the Year 2 MMB module. It helps if you have taken the first year module ANAT0001 Introduction to Anatomy and Development, but this is not essential provided you are willing to put in extra work/reading. Affiliate students and students without any Life Sciences background should contact the module organizer in advance. Year 4 students interested in taking the module should contact the module organizer.

Indicative lecture topics (based on 2021/22 syllabus):

Cranial nerves and introduction to the brain

Head development

Introduction to the head and neck

The anatomy and development of cranial blood vessels

The cranial cavity – organisation, meninges, venous sinuses

Face, mouth and tongue

Ear

Eye

Orbit

Larynx and pharynx

Vertebral column

Introduction to the limbs and limb development

Upper limb

Hand

Lower limb and walking.

 
From a comparative and multidisciplinary perspective, this intermediate-level module takes a gendered perspective to discuss some of the most important political, economic, and social problems of contemporary societies in the Americas. The course is divided into two parts. In the first part, it will assess the quality of democracy from a gendered perspective, focusing on descriptive representation, elections, and voter behavior. In the second part, the course turns to examining the gendered dimensions of public policy, with a focus on specific policy areas (e.g., poverty, healthcare, violence).

This module will use different forms of assessment to test the students’ ability to demonstrate appropriate knowledge of the contemporary issues in the Americas and their ability to use case-study knowledge to build social science theories and explanations. There will be two marked assessments. The first assessment consists of a group presentation and class discussion on an assigned policy area. For the second assessment, students are required to demonstrate appropriate knowledge of the contents of the module by writing a policy proposal with consideration of the gendered dynamics of the politics of policymaking.
This module sets out to examine the relationship between art and art writing. It aims to equip students with the critical skills to question the terms which produce current discursive frameworks in order to reconfigure the critical field of contemporary and recent art history. The module examines a range of theoretical and art critical positions through close textual analysis, including a sustained discussion of ekphrastic models of descriptive writing - drawn not only from conventional art historical and art critical writing but also from literary and other theoretical sources. The module investigates the possibility of understanding the artwork itself as a work of theory. Testing the limits of art historical approaches that assume the primacy of the historical and geographical circumstances of art's production, the module is designed to open up discussion of the artwork's theoretical and phenomenological demands on us as viewers. Rather than underestimate the theoretical content of art, this course intends to maximise it - by making the object of speculation more porous not only to different geographies but also to early modern art not normally considered in the same breath as modernist and post-modernist art. We explore the possibilities of new types of critical writing in relation to a range of work, not only from Europe and the US but also Latin America, especially Brazil. The module is structured on the basis of a series of in depth case studies, focusing on contemporary art and its recent histories. Rather than privilege the more familiar critics, the course aims to foreground artists writings and take them seriously as writing models before going onto consider larger critical and theoretical frameworks.
This module aims to introduce students to the idea of the therapeutic relationship and illustrate its centrality to therapeutic work with children, young people and families. The module is both theoretical and practical, and will include the use of video recorded examples, group discussion and role play to support students to learn these skills in a safe and positive teaching environment.
This module explores the importance and implications of the inter-relationship between Prosthodontics and other clinical disciplines within dentistry such as Periodontics, Endodontics, Paediatric dentistry, Orthodontics, Oral medicine and Oral Surgery.
Aims:

The module will train students in the fundamental principles and latest techniques in systems requirements engineering and software architecture.Learning outcomes:

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

Discover, model, analyse and communicate requirements for software intensive systems.
	Design, evaluate and communicate software architecture that meet these requirements.
The module emphasis will be on developing the students' modelling skills and their ability to communicate requirements and architectures with clarity and precision to business stakeholders and software developers.

Content:

System Requirements Engineering: Goal-oriented requirements engineering, requirements engineering in agile projects; Software Architecture: Architecture modelling, architectural styles, quality requirements.Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; and (2) have strong knowledge and practical experience of software engineering at least equivalent to FHEQ level 5.
The module introduces students to psychophysiological methods to carry out experiments in translation-related contexts. In Translation Studies experiments pertains to the study of translators’ and interpreters’ behaviour, when carrying out specific tasks, of reception of translations, of the development of specific skills, and novel investigations appear every year. The module offers an introduction to these practices and stimulates an understanding of the sophisticated methods that can support research carried out collecting data with eye-trackers, electroencephalograms (EEG), electrocardiograms (ECG), and galvanic skin response (GSK). Focusing on notions of validity, reliability, and credibility, the module will guide through the different phases of designing experiments driven by data collection through ECG, EEG, eye-tracking, GSK, and emotion analysis through face recognition. The quantitative methods discussed in the module could then be applied to dissertation projects in both for 60- and 90-credit modules (CMII0106; CMII0118; CMII0119) and to further research in the field. The module is driven by a collaborative approach and relies on group work. The module will cover the following topics: 1) Research questions, hypotheses, and experiment design; 2) Ethics, protocols, participants; 3) Data analysis and interpretation. 

Preparatory Readings 

Saldanha, Gabriela and Sharon O’Brien. 2014. Research Methodologies in Translation Studies. London: Routledge. 

Hale, Sandra B. and Jemima Napier. 2013. Research Methods in Interpreting: a Practical Resource. London: Bloomsbury Academic. 

Mellinger, Christopher D. and Thomas A. Hanson. 2017. Quantitative Research Methods in Translation and Interpreting Studies. London: Routledge. 
Students will undertake a translational research project within existing research groups at UCL and/or with industry partners. Topics will include stem cell therapy, modelling disease, personalised medicine, tissue engineering, medical device development, surgery innovation, biomaterials, 3D bio-printing, transplantation science, gene therapy, nanomedicine or other relevant research area.
This module covers the mechanics of hard and soft tissue, joint-articulation surface motion, joint lubrication, musculoskeletal structures, movement and energy, movement patterns and analysis of gait, exercise physiology (including healthy and impaired systems), factors affecting mechanical work in humans, biodynamics, and functional biomechanics (gait, sitting and standing, walking aids, wheelchairs, orthotics, prosthetics and exoskeletons). The module aims to develop a student's understanding of the mechanics of the human body by studying, defining and quantifying interactions that take place between the human body, the environment and the assistive technology. The students will thus gain an appreciation for the techniques that have been and continue to be developed to monitor physiologic function, to process the data thus accumulated, to formulate inductively theories that explain the data, and to diagnose why the human system malfunctions as a result of disease (pathology), aging (gerontology), ordinary wear and tear from normal use (fatigue), and/or accidental impairment from unusual abuse (emergency medicine).
Core Year 2 module for students on degree programmes with Serbian/Croatian.

This module has two main aims: to provide second-year students taking the Serbian/Croatian core with an additional experience of reading in the language. The second aim is to offer a survey of the development of Serbian, Croatian and Bosnian literature. By the end of the module, students will have acquired the ability to read literary texts in Serbian/Croatian, and the ability to understand Serbian, Croatian and Bosnian culture from the middle ages to the twentieth century, its relationship with local history of the same period, and a good knowledge of some of the most important texts and their significance in their respective cultures.
This module explores the role and functions of legislatures and the parties that dominate them in the modern state. Taking a comparative approach, illustrated with numerous case studies of different countries, it asks which factors matter to the role of parliaments/legislatures today.

Does it, for example, matter that just 23% of the world's legislators are women? Why do some parliaments have two chambers rather than one? How do parties choose the people who make up the majority of parliamentarians? What influence does party discipline have on the functioning of modern parliaments, and does
the dominance of parties in the legislative process exclude citizens? What factors influence parliaments' strength with respect to their core functions of scrutiny, law making and representation, and how much of a policy difference do they make? By taking a joint focus on parliaments and political parties the course gives an
insight into some of the most important functions of both, and of how public policy is made.

Learning objectives:

By the end of the course you should:

be familiar with the range of roles that legislatures play within political systems;
	be able to critically compare different models of legislative design and the effectiveness of legislatures in various modern states;
	have a sound grasp of the roles of elected representatives;
	be able to critically assess the different elements of the party/parliament relationship and how they are likely to impact on policy;
	be able to explain the features of their own legislature within a comparative framework of examples from similar and different systems;
	be able to apply real-world evidence to assess academic debates concerning legislatures.
 
This is the dissertation module for the MA in Special and Inclusive Education and is only open to students from this programme.
The module runs throughout terms 1 and 2. The students will select a project from a list provided by Nutrition and Medical Sciences/AMS programme or alternatively they can find an appropriate project of their own. Research projects will be expected to be carried out in UCL research laboratories/other affiliated UCL group under the overall guidance of a PI. The project can be either wet/bench science, public health or clinical based, data analysis or library research (e.g. Literature Review/Systematic Review).

The project will be expected to answer a research question or test a hypothesis and the student will be expected to write this up as project dissertation.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
The course is designed for intermediate level students requiring the language for studying abroad for a short period (e.g. 2-3 months). The course comprises knowledge and understanding both of the structure of the Japanese language and its use in academic environments, such as attending cultural events and taking notes related to their studies.  The course covers academic culture and university life to prepare students for a short study period in Japanese-speaking countries.  Students will develop critical thinking and read academic texts.  This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
Specialism grouping no teaching
This module, core to the MA Publishing programme, will introduce students to the practices and theories of editing, including copy-editing, proof-reading, and structural editing skills. It will look at different forms of writing styles used in Publishing contexts, from blurbs to reports, blogs to articles, and will give students support in presenting themselves confidently for job applications. This module will be delivered via a series of seminars, which will combine tutor-led (and sometimes guest-lecturer-led) content with workshopping, discussions, and practical individual work. Students will be encouraged to underpin these sessions with independent study and practice outside of class-taught sessions. Assessment is via coursework, which could be editing exercises, or written pieces of work.
‘Quantitative and Qualitative Research Methods 2’ provides a detailed discussion of qualitative research, and advanced statistical methods for primary and secondary analysis of quantitative data.

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


	Systematic Reviews
	
	
	Logistic Regression
	
	
	Meta-analysis (including meta-regression)
	
	
	Interpretive Phenomenological Analysis (IPA)
	
	
	Mediation & Moderation
	
	
	Grounded Theory
	
	
	Framework Analysis
	
	
	Randomised Controlled Trials
	
	
	SEM/Multilevel Modelling
	
This module is compulsory for all students enrolled on the MSc Health Psychology. Spaces are limited to 60.

The ‘qualitative’ component of this module incorporates lecture-and-workshop sessions on three methods, chosen to cover the two main epistemological approaches to qualitative analysis (realist vs contructivist). The ‘quantitative’ component is lecture-based. You will also attend a Qualitative Analysis Workshop as part of this module.
‘Quantitative and Qualitative Research Methods 1’ provides an introduction to quantitative research methods and statistical methods, and qualitative data collection and analysis. The basic principles of study design and methodology are introduced by a general overview of methods and measurement in health psychology. Quantitative statistical analysis methods are taught using the statistical software SPSS.

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


	Hypothesis Testing, Sample Size, Probability & Power Calculations
	
	
	SPSS for Windows
	
	
	Testing parametric assumptions and Basic Statistics
	
	
	ANOVA and ANCOVA
	
	
	Statistics for Questionnaire Design
	
	
	Factor Analysis
	
	
	Correlation and Linear Regression
	
	
	Logistic Regression
	
	
	Multivariate Linear Regression
	
	
	Qualitative Research (introduction)
	
This module is compulsory for all students enrolled on the MSc Health Psychology. Spaces are limited to 60.

You will be attending a series of lectures as well as practical sessions of data analysis using the statistical software SPSS. There will be a revision session at the end of the module.
This module introduces key problems, key concepts and key skills that define academic research in the Sociology and Politics of Science. Through readings of classic and contemporary works in the field we identify the problems and questions that motivate research. What is the relationship between science and political power? Is science a male field? Is science Western? Is there a specific culture of science? Students will be introduced to key research methods used to probe the practice of science and its place within culture and the polity. Students also will learn some of the key steps for conducting original research and critically evaluating evidence.
An independent project on a topic of choice that ideally incorporates aspects of both risk from natural hazards and re/insurance market interests.
This module will provide students with foundational skills in statistical programming in the R programming language. The module will introduce students to foundational concepts in programming, principles of good data management, and an introduction to data visualisation. The module will cover a variety of issues that are central to practical data analysis work, and which are pre-requisites to subsequent modules of the programme. Topics on this module may include data collection and cleaning; data exploration; version control (git); visualization; object-oriented programming; web-scraping.

 
The module aims to provide you with a good understanding and current knowledge of the mechanisms of tinnitus and hyperacusis and how these symptoms can be managed, with additional focus on the process of evidence-based practice as it applies to management of subjective symptoms. You will gain transferable knowledge related to the  evaluation of research evidence, research designs, use of outcome measures, critical appraisal skills, the application of research to practice and service evaluation.

This is an optional module in the MSc / PG diploma Advanced Audiology pathways.
The course focuses on the scientific and technical aspects of advanced surgical periodontal therapy, including regenerative and reconstructive surgery as well as an introduction to implantology.
This module teaches how strokes happen and how imaging can be used to aid understanding of pathophysiology, diagnosis, treatment and natural history (prognosis).

The pathophysiology of ischaemic stroke and intracerebral haemorrhage is taught including cellular mechanisms, formation of atheromatous plaque and thrombus and the acute evolution of intracerebral haemorrhage. The imaging aspect of this module includes methods of quantifying the impact of ischaemic stroke – from penumbral and core infarct size through to methods of using imaging to aid intervention (mechanical thrombectomy. The imaging of cerebral small vessel disease to aid understanding of disease mechanisms, underlying causes and natural history of intracerebral haemorrhage is also covered.

This module will also teach how stroke incidence, prevalence and outcomes are measured and how these are related to ethnicity and risk factors. Stroke prevention is taught from the medical management of vascular risk factors through to intervention for intra- and extra- cranial large artery disease. The genetics of stroke is also covered.
Aims:

To provide an understanding of particle technology;
	To provide an understanding of the principles of particulate separation processes and related processes;
	To develop skills in the design of practical separation equipment in the context of sustainability and sustainable development
Learning Outcomes:

On completion of this module students should:

be able to understand the mass and heat transfer phenomena involved in particulate processes and related processes;
	be familiar with the procedures for the design of separation equipment in the context of sustainability and sustainable development;
	be able to select an appropriate separation process to meet a required separation performance
Synopsis:

Fundamentals of particle technology including charaterisation of particle size, shape and size distribution, flow through packed beds and porous media;
	Fundamentals of humidification, dehumidification, cooling and drying;
With a focus on particle formation processes, solid-liquid separation processes, membrane separations and chromatography consider:

Estimation of thermodynamic properties;
	Design and analysis methodologies;
	Equipment design
This module provides an introduction to theory, research and practical advice as to how to teach and improve second language speaking and listening proficiency in the most efficient and effective manner (with a main focus on Teaching English to Speakers of Other Languages). Firstly, the module focusses on major theories in human language acquisition and cognition to help students understand the processes, developmental patterns and factors contributing to successful second language speech learning and training. Secondly, it features a number of recent second language teaching research projects and their pedagogical implications (including actual learning materials) for teaching global (speaking, listening) and specific (pronunciation, vocabulary, and grammar) skills.

Key areas to be covered are:

What comprises L2 speaking and listening proficiency?
	Teaching, researching and assessing L2 speaking
	Teaching, researching and assessing L2 listening
	Teaching, researching and assessing L2 pronunciation
	Teaching, researching and assessing L2 fluency
	Spoken and listening L2 lexical proficiency
	Theories in L2 (and L1) speech
	Individual differences in L2 speech learning (aptitude, motivation, emotion & personality)
Students following the MSc Data Science for Cultural Heritage MSc are required to submit a 10,000-word dissertation. The topic of the dissertation, which is supervised by a member of BSEER staff, is selected by the student in agreement with the programme director. It can be taken from a wide range of subjects related to the main themes of the programme and may be selected to assist career development or because of its inherent interest. Collaboration with industry for the selection of dissertation projects will be encouraged and facilitated whenever possible.
This module aims to enable the student to develop a good understanding of issues related to designing natural and mechanical ventilation of buildings in order to provide indoor air quality and comfort within the wider concept of sustainability.

Natural and Mechanical Ventilation in Buildings will give you an introduction to a range of tools and techniques that can be adopted when designing naturally and mechanically ventilated building enabling them to calculate ventilation rates in buildings, define ventilation strategy with due regard for thermal issues and energy demand, and to use dynamic thermal simulation modelling tools to assess and fine tune their design. The importance of performance of ventilation systems and control of such systems in operation and consideration of relevant issue at the design stage will be addressed. A number of case studies will be introduced to assist the understanding of the concepts, tools and techniques and operational performance. The importance of cooperation of built environment professions for achieving a good performing design will also be discussed.

The module attempts to stimulate critical thinking in relation to sustainable design.

Module learning outcomes: 

The importance of good building design in the context of sustainability and climate change
	The relationship between ventilation and building heat gains
	Natural ventilation design principles
	Natural ventilation integration with buildings envelope
	Mixed Mode Ventilation design principles
Considers the passive and active ventilation of buildings from the viewpoint of reducing building energy consumption at the same time as maintaining a healthy internal environment. The design aspects of natural ventilation and of air supply systems are also considered.
Energy-economic modelling is one of the cornerstones of both the public energy policy process and the investment process for private energy firms. This module provides a comprehensive introductory overview of the field of energy modelling that is required by modern economy-energy-environment (E3) analysts, in whatever area (government, consulting, regulatory etc.) that they may be working. Starting from an economics viewpoint, the module aims to enable students to understand the energy modelling process, and crucially how it can inform decisions relevant to tackling climate change.

Students will develop an understanding of why energy-economic models are used, how different elements of the economy-energy-environment system can be modelled, how scenario approaches can be combined with models, and how uncertainties are considered. Students will then develop the faculty to critically analyse the applicability and outputs of energy-economic models of all types. The lectures start with a focus on key energy modelling approaches, and then move to considering specific sectoral approaches and linkages to the wider economy and environmental systems. Lectures are supplemented by seminars from a broad range of experts on how energy modelling is applied, and some hand-on tutorials to explore some simple modelling tools.
Systems engineering and programming languages for modelling and simulation provided the bedrock of computer-aided design in architecture. The module will first introduce you to the origins and principles of product modelling in the built environment and how these formed the foundations of contemporary digital engineering and Digital Twins. Next, this module will provide you with a deep understanding of how BIM links with other technologies, such as Virtual Reality, Augmented Reality, Internet of Things and Blockchain to create a seamless digital thread across the project lifecycle. The module will equip you with the engineering skills to use commercial and experimental tools to integrate the interfaces across project front-end, design and construction.

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

Understand concepts, ideas, constructs of Virtual Design and Construction, and Digital Twins in the built environment
	Understand the origins of Computer-Aided Design, Building Information Modelling (BIM) and digital engineering in the built environment
	Identify and evaluate differences among virtual, augmented and mixed reality
	Outline interoperability solutions to streamline digital workflows
 
Studying this module, you will develop and explore important appraisal techniques commonly used in practice by both the private and public client.

It is understood that the ultimate function of project management is to help project investors create value from a set project. A sound appraisal is therefore the key to ensuring a completed project would deliver value. To this end, the module equips you with the ability to apply up-to-date appraisal techniques in the evaluation of real-life projects, this will include Monte Carlo simulation method and qualitative analysis.

On completion of the module, you must have achieved the following:

Advanced skills in the application of the net present value (NPV) approach and in understanding its limitations
	Transaction costs and the profitability of projects
	A qualitative analysis of project profitability
	Understanding of the Monte Carlo simulation method and its limitations
	Application of the Monte Carlo simulation method to the analysis of a real-life project
Students will be asked to reflect upon cities as generative of complex, intersecting infrastructures for the circulation of people, objects and information and constitutive of urban life itself. The module helps students to describe, analyse and understand the nature of life in cities from historical and contemporary perspectives, while looking ahead to a range of possible urban futures. The course is structured around three overarching themes: 'histories and futures of the modern city', 'investigating and representing the urban', and 'cities and networks'.
Stem cells hold the promise to impact human health. Their innate ability to self-renew and unique developmental capacity enables generation of unlimited numbers of multiple types of differentiated progeny. These features could be exploited to develop cellular therapies for the repair or replacement of diseased and damaged tissues in the clinic. This module will give students a broad introduction to stem cell biology, progressing to cover in more detail many of the distinct types of stem cell studied in current stem cell research and their potential for use in regenerative medicine and tissue engineering.
The Skills and Sources module is an optional extra in that the parent module with which it is associated can stand alone. Nonetheless, it is worth emphasizing that the MARS MA is distinguished from other similar MAs by its special emphasis on the skills medievalists needs for advanced research. The 'Skills and Sources' component is designed further to develop research techniques with special reference to the content of the module.
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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used.

It enables participants to use their language skills in an academic environment.  The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. 

Cultural awareness will be further developed and raised within a European/global context. 

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students and comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. It enables participants to use their language skills in an academic environment. The course covers recent history, current affairs and the latest issues in society as well as other related topics. Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course 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).

Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students. It teaches specialised vocabulary to enable participants to use their language skills in professional and academic environments, such as meetings and conferences.

The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used.

The course covers recent history, current affairs and the latest issues in society as well as other related topics. Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. 

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course is designed for advanced level students. It teaches specialised vocabulary to enable participants to use their language skills in professional and academic environments, such as meetings and conferences. The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used.

The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
 

This innovative module explores the crucial role judges and courts play in the modern state, and it provides students with a unique opportunity to understand what it is like to be a judge, how judges make decisions, what skills they require and what pressures and controversies they face.

The foundation of the course is Judicial Studies: the empirical study of judicial decision-making, which incorporates law-related scholarship from other disciplines such as political science, psychology, economics and neuroscience. The module looks at the foundations of the empirical understanding of how and why judges make decisions. It covers the judicial role; how judges are selected; what skills are required to be a good judge; how representative the judiciary is; how judges are trained and develop their careers; and the future of judging in a digital world. It is an active participatory module, where students gain first-hand experience of judicial decision-making through a series of Hands-On Judicial Decision-Making Seminars including the opportunity to act as judges in different types of cases. Leading judges and experts share their knowledge with students through the course's Special Judicial Guest Seminars. And when it is possible to arrange, students have the opportunity to attend court proceedings
‘Physical and Mental Health, Stress, and Ageing’ is a module designed to increase your understanding of concepts and issues related to stress, health and illness. More specifically, you will cover topics such as the models of stress and psychobiology, sleep and health, psychoneuroimmunology, depression and physical illness, ageing, stress management techniques, the impact of illness on the family (to include children and caregiving), hospitalisation and stressful procedures, quality of life, and stress in medical settings.

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


	concepts and issues related to stress, health, and illness
	
	
	how health psychologists can measure stress and limitations of approaches as such
	
	
	the psychophysiological response to acute and chronic stress in healthy and chronically ill populations
	
	
	factors that may promote or moderate the stress response (e.g. ageing, coping)
	
	
	critical evaluation of the theoretical framework of the cognitive behavioural approach to stress management
	
	
	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 over the course of 11 weeks in Term 2 of the academic year.
The decades between the reform era of the 1860s and the overthrow of the monarchy in 1917 mark one of the most vibrant and interesting periods in Russian history, a time of social change, cultural creativity, and political conflict. This advanced seminar course combines a chronological and thematic survey of these decades, exploring social, cultural, and political transformations across key spheres, from the autocracy to the revolutionary underground, the landed estate to the family, the church to the university. While it considers how this period ultimately set the stage for the revolutions of 1917, it also seeks to challenge a linear narrative that subsumes this period into its revolutionary finale.

This module places a particular emphasis on understanding late imperial Russia through the literature, art and music of the period, and the recommended reading includes a number of novels from Dostoevsky's The Devils to Andrey Bely's Petersburg. Specific topics covered include Russian populism, revolutionary terrorism, civil society and the state, Russian imperialism in Central Asia and the Caucasus, industrialisation, religious decline and revival, and the Russian intelligentsia.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

This module entails the completion of a dissertation on an area of research that you have chosen to study that is compatible with your programme of study (either by picking from a list of topics or through networking with academics at UCL). Depending on the specific requirements for your programme, your research project can either involve collection/analysis of data or be a systematic review with the possibility of including a meta analysis

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
The ‘Modern Economics and Finance for Real Estate’ module will set out the modern principles of both economics and finance as they relate to the world of real estate. The disruption caused by the Global Financial Crisis of 2008 now in conjunction with the implications of the climate crisis and most recently the Covid-19 pandemic have all impacted on the thinking, theories and concepts used that relate to modern real estate. This is highly relevant to the closely associated world of finance and this has transitioned into new views on the economics and finance of real estate.
This module aims to provide students with an opportunity for in-depth reading, reflection and critical discussion around key concepts and themes in international real estate and planning. 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.
The course investigates the history of the United States in global perspective. In doing so, it draws together much exciting and often contentious recent scholarship that interrogates notions of American exceptionalism and imperialism, and offers a history of the United States deeply embedded in transnational and international currents. From a historiographical perspective, the course focuses on the ways in which historians have theorised the United States' relations with other peoples, nations and empires. Though the study of the United States' relations with the wider world comprise the spine of this course, students will be asked to reflect on the limitations of state power and the agency of non-state actors. In addition, a major emphasis is placed on the way in which domestic and foreign concerns cannot be understood without reference to each other. In particular, students are encouraged to think about the ways in which new work in the fields of race, class and gender have complemented or challenged the way we think about the United States in global perspective.

 
The Cold War in Europe was fought not on the battlefield but in the cultural domain. In this war of ideas and culture, intellectuals – artists, writers, philosophers, filmmakers, musicians etc. – were on the front line. This module will examine how and why this came to be. To answer this question it is necessary to reject the conventional post-war timeframe through which the Cold War is usually analysed. Instead we will begin by exploring how Soviet Russia sought to influence western public opinion by exporting communist culture and mobilising western intellectuals behind Soviet interests during the 1920s and 1930s. This interwar Soviet cultural offensive provided the model upon which much of America’s Cold War cultural diplomacy was based. After the war, disillusionment with Stalinism drew some former intellectual supporters of the USSR into a cultural crusade against communism that was covertly funded by the CIA. Others, like Picasso, were drawn closer to communism following the Soviet Union’s role in the defeat of Nazism. As allied victory turned into Cold War rivalry, art, music, film and literature were mobilised in a battle for the hearts and minds of Europeans on either side of the iron curtain. Using a wide range of sources, we will study the origins and development of this struggle and debate some of the ethical issues that it raises about the relationship between culture and power.
The Placement draws on both critical and creative strands of the BA Media degree, building upon the knowledge gained taking the Digital Economy and Professional Practice and Making the Media modules in Year 2. The aim is to prepare students for the world of work. Students will work with local companies, institutions and communities, expanding skills in creative entrepreneurship, Education, GLAM and community engagement. It is an opportunity for students to begin to use their critical and creative skills to bear on real world problems. It is a tenet of this programme to connect academics and students to industry and surrounding community and this module is a key component of that aim.

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.

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules.
This module provides the opportunity to undertake a narrative review of published psychoanalytic literature on a specified topic with one-to-one supervision. You will be expected to identify a suitable area of research and formulate a research question appropriate to the discipline and project length, limiting its scope and justifying its significance. You will develop the skills to conduct a literature review that demonstrates awareness of existing knowledge on the topic; and, though critical engagement with its key texts and authors, develop an original line of argument. In addition to the one-to-one supervision, you will also have the opportunity to attend a number of workshops and seminars on research methodologies and other topics specific to the dissertation project. Please note that this is a compulsory module in the MSc Theoretical Psychoanalytic Studies programme and is only open to students in this programme.
This course will offer an introduction to the key themes and events in nineteenth century American history. At the beginning of our period the United States was a fragile union of post-revolutionary states that had struggled to free themselves from British rule. At its end it the United States was a global power that had intervened decisively in the First World War and which saw itself as being in a unique position to shape the peace that followed. What drove this dramatic transformation, and what was the relationship between domestic nation-building and this rapid increase in American influence overseas? We will focus on the vigorous and often violent contests over slavery and capitalism, democracy, nationalism and imperialism that moulded the United States during this period. We will examine the rapid extension of the American settler population across the continent and the dispossession of native peoples, as well as the ongoing debates over who exactly comprised ‘we the people,’ as named by the U.S. Constitution. And, of course, central to this module will be the American Civil War (1861-1865), which cost the lives of more than 700,000 Americans and resulted in the emancipation of nearly four million enslaved African Americans. Still the bloodiest conflict in the history of the United States, the Civil War has shaped the modern United States to a greater degree than any other event since the Revolution. The course will introduce you to both primary and significant secondary works relating to this period and will aim to give you a sense of the tumultuous political, economic and social changes that remade American life between 1789 and 1920.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0152, 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.
To give students insight into how a true collaborative research project works inside the departmental environment and enable them to organise and carry out their own research.
	To introduce students to the process of writing in a scientific paper format, complete with review and revision.
	To give students experience of researching a palaeontological topic, critically appraising recent work, and producing a synthesis of this as an oral presentation.
By the end of the course, students should be familiar with:

scientific literature searches, review writing and referencing.
	critical evaluation of competing lines of evidence.
	carrying out original research, involving data collection and collation, use of computerized analytical packages, relevant statistics (e.g. the projects often involve the use of R packages to analyze phylogenetic, morphometric, biogeographic data etc.).
	writing a scientific paper and formatting it for a journal.
	creating and presenting a talk suitable for an academic audience.
This module aims to provide students with an opportunity to enhance their clinical reasoning skills, integrate theoretical concepts and implement evidence-based practice during a mentored practice-based placement. The module also aims to develop the student’s ability to justify an assessment or intervention, analyse outcome and reflect on your practice. A final aim of the module is to advance your physiotherapy knowledge and skills required for the effective assessment, triage and management of people with musculoskeletal problems within a biopsychosocial framework

On completion of this module students should be able to:

Utilise advanced skills of assessment to interpret patient's musculoskeletal problems, incorporating a patient-centred approach and drawing on experience, reflective practice and research evidence.
Demonstrate the advanced skills of clinical reasoning required of an advanced healthcare practitioner by:
assessing examination findings and planning optimum pharmacological and non-pharmacological interventions
 selecting from, justifying and applying a broad repertoire of advanced technical skills
demonstrating expertise in advanced physiotherapy skills within a biopsychosocial framework with an emphasis on evidence-based rehabilitation, manual therapy and effective communication with patients

critically measuring and evaluating all outcomes of interventions
Critically evaluate both established and contemporary concepts of physiotherapy practice in the context of the supporting evidence.
 Reflect upon and critically analyse the management of musculoskeletal patients including their scope of practice within the multidisciplinary team.
This module examines the sustainability dimensions and challenges for major infrastructure investments, arguing that economic growth outcomes alone are an insufficient justification for projects, programmes and strategies. The module examines the dimensions and definitions of sustainability, the problems of cost-benefit assessment and potential for participatory multi-criteria assessment in appraising sustainability outcomes. Case study material includes Crossrail2 and airport expansion in London. The module includes lectures, guest speakers, class presentations and critical debate.
‘Musculoskeletal tissue biology – form and function’ will develop your knowledge and understanding of the molecular composition and organisation of musculoskeletal structures such as bone, cartilage, tendon, ligament, intervertebral disc, meniscus and skeletal muscle. You will learn about the proteins that form the majority of the extracellular matrix in these tissues and how these are organised from the nano-scale to the gross structure. Particular emphasis will be given to the relationship between the composition and organisation of the tissue components and the functional requirements of the structure. You will learn about the specialised cells in musculoskeletal tissues and how they maintain and turnover the extracellular matrix and the role of growth factors and cytokines in cell regulation. An important aspect of musculoskeletal tissues is that they are able to adapt to their mechanical environment and you will learn about the mechanisms that allow cells to sense and respond to mechanical signals. Musculoskeletal tissue structure and function will be discussed in relation to healthy ageing and with respect to adaptation to exercise and immobilisation.
This module will give students an appreciation of the history of early spaceflight and examples of early space science satellites; will lead students to understand different space science fields, and will equip them with basic knowledge of the spacecraft environment, of spacecraft dynamics, rocket propulsion, spacecraft design and the essential spacecraft sub-systems; will inform them about space mission planning and space project management.

Topics covered by the module:

Space science and other space applications. Brief history of early spaceflight to 1961. Examples of early space science satellites: Ariel 1, Orbiting Observatories, European programme. Brief outline descriptions of the following space science fields, with major related space science missions and discoveries: solar physics, space plasmas (solar wind and Earth’s magnetosphere), solar system exploration (moons, planets, asteroids and comets), astrophysics from space, Earth observation from space (remote sensing).
	The spacecraft environment - Earth's atmosphere, equation of hydrostatic equilibrium, measurements of density, atmospheric drag. The ionosphere and solar radiation, the trapped particle zone (radiation belts). The magnetosphere, the Sun and the solar wind.
	Spacecraft dynamics - Orbits, trajectories and launching. The nature of satellite orbits and elementary orbit theory, perturbations. Rocket propulsion - the rocket equation, propellants and specific impulse, nozzle design, staging.
	Mission objectives. Design concept and assessment of requirements. Proposal document - scientific justification, technical plan, management plan, cost, PA, interface document. Funding application.
	Mission planning and operations, science planning, timelining, ground support.
This is the Report on the Individual Project (normally a piece of original research) that each student carries out under academic staff supervision and in association with one of the research groups of the Departments responsible for the Master programme.
The module introduces students to some key works of Hungarian literature, both in the original language and in English translation. Students will read a range of works from a range of historical periods, from the ‘classics’ of Hungarian literature to more recent works that will introduce students to current trends. Students will deepen their familiarity with the cultural, historical, and political contexts of Hungarian literature and strengthen existing skills in research, analysis, and presentation of ideas.

 
The module introduces students to some key works of Bulgarian literature, both in the original language and in English translation. Students will read a range of works from a range of historical periods, from the ‘classics’ of Bulgarian literature to more recent works that will introduce students to current trends. Students will deepen their familiarity with the cultural, historical, and political contexts of Bulgarian literature and strengthen existing skills in research, analysis, and presentation of ideas.

Reading may be supplemented by the viewing of examples of Bulgarian cinema.
The range of issues and concepts covered include the nature of effective learning both for individuals (adults and children) and organisations, the links between learning and the community and the place of education in its wider economic, political and social context. A key component of the module considers human resource management issues including the systematic planning, implementation and evaluation of recruitment and selection of staff and their induction, appraisal, reward, mentoring and development for improved performance within the workplace. Leaders need to motivate and inspire all who work within the organisation if improvement is to occur. Continuing professional development and the development of a learning community is also crucial. Finally, the module considers using research evidence and data as part of being a learning organisation and participants are invited to develop their research literacy. Please contact the module tutor for more information.
This module explores how our mind conceives and represents linguistic knowledge. The course will concentrate on Morphology and Syntax, that is on the way the human mind builds words out of sub-word units like prefixes and suffixes and sentences out of words. We will discover that words and sentences are objects with a complex structure (as opposed to simple strings of sounds and words) and we will examine the most fundamental factors shaping their internal architecture. 

I will use examples from English and Italian, but presume no prior knowledge of Italian, so beginners are very welcome. 

Students will be able to practice their knowledge through weekly exercises, with the corresponding model answers made available on Moodle. 
This module is intended to meet the growing and recognised need that scientific and other technical knowledge must become more integrated in a systematic way into disaster risk reduction strategies. The aims of the module therefore are: (i) to make students aware of the role science has to play in informing and improving disaster risk reduction strategies, and (ii) to equip students with the skills and knowledge enabling them to solve complex problems in disaster risk reduction through engagement with scientific knowledge, methods, data and expertise.

The module will consider the following topics:

Overview of approaches to disaster risk reduction.
	Behavioural Biases
	Quantitative risk assessment
	Dealing with uncertainty, including acceptable levels of risk and uncertainty
	Catastrophe modelling
	The role of the insurance industry in risk and disaster reduction
	Warning, evacuation and shelter
	Methodologies for individual and group decision-making
	The roles of scientific evidence, scenario development and horizon scanning in responsible decision-making.
	Science and accountability.
	Science and Policy
	The nature and distribution of risk and disasters, including the temporal and spatial scales and the acute and chronic dimensions.
	Mitigation methods and early warning systems.
	How disaster risk may evolve in the future and how science and technology may be able to improve preparedness.
	The pressures in different sectors that limit the application of science in disaster risk reduction.
	Communication of complex issues to wide and varied audiences that will have different objectives with regard to issues and solutions
Health systems vary considerably in the ways they are organised including the way they provide care and how they are financed and what they fund. This module will introduce you to the various organisational structures, processes, and funding alternatives of different health systems around the world, include the UK’s National Health Service, from an interdisciplinary perspective.  You will gain a foundation in health economics and priority setting.  Health system quality and performance, including health outcomes and health inequalities, and mechanisms to improve it will be discussed to identify what a successful health system should look like. Health policy and the politics of health will be discussed, and the role of evidence in setting policies and informing practice. Students will also gain an understanding of the numerous challenges that health systems face, including non-communicable diseases (NCDs) and infectious diseases (like recent pandemics), staff shortages, conflict, financial and environmental sustainability, and climate change.

Aims: 

The aim of this module is to provide students with an overview of how health and care systems are organised globally, including how care is provided and funded; how systems prioritise provision, including the role of health economics in setting priorities; and the policy challenges and solutions to overcome these.
This module provides a general introduction to the foundations of education through film and literature. Film and literature are used to prompt us to think of ways in which educational relationships become the material for art and for entertainment, and the consequences of their construction of images of the teacher, students, the curriculum, and the institution of school. This is a means of considering both the relationship between representation and reality, and the way in which understandings of reality are affected by fictional or media images.
This module provides a comprehensive overview of the use of fixed-tooth and implant treatment in prosthodontics, using an evidence-based approach. The module covers all aspects of fixed prosthodontic treatment including:

Examination & diagnosis
 Treatment planning
 Material science
 Laboratory requirements
 Treatment outcomes
This is a compulsory module for students studying in Year 2 of the MClinDent Periodontology.

This module recognises the importance of clinical practice in developing the skills required. The clinical care programme, which runs alongside the taught modules, develops as the student progresses through to MClinDent and specialist status, so that each module in sequence builds upon the knowledge, experience and expertise from that which has gone before.

There is teaching of graduates through treating patients in a supervised learning environment as well as a case presentation seminars and case conferences.

The aims of the module are to continue the development of knowledge and skills required to plan and undertake treatment in a periodontal setting, building on those skills acquired in Clinical Care 2.

On successful completion of the module, graduates will be able to demonstrate the continuing ability to plan and delivery more complex care cases that in Clinical Care 2.
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and the MClinDent in Orthodontics (AT).
In this module, project groups will form to identify and develop a ‘Connected Places’ product or service. Through a series of lectures and design reviews, these mini-projects will be developed from idea to prototype culminating in a pitching session at the end of the module. 

Students create, as part of a group, and develop a product and/or service based on the skills learnt on the other modules in the programme to date. Assessment is based on how well you work as a group to develop and iterate prototypes that incorporate a mixed-use of physical and digital tools. Ideas might focus on one particular area (e.g. could be AR only), utilise a mix of techniques (e.g. a sensing system that is interactive via an App) or make a single physical device that pulls in and displays data. 

Aim: To expose students to the experience of creating a minimal viable prototype for a ‘Connected Places’ product or service in a short space of time. 

After having taking this module, you should be able to: 

Develop concept ideas using techniques for idea generation, service design, user research and idea analysis and synthesis 
	Work collaboratively as a group 
	Construct viable business models for product / service concepts 
	Present / pitch ideas to potential investors 
	Understand the process of developing a minimal viable prototype 
	Identify the varied skillsets required for a team to deliver 
Hospitals comprise some of the most complex buildings in real estate and key components of healthcare systems. Their sophistication increases, following medical breakthroughs, the shift of healthcare services towards the community and advances in diagnostic and intervention technologies. The dynamics of models of care, placement in healthcare systems and relations to other hospitals add to the complexity of typologies, building organization and materiality. The module explores the evolution of hospitalization, its relation to systems and care models as well as indicative types of hospital care: from community and general hospitals to tertiary, mega-hospitals and the latest concept of medical cities.
This module primarily introduces the role and importance of management, focusing on the economic, social and political environment in which this happens with regard to the production of the built environment. This is considered through a focus on the growth of managerialism in the public sector and the implications of such reform for the planning arena.
Overall, the module introduces students to the content and coverage of the realm of activities constituting `management’, including the associated processes, skills and knowledge required by modern managers. Theories and principles will be linked to examples from the public, voluntary and private sectors which are relevant to built environment professionals.
Research based module intended for POMONA Molecular Biosciences affiliate students.
In this module you will learn key concepts that underpin ecological theory and the structure of
ecological systems, and integrate this knowledge with methods in environmental and biodiversity
monitoring, from populations to ecosystems. You will understand the range of survey and statistical
methodologies used and how data from different sources can be applied to biodiversity surveying
and monitoring, for example remote sensing, and aquatic, terrestrial, and aerial data acquisition
including acoustics, cameras, eDNA, and citizen science data. You will also be introduced to how AI
and other statistical methods are being used to process and analyse these big biodiversity data.
Applying newly developed ecological insight and a grasp of survey and monitoring methodologies,
you will complete this module knowing how to apply the right tools, to collect the most informative
data, within the appropriate ecological context. Key subject areas will include:
Ecological theory
Population dynamics
Landscape ecology
Survey design and sampling
Survey techniques
GIS
Biodiversity data modelling
Survey and sensor technology
 Citizen Science
Ecological applications
The primary aim of BIOL0019 is to enable students to undertake an individual research project of 9 weeks (full time equivalent) duration under the supervision of an academic in the Department of GEE (UCL), its associated departments (UCL) and affiliated Institutions. Projects can be based on experimental research in a wet or dry lab, and may include field work, theoretical or data analysis. BIOL0019 does not have lectures beyond an introductory lecture, and a ‘how to write up your project’ lecture.

Learning Objectives

You will be given the opportunity to learn how to:

formulate specific hypotheses,
	design experiments to test these hypotheses,
	analyse experimental results using statistics,
	interpret these and compare them with published findings,
	write up research in the style of an article for a scientific journal,
	orally present your project findings,
	organise your time in order to deliver a completed project by the specified deadline.
Please note that you will be asked to indicate preferred topics from the list provided by the Project Tutor. The Project Tutor, in conjunction with the allocation committee, will then assign specific projects within these topics. Guidance on selecting topics will be available from the 3rd Year Tutor and the Project Tutor. It may be an option for you to design your own project with a supervisor of your choice at UCL. Projects cannot be designed with supervisors from other Universities. All projects must be agreed by the Project Tutor.
This aim of this module is to introduce students to contemporary electoral and party politics in democracies worldwide with a particular emphasis on the comparison of Central and Eastern Europe to long-standing democracies and other newer democracies worldwide. The main focus is on the changing nature of political parties and electoral competition and its implications on democracy and political stability.

In the first six weeks, we discuss key topics for understanding the contemporary and changing role of political parties and elections including issue spaces, party system change, the relationship between electoral and party systems and patterns of party organisation. Introductory lectures are complemented by in-class group exercises and Q&A sessions on the progress of group projects (formative assessment). In the final weeks, groups of students will present their projects connecting the review of significant contemporary research with country case studies.

The objective of the module is both to familiarise students with the state-of-the art research on electoral and party politics but also to hone their skills of group work, presentation and knowledge transfer (part of the assessed election report).
This module introduces students to the multiplicity of representations of Polish Jewry in Polish culture and serves as a broad survey to how Jews and Polish Jews were perceived over the centuries. As such, it complements modules that focus exclusively on the Holocaust or on the history of European Jewry. The module aims to present Polish Jews within the complexity of Poland’s multi-ethnic past and not as an isolated phenomenon in itself. It focuses on literature written only in the Polish language (both in Poland and abroad) by Polish and Polish-Jewish writers. The module employs not only historical perspectives but also looks at the presence and then the absence of Polish Jewry through such concepts as cultural trauma.  We will analyze various representations of Polish Jewry in  literary works but also in art (paintings) and films that focus on various aspects of Polish-Jewish relationships and interactions, such as the attitude towards “the Poles of the Mosaic faith”, the acceptance of Frankists into the ranks of Polish nobility, the suspicions towards the Jews, the economic antagonism, and anti-Semitism. An essential part of the module focuses on the representations of the Holocaust and WWII in modern Polish literature as well as the revival of interest in Jewishness and Polish Jews in democratic Poland after 1989.
In this module you will explore and reflect on different settings for engaging publics with science, and on different ways of learning. You will then plan the delivery and evaluation of your own public engagement session. Evaluation skills are highly sought-after professional skills, as are the project management, group working and creative communication skills you will develop in this module.

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

Reflect on teaching and learning within the sciences,

Prepare and present a public engagement session about a topic in science,

Evaluate their session using methods and resources from public engagement and outreach,

Critically review educational literature and pedagogy.
The course is designed for advanced level students.  It teaches specialised vocabulary to enable participants to use their language skills in professional and academic environments, such as meetings and conferences. The course comprises knowledge and understanding both of the structure of the language and of Spanish and Latin American cultural (social, historical and political) contexts in which it is currently used.

The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. 

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course covers 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The module aims to:

• Provide a critical, research and enquiry-led approach to teaching and learning based on current, recent and relevant research and publications.

• Maintain a commitment to social equity and social justice for the whole range of early years’ students, teachers, settings 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 an excellent basis for professional practice as an early years’ teacher that meets, and extends beyond, the statutory requirements of the Standards for Early Years Teacher Status.

Outcomes:

You will

• Have a strong understanding of current pedagogy, research and publications and be confident in implementing this in your teaching and learning

• Be committed to social equity and justice and incorporate these values into your teaching practice

• Meet and exceed the statutory requirements of the Standards for Early Years Teacher Status
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). Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students.  It teaches specialised vocabulary to enable participants to use their language skills in professional and academic environments, such as meetings and conferences. The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. 

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students who already have a reasonably advanced knowledge of German to acquire a better fluency in the language to be able to communicate in all situations within German speaking countries.

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 German society. 

The course will enhance knowledge of German 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students who already have a reasonably advanced knowledge of French to acquire a better fluency in the language to be able to communicate in all situations within French speaking countries. 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 French society. 

The course will enhance knowledge of French 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students who already have a reasonably advanced knowledge of Arabic to acquire a better fluency in the language to be able to communicate in all situations within Arabic speaking countries.

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 Arabic society. 

The course will enhance knowledge of Arabic 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
Specialism grouping no teaching
This module utilises an array of primary and secondary sources to explore historical themes and major events alongside guided discussion in small group seminars over 10 weeks.

The exact seminar topics taught will vary from year to year as different visiting academics will wish to share their research and specialisms with you. Similar to other modules at this level, you will be expected to participate in interactive small group discussions and engage with module readings and tasks on a regular basis. You will develop advanced essay writing skills to employ historical evidence and construct an independent argument. You will also be expected to develop a knowledge of concepts and historiography relevant to the topic.
Aims: The aim of this not-for-credit optional module is to provide students with the opportunity to develop core skills required to do well in the degree, to be well prepared to participate in the Department's undergraduate conference Explore Econ and, perhaps most importantly, to work as a professional after graduation. The module complements other modules in the curriculum by providing further opportunity to consider and practice the skills peculiar to economics.

 Suitable for: This module has been designed for 1st year students taking some or all of their degree with the Economics Department at UCL. It is not open to students from outside the Department.
Module description

This is an intensive, integrated and interactive language module for beginners that works on the four skills of reading, writing, speaking and listening. Four hours per week are devoted to developing practical language skills alongside basic grammatical and communicative competence, to enable students to participate in a wide variety of language exchanges and transactions. Students are encouraged to reflect on their learning styles and to initiate remedial action when necessary.

By the end of the year, students will be able to communicate fluently in basic written and spoken Dutch, and to express ideas about non-specialist topics. Attention is also paid to developing a critical language awareness and understanding the interrelatedness of language and culture. Two hours per week are to be set aside for self-study, over and above homework tasks and module assessments, in order to consolidate and complement classroom work.

Students need to acquire a copy of the Routledge Intensive Dutch Course (Routledge 2006). Further study material will be handed out in class and made available on the course Moodle pages
This theoretical module introduces students to key theories and concepts for researching and understanding media texts. It will study the narrative structure of specific media texts, such as film, TV programme, game or comic strip. Textual concepts will include media semiotics, Barthes’ concepts of denoted and connoted meanings and myth, narratological theory, and multimodal text analysis in a social semiotic framework. It offers students the chance to practise their discussion and writing skills and, in doing this, provides a foundation for subsequent modules.
A range of collaborative research projects will be available, and you will work with academics from
across UCL, ZSL, NHM, and other partners (e.g. RSPB) to address an original research question in
ecological data-science, and apply appropriate data collection/management and analytical methods
to test hypotheses. Weekly tutor-facilitated, student-led workshops will provide the platform for you to
discuss the central themes in conducting ecology and data science research (reinforcing the work of
the previous two terms), as well as explore and resolve challenges faced in your own researchproject
work in collaboration with your peers. Work to identify your research project will commence in
Term 2 and depending on the project may be developed from your work on the 'Nature--Smart
Challenge'. If your research project is fully or joint supervised by a partner you will be expected to
spend researh time at partner premises (e.g. NHM = South Kensington, ZSL= Regent's Park). Similarly, if your research project is supervised by a member of academic staff based at Bloomsbury, you will need to spend time at this campus.
This optional module for students will enable you to develop their skills in data analytics, and how such methods may be applied to increasingly smart built environments. It builds on the basic statistical knowledge of introductory modules, such as the “Introduction to Smart Energy data and Statistics”, targeting students aspiring to a role in the energy industry involving data analysis, and those with a special interest in more advanced methods in data management, analytics and programming.

This module will introduce a range of statistical methods, including machine learning, that can be applied to better understand energy and the built environment. The methods will be applied to smart energy data using RStudio to investigate topical issues, such as the use of data for technological (e.g. control) purposes, economic drivers (cost optimisation) and health issues (identifying potentially unhealthy environments).
This course examines the currents of thought developed by Black intellectuals and activists in the twentieth century ‘Black Atlantic’. Ranging from the Pan-Africanist movement of the early twentieth century to the anti-systemic critique offered by Rastafarianism in the 1960s and 1970s, the course explores key issues that animated thinking about the condition of the Black diaspora in the modern world. These include themes of individual and collective identity; colonialism and anti-colonialism; capitalism and socialism; racism and discrimination; and the relationship with Africa and the wider ‘Third World’. The course pays attention to the transnational dynamics stimulating the development of political thought in the Black diaspora, as well as the differences and tensions that fragmented unitary visions of global solidarity. Sources for the course include the key texts and speeches of the authors, and, where relevant, audio-visual sources (recorded speeches, documentary and music), State Department and FCO files.

 

INDICATIVE TOPICS:

The Black Atlantic and the Black Intellectual Tradition

W.E.B. Du Bois

Garvey and Garveyism

Blues Women

Claudia Jones

Négritude

Frantz Fanon

Global Black Power

Black feminisms

Reggae and Rastafari
This module investigates the problems caused by the collapse of Austria-Hungary and the creation of new states in East-Central Europe (Austria, Czechoslovakia, Hungary, Poland, Romania, Yugoslavia). These Habsburg ‘successor’ states were burdened with nationality problems as complex as those of the former Empire and were constantly under threat of territorial revision. In addition, these states lacked strong traditions of representative government and faced serious social and economic problems which were further aggravated by the onset of the Depression. They thus fell easy prey to authoritarian solutions and looked for support to the Great Powers who in turn sought to influence events within these countries.

The history of these states thus tends to follow a similar pattern: a brief experiment with democracy after the First World War followed by the imposition of authoritarian rule; competition between authoritarian rulers and fascist movements in the 1930s; competition with one another in foreign policy; German occupation; war and communist takeover. Weekly seminars will be structured around both individual ‘country histories’ and themes common to all the ‘successor’ states, together with a study of the interaction between these states and the Great Powers.
Managing environmental performance in the context of complex organisations and institutions requires a range of skills which transcend traditional academic and professional boundaries. In this module you will work as part of a team to deliver integrated outcomes on a project devised in partnership with an industry, government or non-governmental organisation. The projects are real. Successful project outcomes will be implemented by the partners in their on-going operations. Each project will utilise the tools of systems engineering and project management, together with knowledge of environmental systems and sustainability, to deliver valuable and useful environmental outcomes for the partner organisation.

Learning Outcomes

Apply systems thinking to a complex problem
 Integrate environmental performance with wider management, policy or organisational objectives
 Apply principles of environmental engineering and science to devise solutions to a complex problem, particularly in the context of international development (where applicable)
 Work effectively in a professional project team
 Present clearly defined outcomes to a project client
This is a three-day back-to-back intensive course that brings together international leaders in the vaccine development field to discuss and debate issues surrounding the design, manufacture and commercialisation of vaccines. It is suitable for students as part of the Year-In-Industry placement and research students. Students will learn about the historical importance of early vaccines, the modification to the ‘regulatory lock,’ and process development challenges for vaccine manufacture.

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

Identify active and passive immune therapies
	Understand the regulatory burden for vaccine manufacture
	Distinguish between process choices for bacterial and viral vaccines
	Understand antigen design
	Distinguish between the multiple methods of action for an adjuvant
	Appreciate vaccine development within a closed ‘artificial’ market
	Make cost bases analyses on process changes
Understand ‘production at risk'
Emerging Market Economies provides an overview of the key issues relating to the intertwined processes of institutional and economic change, with reference to the process of transition from central planning to a market economy and within the wider context of economic development. The module begins by examining the main operative features of a command economy and the key factors behind its eclipse.

The main features of the transition process from a command to a market economy are then introduced: this includes some stylised facts about transition, the key ingredients of a transition package and a discussion of its implementation with reference to the experience of a number of post-communist countries, and with an emphasis on the interplay between policies and institutions, and the importance of social and political factors in the choice of a transition path. Specific components of the transition package will be examined in more detail, including liberalisation, stabilisation and structural reforms (e.g. privatisation and financial sector reforms) as well as the role of the labour market. This historical perspective on transition is complemented by a discussion of current or “pending” issues in transition economies and a discussion of the relevance of the transition experience to the wider issue of economic development and its contribution to recent advances in the economic literature.

The module will provide students with a basic understanding of the key economic issues involved in the emerging market economies. Students will acquire the ability to critically analyse the interaction between economic factors and institutional, political and social factors in the formulation and implementation of economic policies in emerging economies, including transition economies.
The content of this module follows a national EMHP curriculum within Child and Young People IAPT. This module will provide students with an foundation level of knowledge and skills in assessing and engaging children and young people and their families in community mental health settings.
All students undertake an independent research project which culminates in a research report of 6000 words.
This module is intended to provide students with applicable strategies and approaches within clinical leadership practices, which emerge from a sound comprehension of underpinning theories of case review and peer analysis, change management, solution modelling/implementation and evaluation of impact. It is intended to allow a joined up interface between work based learning (current and previous) and academic study and research, allowing both perspectives to inform each other, and to place this within a contemporary context of the legal, ethical and organisational frameworks which influence activities and objectives in this area.

Constituent topics of study will include: evaluating organisational and management cultures, effective report writing, basic finance within health systems, principles and practice of quality improvement in healthcare projects and team management approaches and strategies 

The method of delivery for the taught part of the course employs blended learning (a combination of online and face to face teaching methods). 

The online component will consist of ten units of lessons and formative assessments. Students will then attend a face to face day to carry out workshops, tutorials and case discussions. This will be followed by a period of study and summative assessments.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
The objective of this course is to introduce mathematical concepts and tools used in the finance industry for algorithmic and high-frequency trading.Some of the techniques taught in this course are standard in the finance industry and other material is cutting edge research that is currently being applied by proprietary trading desks.

The student will be familiar with industry-standard methods and will be able to set-up and solve stochastic control problems that deal with the most up-to-date requirements of the industry; market making, optimal liquidation, optimal execution, VWAP schedules, statistical arbitrage and pairs trading.

On successful completion of the course, a student should have a good understanding of how electronic markets function and what are the problems faced by stakeholders when buying and selling assets. Students will have a good understanding of market making activities - designated traders, specialists, and high-frequency traders. Moreover, the student will be familiar with some of the classical microstructure theory of market making and will be able to work with ultra-high frequency data (millisecond stamped).
This course examines the relationship between sustainability and environmental justice, focusing upon land use and development. This course provides an examination of the central issues relating to sustainability and environmental justice, through a close analysis of regulatory approaches and theoretical perspectives relating to land use and development. We consider the legal and policy dynamics of environmental regulation and critically assess the role that law and policy has to play in achieving sustainability and environmental justice. Our starting point is EU environmental law, in particular environmental assessment, nature conservation and strategic planning, but we also draw upon examples from other jurisdictions.
Specialism grouping no teaching
This course examines the relationship between sustainability and environmental justice, focusing upon land use and development. This course provides an examination of the central issues relating to sustainability and environmental justice, through a close analysis of regulatory approaches and theoretical perspectives relating to land use and development. We consider the legal and policy dynamics of environmental regulation and critically assess the role that law and policy has to play in achieving sustainability and environmental justice. Our starting point is EU environmental law, in particular environmental assessment, nature conservation and strategic planning, but we also draw upon examples from other jurisdictions.
The module will familiarise students with the global policy arena and the role that scientific expertise and technology development play in it. The module familiarises Masters students with theories, perspectives and approaches that interrogate development and progress. It focusses on the interface between international policy regimes and developing country positionalities and examines evolving expectations and assumptions about modernity, technoscientific progress and ethics of knowledge production. The module is structured to teach and illustrate the application of STS theories and concepts through case study examples and have students reflect on how they engage with these ideas. Aside from introducing students to these concepts, the goal is also to build critical thinking and research skills through examination of key international development policy regimes and governance theories, strategies and practices and interrogating the ways in which global economic asymmetry is framed and addressed.
Telling stories about oneself and expressing intimate emotions, desires and experiences has become a defining feature of modern life. This course will explore the historical development of this urge to confess in twentieth-century Britain. We will examine a range of forms of personal testimony from letters, diaries and autobiographies, to medical case histories, documentaries and oral histories. Each of these media allowed the narrator to shape their stories in particular ways and offer specific challenges and opportunities to the historian. How, for example, did letters home from the Front in the First World War provide possibilities for certain types of narrative while inhibiting others? Could soldiers tell their families about their experiences of fear and physical discomfort or did they construct accounts of courage and patriotism? We will consider the historical conditions which prompted a culture of personal testimonies and how the telling of intimate stories has facilitated the development of a politics of identity in modern Britain. The accounts we will study demonstrate the diversity of experience and identity in twentieth-century Britain, exploring accounts of sexual marginalisation, racial discrimination, feminist activism and ‘ordinary’ working-class life. The Special Subject will prepare students to develop dissertation topics on Modern British History and using a variety of written, oral and visual sources.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0470, for the full module description.

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

If you require any further information, please contact the History Taught Programmes Team.
The aim of this module is to provide you with insights into biotechnology and pharmacology practices and strategies for research and development management; business maintenance and expansion; licensing; generic versus brand-name proprietary drug business; and mergers and acquisitions as these topics relate to these industries.

You will learn specifically about pharmaceutical expenditures, pricing of drugs and the distinctive features of the pharmaceutical market due to drug funding policies.  You will also understand the advantages and disadvantages of various models of drug price setting and regulation that are applied in various health systems. 

Patents, intellectual property and ethics will be evaluated for both industries with the aim of analysing the main economic and societal effects and perceptions. 

The role of government as funder and regulator with its impact in various health systems will be explored particularly where products require time to be prepared for market and the risk of uncertainty among investors can make private equity hard to acquire.
This module is designed to give you the skills needed to understand and analyse financial statements such as statement of financial position, balance sheet, profit and loss statement and annual report.  You will learn about budgeting and cashflows including costing methods and investment appraisal so that you can evaluate and question key financial structures, documents and figures.

You will also come to appreciate how different health systems organise the financing of healthcare and the impact that the way financing is undertaken shapes healthcare delivery and incentives.

In addition, to learning how to effectively use these various financial statements for decision making, you will also gain an understanding of regulatory compliance and corporate governance. You will come to appreciate the importance of ethics for financial reporting as well.  All these topics will be covered across this module in a manner that will develop your skills and knowledge of financial management as you move through the material.
Aims:

To give students experience of undertaking and completing a large piece of work aimed at making a novel research contribution, applying techniques learned throughout the programme, including the technical skills of analysis, design and implementation.Learning outcomes:

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

Work individually developing a research project.
	Plan and execute research activities in a systematic and organized way.
	Critically evaluate and review their work and the work of others.
	Effectively communicate their research work and findings.
Content:

Overview:

There is no set syllabus: students identify a member of the Software Systems Engineering faculty who is willing to supervise them. Together, a student and supervisor co-operate to specify and detail a project of mutual interest. The supervisor provides support and guidance. Although students are encouraged to start early and begin meeting with their supervisor as they have time during terms 2 and 3, the project becomes the students' full-time focus after the examination period (May/June) with the student responsible for organising themselves and their work, with advice from their supervisor. Students are expected to meet with their supervisor on a regular basis, as agreed with the supervisor;

Project report:

The main report documents the results of the project, and is expected to be a substantial and properly structured academic document. The project guidelines available on Moodle give detailed information about the required content. The deadline for submission is normally in early September.

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; (2) have passed Research Methods in Software Engineering (COMP0108) in term 1; and (3) have secured a Project Supervisor.
Building on the basic module, you will have advanced level learning of the most common neurological conditions seen in clinical practice. The topics include degenerative spinal disease headache and facial pain, neuro-ophthalmology, neuro-otology, diseases of the autonomic nervous system, neurological issues in general medicine and surgery and neuropsychiatry. 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 apply the knowledge to form a differential diagnosis and plan management for neurological disorders such as trigeminal autonomic cephalalgia, low back ache, psychogenic or functional neurological disorders. The learning from this module can be utilised to better diagnose patients presenting with unusual headaches, acute vertigo or symptoms of autonomic failure.
This module examines the core management skills for built environment professionals drawing on research and practice. The course is divided into key themes which are strategy, leadership, use of resources, project management and professional ethics.
Aims
This module aims to:
Give an understanding of the underpinning components of management and its application in practice
Identify the skills required for successful professional practice and in personal management of time and resources
Provide an understanding of organisations and the different working styles for policy, process and projects
Give an understanding of the external, internal and competitive pressures which managers need to accommodate in a business and public sector environment
Develop an understanding of expert leadership and the capabilities and qualities necessary to lead and to manage change within the realm of the built environment
Build an understanding of group dynamics and individual behaviour when directing organizations
Develop the expertise necessary to be successful within a built environment managerial position
This module is designed to show practicing scientists and engineers how statistical design techniques can be used to rapidly understand and optimise bioprocess performance. It will provide students with methods to ensure the whole bioprocess sequence is operating robustly and development budgets are used effectively. The module covers hands-on training in the use of commercially available Design of Experiments (DoE) software (the course will focus on Design Expert but illustrate how designs are implemented and analysed in other commonly used packages). The module aims to provide an introduction to experimental design techniques, selection of appropriate designs and the correct interpretation of results. Real life case studies using actual bioprocess data covering the entire bioprocess sequence and associated analytical techniques will be used.

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

Have in-depth knowledge of the principles of statistical experimental design
	Use of Design Expert software
	Use of software for the analysis and interpretation of experimental data
	Apply the statistical experimental design knowledge to a range of different bioprocess operations
	Critically appraise relevant published work
The aim of this module is to develop high-level knowledge and skills in researching how to design for historic environments. This research may take place over a wide range of scales and forms, for example furniture, buildings, urban interventions or whole neighbourhoods. Students will be required to investigate and critique contemporary architectural solutions, urban conditions and social, economic, cultural and ecological practices in a wide range of cities around the world, and then learn how to use these findings to create innovative and challenging forms of architecture which reuse and enhance the built heritage. Students are expected to capitalise on all methods of investigation and representation available to them (physical models, digital fabrication, photography, drawings, computer models, renderings, animations, films, etc.) and not just concentrate on one or two forms of media. Students also need to allow for intuitive and spontaneous design-based reactions to the issues investigated.

The design-led investigations will include an overview of comparable conditions in other cities around the world, looking at various potential strategies to deal with the complex issues involved.
Module Content

A laboratory-based course designed as a practical introduction to biological anthropology, running in parallel with ANTH0008: Introduction to Biological Anthropology. The course introduces methods of data collection and handling, descriptive statistics, and hypothesis testing in biological anthropology. Subject areas include evolutionary theory, taxonomy, behavioural ecology, primate and hominin evolution, comparative anatomy, nutrition, demography, and resource use.

Learning Outcomes

Understand scientific methods used in biological anthropology and have improved scientific literacy
	Identify individuals of the major primate groups
	Record and analyse basic behavioural data
	Produce a scientific report identifying, analysing and critiquing data
	Be aware of the role of more complex statistical testing to provide predictions and models
	Gain familiarity with the morphology of the key fossil hominins, and methods used to explore our evolutionary history
Delivery Method

2 hours of lab-work per week.
The principles of practical aspects of providing anaesthesia care, including common approaches to ensuring surgery is tolerable by patients. Trainees will become familiar with airway assessment and approaches to both the safe preparation and administration of anaesthetic drugs. Trainees will understand how and why general anaesthesia, sedation and regional anaesthesia techniques are used for patients.  This module will cover in detail the commonly used anaesthetic agents and their mechanism of action. Trainees will apply this learning to anaesthetic room and clinical procedures delivering general, local and regional anaesthesia for surgery.

The module concludes with concepts of how multi-disciplinary care is organised to meet the diverse challenges imposed by patients with different co-morbidities undergoing different surgical procedure with differing degrees of urgency.
The module aims to provide a comprehensive introduction to applied game theory with real and relevant examples from the business/management world, such as interactions between firms, governments and consumers. The concepts of strategic interaction, strategic form games, games tree, sequential moves, simultaneous moves, Nash Equilibrium, dominance, mixed strategies, uncertainty/incomplete information, dynamic/evolutionary games and repeated games will be unfolded step by step.

The knowledge that students will have acquired by the end of the module will serve as a solid foundation on which more focused and concentrated studies of intermediate microeconomics can be applied.
This module will introduce students to the current evidence base in CBT for depression with young children and young people. It aims to provide intensive, detailed training to facilitate skill development and will enable students to develop competency in working collaboratively with young people and their families. The module will cover both the assessment and treatment of young people with depression with a preference for approaches where cognitive and behavioural techniques are integrated in therapy. The module will also enable students to gain a critical understanding of the phenomenology, diagnostic classifications and epidemiological characteristics of depressive disorders. Finally, the module will discuss working with risk and co-morbid presentations to support clinical decision making in complex situations. NICE guidelines have been developed for depression in children and young people (CG28) and suggest that CBT is an effective intervention for depression. However, the research also suggests that there are some young people who do not respond CBT for depression. Students will be encouraged to critically evaluate the current evidence base and guidelines as part of this module.
This Masters-level module will invite students to discuss, debate and evaluate the latest cutting-edge scientific research on autism research and practice. Taught through individual- and group-based learning approaches, students will not only broaden their understanding of autism research and practice, but will also develop an essential range of soft skills (e.g., creative thinking, teamwork, communication).

Sessions will be facilitated by international leaders in the field, and led by the Centre for Research in Autism and Education (CRAE) at IOE. Sessions will be structured around group tasks (e.g., debates, presentations) and activities (e.g., creating an engaging and accessible overview of a research paper, interviewing an autism researcher/advocate about their work). Students will be able to tailor each activity to their own areas of interest in the field of autism.  

The module is delivered in face-to-face sessions at IOE and is for anyone who wants to (a) enhance their knowledge and understanding of the latest autism research and practice, and (b) develop a range of essential and transferrable soft skills.
The course introduces the notion of No-Arbitrage Pricing and stochastic calculus necessary for modern Financial Mathematics. Derivation of the Back-Scholes partial differential equation, which is solved using classical techniques (heat equation), are shown. Financial applications are emphasized and shortcomings of the Black-Scholes framework are examined in great detail. Extensions, including stochastic volatility models, are presented. The Feynman-Kac connection between diffusions and PDEs is emphasized.

The aims of this course are to:

1. Introduce concepts of stochastic calculus in finance

2. Pricing and hedging of derivative instruments

3. Shortcomings (and proposed solutions) of the Black-Scholes model

4. Gain a solid understanding of key financial concepts from both a mathematical and financial viewpoint
The aim of the course is to enable students who already have a reasonably advanced knowledge of Spanish to acquire a better fluency in the language to be able to communicate in all situations within Spanish speaking countries. 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 Spanish and Latin American 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course covers 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.

The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. 

Cultural awareness will be further developed and raised within a European/global context. 

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students.  It teaches specialised vocabulary to enable participants to use their language skills in professional and academic environments, such as meetings and conferences.

The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used.

The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. 

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students who already have a reasonably advanced knowledge of Italian to acquire a better fluency in the language to be able to communicate in all situations within Italian speaking countries. 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 Italain 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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This module provides a unique opportunity to study the ideas and influence of Jeremy Bentham (1748–1832), the famous jurist, philosopher, and reformer.

Despite concentrating on the thought of one person, the module is surprisingly wide-ranging, since Bentham made significant contributions across a wide range of disciplines, including philosophy, law, politics, and economics. Bentham’s ideas are related to the social, political and intellectual context of his own time, and an assessment made of their significance for the contemporary world.
This module examines the rich political debates that surrounded the French Revolution, a seminal moment in the emergence of modern representative government. We will explore the arguments over popular sovereignty, political representation, individual rights, and social equality which characterized the political thought of the Revolution. We will also seek to understand the legacy of the Revolution in European intellectual life. Authors to be considered include Montesquieu, Rousseau, Sieyès, Condorcet, Burke, Wollstonecraft, Robespierre, Constant, and Tocqueville. An array of secondary sources will be assigned as well. All texts will be available in English translation.
This course investigates all aspects of war in its social and cultural context in archaic and classical Greece - from the causes of conflict, via the question of how to train, raise, maintain, and control citizen and mercenary armies, to the range of forms of warfare from ritual clashes to campaigns of annihilation. In particular, the course tackles some of the myths current in modern scholarship: the notions that war was the 'normal' state of international relations in Greece; that the citizen army was an essentially 'middle-class' body; that warfare was restricted to a game-like competition in the archaic period but underwent a major cultural shift to become a destructive 'total' conflict in the classical period; that the Athenian navy drove the development of radical democracy; and that the 'mercenary explosion' of the fourth century was a result of economic and political crisis in the Greek city-states and marked another fundamental change in military culture. How the Greeks fought has been much-debated in recent research, and this too will be the subject of detailed study. A crucial aim of the course is to provide an understanding of how Greek warfare was shaped by the social, economic, and cultural constraints of its time, how it developed, and why wars were so common in ancient Greece. A second aim of the course is to provide students with the knowledge and skills to tackle this challenge, by enabling them to study the sources as coherent narratives while analysing their implications for any and all aspects of Greek war, society and culture.
The research project will form the largest single part of the MSc programme. In Term 1 you will have an opportunity to meet and discuss projects with the UCL researchers working in the field of human genetics, pharmacogenetics and other related research areas prior to choosing and being allocated one of your choices. In Term 2 you will be working on your project on a part-time basis and then after exams on a full-time basis. You are expected to write a dissertation on your research that should not be longer than 8,000 words and will be submitted in a written and electronic version.

During the academic year you will be invited to several tutorials where you will be given a guidance on MSc project selection, the timeline and the key dates related to MSc project. At the end of Term 2 you will be submitting to your project supervisor and your tutor the project plan outlining the rational, the aim(s), methods of your research project and what you aim to achieve.

MSc project aims to provide students experience of conducting empirical research in one of the UCL research groups.

The project is an opportunity to develop research skills, amongst which are:

•Learning techniques and methods to conduct a research project

•Learn how to design experiments and research protocols

•The ability to work independently and also as a part of a research team

•A daily time-management in order to achieve the goal of a complete piece of research

•Problem-solving skills

•Critical analysis of literature and your own research results

•Academic writing

•Presentation skills
The field of natural language processing (NLP) is one of the most useful application areas of Artificial Intelligence which is now integrated in various aspects of our daily lives from smart phones to search engines. In this module we will explore the fundamental concepts of NLP as well as its intersection with modern deep learning technologies. By mastering cutting-edge approaches, students will gain the skills to move from basics of NLP to implementing complex deep learning models for real-world applications such as dialogue systems, automatic summarisation and translation, and question answering. The course will offer lab sessions and assignments specifically targeted at putting some of the learned technologies in practical use by implementing and deploying them on voice-activated devices. The main implementation tool to be used will be the TensorFlow library in Python, and TensorFlow Lite to run models on hardware and smart devices (i.e., mobile phones or tablets).
Summary 



The aim of this module is to teach you the historic, current and future cell and gene therapy treatment strategies. It will introduce concepts in clinical and basic research, clinical trials and methodology. In particular it will cover: Principles of stem cell transplantation, including bone marrow transplantation; rationale for treating particular diseases by cell and gene therapy; principles and practice of clinical trials of cell therapy (e.g. clinical trials for genetic blood disorders, clinical trials for muscle, liver, skin, lung and metabolic disorders); , including stem cell transplantation, immunotherapy and gene therapy ; discussion of regulation and monitoring required for such clinical studies.



Learning Objectives and Outcomes 



After taking this module, you should be able to:

Understand the process, principles and regulation of bringing cell and/or gene therapies from the bench to the bedside
 Have awareness of the current scope of cell and gene therapy in clinical practice
 Have a grounding in cell and gene therapy technologies sufficient to form a generalised plan for moving a novel laboratory finding to clinical practice
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 ICH/UCL staff with some external experts. There will be the opportunity for you to attend additional ICH/UCL research seminars, journal clubs and lab meetings (though this is not compulsory).





Selected Reading List 



Sadelain, M., Rivière, I. & Riddell, S. Therapeutic T cell engineering. Nature 545, 423–431 (2017).

Booth et al., (2019) Gene therapy for primary immunodeficiency. Human Molecular Genetics 28: 15-23

Cavazzana M et al., (2019) Gene therapy targeting haematopoietic stem cells for inherited diseases: progress and challenges. Nature reviews Drug Discovery 18:447-462
This module is dedicated to teaching students about energy use in the Built Environment and how advanced analytics can be used to understand, predict and influence this demand. The content of the module will be built around four themes; services, fabric, people and scale. Each theme covers a different dimension of energy use in the built environment using associated data. Services will detail the many different services for which energy is required, heating, lighting, etc and introduces Non-Intrusive Load Monitoring as a way of using advanced analytics to better understand this area. Fabric discusses the influence of building materials on a building’s energy performance and the potential impacts of retrofitting and refurbishment. People’s occupancy and behavioural patterns significantly affect both the quantity and the temporal variation of energy demand and smart meter data will be used to illustrate this variation. Finally, scale will concentrate on the different resolutions at which energy use in the Built Environment can be studied; from an individual building to an entire city and the complexities and challenges involved. Combining these four themes and how they interact will give you a rich understanding of energy use in the built environment.
This module investigates built works of architecture in early-modern and modern Britain, and is organised around fieldwork visits to a limited selection of buildings/landscapes in London and Oxford, each of which will be examined in some depth. From the selected buildings/landscapes being visited, students can expect to gain a general knowledge of British architecture during the period – such as in the use and meaning of materials, or the ways in which architects have designed the spaces inside and outside of buildings.
This module examines developments in painting, sculpture, architecture, photography, film, museums, and exhibitionary culture across the Indian subcontinent from 1850 to the present through modalities of the nation and national identity in South Asia. This was a dynamic period in the region’s long history that saw the rise and fall of colonial empires, the emergence of nationalism(s), global conflict and crises of territory, migration and displacement. In addition to mapping the major centers of South Asian art and discourse in the twentieth century, this module will probe the artistic achievements of pioneering South Asian modernists, alongside contemporary voices to open a window into the complex social, political and cultural coordinates across which histories of art and modernism in South Asia emerged and continue to unfold. This module will also probe the role of art and art history in the formation of Indian and Pakistani nationalism in the early twentieth century.
By the end of this module, you should have an enhanced knowledge, understanding and awareness of theoretical models of the processes underlying printed word recognition and production in skilled readers and spellers, and the ways in which these processes might develop in children. You will develop the ability to understand and critically evaluate the proposed causes and explanations of specific learning difficulties (dyslexia) and the implications of these for practice with children. You will gain an enhanced knowledge and understanding of research based theoretical perspectives and have the ability to apply this knowledge to an analytical understanding of the processes used by children struggling with reading and spelling. Over the course of the module you will develop skills of self-reflection in applying new knowledge and understanding to practice.
The dissertation for the MBA must investigate a topic or issue that is relevant to business administration in the context of educational organisations or systems. There should also be a focus on the international perspective of the planned enquiry. A Dissertation is worth 60 credits and is 18-20,000 words (excluding references and appendices).

• The dissertation must be based on research, either empirical or theoretical

• It can be practice-oriented

• It can address professional or policy issues •

The dissertation provides the opportunity to explore an in-depth issue, with supervision

• It introduces students to the skills and techniques required for research and writing scholarly publications

• Dissertations are based on independent study supported by supervision

• The word length and therefore the scope of the study is normally the major difference between Dissertations and Reports.
The module looks at the property, investment and development sectors in the context of the importance of sustainable property development as a goal. It seeks to provide planners with the necessary understanding of development processes, investment rationales and valuation methods for promoting more sustainable urban change, together with a good understanding of current practice.
Module content

This module focuses on the design of transformative enterprise and entrepreneurial ecologies that span private, public and non-profit sectors. As part of this module you will learn about: the process of starting a transformative enterprise; the role of incubators, accelerators, funders and investors; problem-solution definition through an enterprise lens; ; inclusive and equitable design; transformative enterprise model design, implementation and commercialization; the role of advocacy and communication; market evaluation and measuring impact;  The learning process includes a range of online materials, classes, interaction with entrepreneurs, site visits or virtual tours, experiential learning, as well as individual and group work.

You will also be immersed in the world of London’s start-ups, and will benefit from personal insights of award-winning entrepreneurs. Instructors on this collaboratively taught module include entrepreneurial leaders and change-makers who are already established IGP partners.

Illustrative module outline

Start-ups, incubators and accelerators
	Community-based, decolonial, and systems approaches to design thinking
	Inclusive design: Diversity, engagement and participation
	Global challenges and local entrepreneurial action
	Assessing and creating market opportunities
	Launching an enterprise: Founding, funding and pitching
	Navigating complex entrepreneurial ecosystems and initiating change
	Measuring and communicating impact
	Entrepreneur-led sessions
	Entrepreneurial site visits or virtual tours
This module provides students with an understanding of the principles, technologies and design of sustainable bioprocesses and biorefineries. Particular themes include the use of renewable resources, process integration including energy supply and waste treatment, design, operation and control of complex plants and life cycle assessment.

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

Understand the general principles of sustainable bioprocesses and biorefineries
	Specify component technologies including monitoring and control systems
	Evaluate different strategies for operation and control of complex plants/biorefineries using simulations
	Understand the concept and applications of life cycle assessment
	Plan and design a biorefinery
This course provides an introduction to 19th- and 20th-century Argentinian literature with particular attention to the dichotomy civilisation versus barbarism. Topics examined include the conflict between the colonial heritage and the progressive ideals of the liberal generation in the first half of the 19th century, the participation and/or exclusion of different ethnic groups in the process of constructing a national identity, the appropriation of Positivist ideologies, and the emergence of cultural nationalism in the 20th century. The texts studied will encourage in-class debate on the role of ideology in nation-building, as well as issues regarding race, class, and social conflict. Classes will take the form of lectures and seminars involving discussion and close analysis of the texts studied. N.B. This course is taught in Spanish (seminar discussions are held in English)
This module is designed for students with a background knowledge of Mammalian Physiology, but who are not enrolled in the Physiology BSc degree programme yet wish to increase their knowledge of the major physiological systems. This content excludes the central nervous system which is covered in PHOL0004 (Systems Neuroscience) and PHOL0005 (Structure & Function of the Nervous System). In addition to lectures and tutorials, the module includes practical work relating to cardiovascular & respiratory physiology and metabolic physiology & homeostasis.

After successfully completing this module you should be able to:

Demonstrate knowledge of the major systems (excluding the central nervous system) and their integration in animal and human physiology.
	Make simple non-invasive measurements to a) investigate cardiac and respiratory function in humans during rest and exercise (e.g. blood pressure, pulse rate, respiratory gases, blood gas saturation) and b) to investigate the dysregulation of glucose homeostasis in diabetes (e.g. blood and urine glucose measurement).
	Compile formal scientific reports to a specified length, format and deadline.
	Create spreadsheets (eg Excel) and use graphing packages (eg GraphPad Prism) in the analysis of results.
Indicative Lecture list (based on 2021/22 syllabus)

Cardiovascular Physiology Theme:

Cardiovascular System (2 lectures)
	CNS control of Cardiovascular System
	Cardiodynamics
	Exercise Physiology (2 lectures)
Metabolic Physiology Theme:

Energy Balance
	Extracellular Glucose
	Gut Microbiota
	Gut- Brain Axis
	Brain Power
Homeostasis Theme:

Renal physiology refresher
	Fluid & Electrolyte Transport
	Water balance
	Extracellular Calcium, Potassium and Sodium (3 lectures)
 

 
This module will focus on the formulation principles to be considered in the design and development of phytochemicals as cosmeceutical products. The module will consider the basic skin structure/function and the design of skin-targeted formulations. Students will also cover the basic principles of colloidal systems, widely used for the preparation of topical products. Laboratory work will be carried out in small groups and will focus on the development of topical products suitable for administration to skin. Quality control and regulatory framework concepts will be discussed. The main focus of learning will be both theoretical and practical concepts of formulation development.

List of lectures:

Introduction to formulation of natural products and cosmeceuticals
 Biology of skin & topical delivery
 Herbal drugs and herbal preparations
 Classical topical formulations
 Advanced dermal drug delivery systems
 R&D aspects of formulation development
 Quality control and regulatory aspects
 Workshop 1: How to communicate in the cosmetic world
 Workshop 2: Topical inflammation and antioxidants
 Workshop 3: Melanogenesis and ageing
 Practical session1: Formulation of herbal drugs and herbal preparations into herbal medicinal products and cosmetics, liposome and micelles
 Practical session 2: Nanoformulation of herbal based cosmetics (emulsions&creams)
 Practical session 3: Herbal based cosmetics
Under supervision, you will carry out original experimental and/or modelling work and you will write a 3000 word written account of your work. You are required to submit your own project proposal, which must be counter-signed by a member of staff who will act as project supervisor. Projects that demonstrate an interdisciplinary focus are especially encouraged.

Students who complete this project will learn to

Describe and comment upon aspects of current scientific research and advanced scholarship
 Deploy accurately established techniques of analysis and enquiry within a science-related discipline
 Plan and carry out a research project independently and assess the significance of outcomes
 Demonstrate self-direction and originality in tackling and solving problems in complex and unpredictable situations, and exercise the independent learning ability, initiative and personal responsibility required for continuing development as a professional
Enrolment may be limited. You are advised to start the application process well before the start of the term and to plan for an alternative module in the case that no suitable project is available.
Restriction

The module includes an introduction of Python with object-oriented programming and libraires such as NumPy. The hands-on components of the module teach highly transferable skills and may be suitable for students without programming experience, while prior exposure to programming is desirable. The module provides a collection of hands-on tutorials both in Python and MATLAB and is suitable for students have MATLAB or other numerical computing experience and wish to learn Python.

A good understanding of mathematics at undergraduate engineering level is required, such as linear algebra, calculus, probability and statistics.


Description

Good computer programming skills are fundamental to modern medical image analysis. Students completing the course will understand key concepts of programming using Python as an example, and be able to apply these to store, display, process and analyse medical images using standard techniques, as well as combine these techniques to implement more complex image processing and analysis algorithms.

Topics include software development, numerical computing, working with medical image data (e.g., different image types, file formats, higher dimensional arrays, masks, point sets, meshes and visualisation), basic medical image analysis tasks (e.g., image processing, spatial coordinate transformation, morphological operation, numerical optimisation) and medical imaging applications.

The module is assessed by 100% coursework in which algorithms are implemented in Python to analyse patient image data and solve real-world medical image computing problems.


Methods of assessment

50% Individual coding tasks

50% A project
This module will reinforce core concepts in infectious disease taught in the Health Protection core module and introduce you to additional topics.  You will critique infectious disease epidemiology study designs and infectious disease modelling techniques. You will gain an appreciation of the application of molecular epidemiology and new technologies (omics) in infectious diseases.  You will consider advanced topics around vaccine and immunisation development, testing and roll-out.  It will introduce you to global public health challenges in infectious diseases, such as emerging infections, pandemic response, zoonotic transmission, neglected tropical diseases, and antimicrobial resistance.  You will also learn to understand these issues in the context of the broader determinants relating to policy, ethics, the law, health systems, economics, conflict and climate change.  Using applied case studies, you will learn about interdisciplinary methods for evaluating the impact of interventions on infectious diseases and how to identify and effectively communicate with key stakeholders, including patients, the public, and policymakers.

Aims: 

The aim of the module is to give students an in-depth understanding of infectious disease epidemiology and policy from a high-, middle-, and low-income setting perspective, with a focus on practical application of this knowledge.
This module covers the restorative management of the primary and permanent dentition in children and adolescents. It includes (but is not limited to):

Endodontics
	Direct and indirect restorations
	Aesthetic techniques including microabrasion, bleaching
The module allows students to refine and consolidate technical skills gained in a prior module (Principles of treatment and development of technical skills for endodontics). This module consists of tutor and student-led laboratory exercises:

Operative technique course on simulated teeth in a phantom head for production of cast restorations from first principles. It incorporates refinement of hand-piece control and consolidation of technique and clinical protocol, particularly application of criteria for tooth restorability;
	Course on functional waxing to construct occlusally correct cast restorations;
Endodontic technique course using rotary Nickel-titanium instrument systems and different thermoplasticised gutta-percha obturation techniques for management of a range of root canal systems.
Learn how to build and deploy the things that sense and monitor the world around us. Through a series of lectures and workshop exercises students will be introduced to the hardware and software of the internet of things that enables us to sense and interact with a connected environment. The module will cover an introduction to the senses, analogue and digital sensors, electronic components, energy harvesting and powering connected devices, physical prototyping and mounting / installing sensors.


Aim: To give the student an exposure and understanding of what makes a good connected device, and developing the skill set to design and build an object that can be used to sense or actuate in the built or natural environment.
Welcome to BPLN0065, Urban Problems and Problematics. This course introduces you to some of the key theoretical perspectives on urban regeneration and examples of how these theories have come to bear directly on or relate to regeneration practice. The theories range from macroeconomic theories of the transformation of the global and national economies to meso-level theories which stress the national and regional institutional specificities to theories which are more focused on the individual agents (companies, people) who are thought to influence regeneration via broadly market mechanisms.

The module is comprised of ten sessions (20 hours) which are primarily lecture based, although also including an element of student input through discussions of specified reading, in addition to private study (expected 40 hours of student time) and class and coursework preparation (approximately 40 hours of student time).

Course Aims and Learning Objectives:

This course aims to equip students with:

• An understanding of some of the main theoretical perspectives on the growth and regeneration of cities and regions

• An understanding of the relationship between theory and policy in the process of regenerating cities and regions

• An understanding of the possibilities for government intervention and spatial and land-use planning in particular to contribute to regeneration.
This is a 30-credit design module in which students are introduced to the overall design practice and ethos of the programme, while gaining an understanding of the arts and humanities background that underpins experimental and exploratory work of Bio-ID. This is done through a series of short design projects and numerous seminars and workshops with invited experts in the design field, as well as material science and biology,
leading to concepts and physical explorations that are developed individually in the first month and in groups until the interim reviews. The projects are inherently design oriented, but they are also important to engage students with new research agendas in which they learn the basics of biological/ecological thinking, growth and lab protocols, speciation, bioreceptivity concepts, environmental and water dynamics, along with material considerations.
We live in an age of migration. In 2020, the International Organisation for Migration reported that there were nearly 272 million international migrants worldwide and 79.5 million people who were forcibly displaced.

What do these numbers signify globally?
	What do they mean for the region of Eastern Europe and Russia?
	How has migration been theorised in the broader social sciences?
	Is migration a new phenomenon?
	How do different governments and international agencies attempt to govern migration?
	What are the everyday experiences of migration by people on the move, as well as the societies who host them?
This module will address these questions by situating migration within broader social, historical and political contexts. In order to gain a comprehensive understanding of human mobility, it conceives of migration as an intrinsic part of broader processes of development, social change and globalisation, instead of as a ‘problem to be solved’. Drawing on empirical and theoretical work, this module will consider some contradictions and continuities in the way migration has been understood in social science scholarship.

This option complements the comprehensive programme of the Sociology modules at the undergraduate level at SSEES by introducing the students to some central themes in the sociology of migration scholarship, drawing on examples of historical and contemporary migration processes in Eastern Europe and Russia.
In this module, you will be supported to critically reflect on applications of research into mental health and learn about ways to develop psychological resilience. Engagement with content will be through online/offline activities, readings, and group work, all of which is designed to increase introspection and mental wellbeing. Uniquely, this module will explore how cultural factors have an impact on mental health, its expression and coping methods, and the ways in which this topic has been researched globally. You will also learn about Positive Psychology, a field in psychology that uses empirical evidence to investigate optimal human functioning in order to identify ways in which people can lead a meaningful and fulfilling life. It also aims to increase wellbeing by offering interventions to prevent common mental health difficulties such as depression and anxiety. By the end of the module, you will have had opportunities to explore strategies that can build psychological resilience and evaluate the empirical evidence related to them. You will also be able to discuss and share the diverse factors that impact mental health and how this knowledge can be applied in settings such as education. 

Note: Completing this module does not offer you accreditation to practice counselling.
The course is designed for advanced level students requiring the language for general vocational and professional purposes. It teaches specialised vocabulary to enable participants to use their language skills in a more professional environment, such as meetings and interviews, as well as covering related topics such as current affairs and the latest trends in Portuguese society. The course will enhance knowledge of Portuguese 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 relating to students’ degree programmes will also be covered and the confidence in using these skills in a variety of situations will be improved.

 For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course covers additional Chinese characters together with more advanced vocabulary, grammar, morphology, syntax and phonetics, and develops the four skills (reading, writing, listening and speaking) to enable students to communicate in all situations within a Mandarin-speaking environment.

The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed.

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.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The aim of the course is to enable students who already have a reasonably advanced knowledge of Japanese to acquire a better fluency in the language to be able to communicate in all situations within Japanese speaking countries.

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). 

Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course aims to further develop awareness and use of the conventions of academic English among students from other learning cultures.  More specifically, the course will further develop reading and writing abilities in a variety of academic registers as well as developing listening and speaking skills through lectures, seminars and presentations within a university context.  In doing so, we aim to help advance the ability to perform in all four skills related to a student's own degree programme. The course will cover linguistic structures (a variety of styles and registers from a range of academic authentic material). Various transferable skills will also be developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
THIS COURSE IS ONLY FOR ESPS STUDENTS. IT IS TAUGHT TOGETHER WITH ITAL4040. The course offers European Social and Political Studies finalists a half-unit in Italian language assessed on the basis of the essay in Italian and the Italian oral.
This module provides an opportunity to interrogate histories of gender and sexuality in Modern Britain through a focus on trans histories.  Introducing students to this rapidly emerging field in gender studies and history, it explores the range of theoretical and historiographical approaches which scholars have taken in studying individuals in the past whose subjectivities and practices have challenged binary notions of gender.  The module will consider gender transgressive practices such as cross-dressing and passing; the relationship between medical discourses and the emergence of trans identities; the creation of trans communities; and the cultural intersections between gender non-conformity and queer and lesbian spaces. Transgender studies is a global field and this module will combine theoretical and methodological insights from a range of geographical and disciplinary backgrounds with an empirical focus on the historical context of Modern Britain.
Research Methods and Evidence for Global Health introduces you to research methods relevant to global health, including epidemiological study designs, statistical methods, qualitative research, and critical appraisal techniques. Medical and health related research has a long history of utilising a predominantly quantitative approach, and Holeman (1993) says "the almost sole recognition given to quantitative methods has trained students inadequately, established flawed standards of practice and research, and delayed the development of essential medical knowledge". This module aims to re-dress this imbalance and introduces you to the potential of a mixed-methods approach to health and disability research.

After taking this module, you should be able to:

Evaluate and apply quantitative and qualitative methods for investigating health problems worldwide.
	Understand and appraise published research evidence in global health.
	Identify appropriate methods to answer research questions relevant to global health.
The module is compulsory for students on the MSc/PG Dip Global Health and Development, and MSc Behaviour Change. It is also open to any other UCL MSc/PG Dip students, taster course students and short course students subject to availability.

Moodle will be used as an information portal for participants and source for reading materials.

Selected reading list:

Rothman KJ, Greenland S and Lash TL (2008) Modern epidemiology. Lippincott Williams & Wilkins; 3rd revised edition ISBN 0781755646
	Kirkwood B & Sterne JE (2003) (2nd Ed) Essential Medical Statistics. Blackwell
	Bonita R, Beaglehole R, Kjellström T. (2006) (2nd Ed). Basic Epidemiology World Health Organisation. 
	Pope C & Mays N. (2008) (3rd Ed) Qualitative methods in healthcare research. BMJ Books
This module draws on work in ethics and political philosophy in order to provide an introduction to some central issues in philosophy of education. The focus of the module is the intertwining of educational ideas and values with political ideas and values. We will consider some philosophical questions about the aims, control and provision of education, and will look at the ways they raise, in turn, questions about the social, and political contexts of educational ideas and practice, including the relationship between the individual and society, the role and legitimacy of the (liberal) state, and underlying ideas of justice, equality and freedom. Reflecting on these ideas can help us to understand and articulate different positions about the educational and political institutions we have and, perhaps, about the kinds of educational and political institutions we would like to have.
This module is an introduction to historical research in education, focusing mainly on archival research and oral history. It aims to introduce students to the processes and conventions of research and writing in the history of education, to key genres of documents and other source material, to the ethics of historical research in education, and to the wide range of archival resources at the UCL Institute of Education and elsewhere. Students will examine the ways in which historians of education have used different kinds of material, and will produce their own research study using a range of sources. The module considers how research questions are devised, refined and answered. A key feature of the module is that students will gain hands-on experience of working with documents, oral history recordings and other sources such as photographs and film. The sources that we will work with include the British Library’s ‘Disability Voices’ oral history interviews, papers on the development of multi-ethnic education from the IOE’s Marina Foster collection, and photographs from the Plowden Report of 1967.
This module will allow students to analyse new insights into current problems in their field of study, referring to their systematic understanding of current knowledge. They will learn modern concepts for restorative dentistry and the application of new materials, allowing them to choose the best approach to treatments for their patients. It will advance their knowledge and understanding enabling them to continuously develop professionally. It will allow students to communicate conclusions clearly to specialist and non-specialist audiences.

The module will allow students to develop self-directed learning skills and to develop confidence in dealing with their patients, whilst understanding their limitations.

This module is a compulsory module for students studying the MSc in Restorative Dental Practice (3 year programme). Students in their 1st year of study will need to undertake modules DENT0141 and DENT0142.
The Critical Studies in Music Pedagogy and Practice module addresses historical, theoretical and curricular issues in music education, offering participants the opportunity to investigate and critically analyse the practical application of music teaching and learning, pedagogy and practice in its varying educational contexts. It considers pedagogical approaches and their application to different musical learning contexts. It explores the historical context of the UK, as well as international contexts, and how policy and practice reflect each other. It looks at the role of instrumental learning in music education and also how informal learning practices are now influencing instrumental teaching. The module offers an overview of current research in music education and how this is translated into practice. It is discussion based, drawing on students' experiences of their own teaching and learning experiences in varied national contexts.
The use of digital technology is now a central part of education provision and practice. This module introduces participants to some of the key issues in the field and addresses some fundamental and often unvoiced questions about the burgeoning development and implementation of digital technologies in education. The module will cover the use of digital technologies in compulsory and post-compulsory educational settings and consider the following key questions about education and technology: Does digital technology transform the process and purpose of education? Is there good evidence for the benefits of digital technology in education? What can history tell us about how technology has influenced educational theory and practice? Does technology make education fairer and more democratic? Do we need new theories of learning to make sense of a networked world? How can me make sense of educational technology in the context of broader social change, including globalisation and the shift to a knowledge economy? The module is organised around a series of debates led by student participants, as well as lectures by tutors, and practical activities with new technologies.
This module enables students to identify and explore key issues of interest for developing research through studio practice and related theory. It takes place in a specialist studio environment with technical support. During the module relevant theoretical texts and art practices are introduced to support the development of students’ initial ideas. A series of one to one and group tutorials provide opportunities to discuss the potential of practice based research to contribute to art pedagogy. In particular the development of situated, participatory, relational and collaborative approaches to art making are considered alongside more traditional forms. Assessment is based on the presentation of practice-based work supported by a 2,000 word written rationale. Previous experience of practical work in an area of art or design practice is normally required. Students not enrolled on the MA Art Education, Culture and Practice programme MUST contact the module tutor in the first instance before selecting on Portico.
Module Aim, Learning Objectives & Learning Outcomes
Aims

• To go beyond “standard” project management to understand the external inter-relationship of large projects and programs (often termed megaprojects) with their environment and the internal relationships of the constituent parts of a large project or program.

• To think strategically about managing large projects and programs using a varied set of approaches based on a combination of academic research and practitioner-led input.

• To analyse and critically discuss major issues arising in real programs and large projects and be capable of making suitable recommendations

 Learning objectives

• Common causes of failure, assessing and shaping the opportunity, devising a strategy

• Governance, accountability and the management of megaproject teams

• Introducing flexibility in complex engineering projects

• Corruption and normalisation of deviance

• Managing large projects and programmes – industrial case studies Learning outcomes To understand:

• Why megaprojects fail so often

• What are projects and what are programmes

• Issues of governance and accountability

• How digital changes the project management landscape

• Stakeholder management issues and approaches

• The importance of design flexibility

• How corruption affects large projects and programmes
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 for half-year affiliate students only. Please see the 30-credit full-year version, HIST0088, 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.
In 1782, following the American Revolution and the establishment of their independence from Great Britain, the United States Congress adopted a new motto for their new nation: the Latin E Pluribus Unum (literally, “out of many, one”). Lawmakers hoped the motto would reflect the ties that bound their new states – originally created individually as former British colonies – into one new nation. The idea of perfect union, however, was much more elusive than the motto implied. Though American policymakers claimed a United States under their new constitution in 1789, for almost a century the American continent would remain a deeply contested and disunited space.

This module will explore the ways that Americans and outsiders challenged the U.S. government’s claims to dominance over the continent, discovering an unconventional and unexpected history of the American continent from the founding of the United States to the Civil War. Throughout our course of study, we will range both chronologically and geographically across the area that is today the continental United States. Because ideas of place are central to this course, each week our readings centre on a particular geographical location which was a flashpoint for a particular controversy over or for an aspirational vision for the future of the continent. In seeking to understand the full extent and diversity of antebellum peoples’ visions of this continent, we will examine a diverse cast of characters, ranging from Comanche imperialists on the Great Plains and proslavery Southern imperialists in Nicaragua, to Mormon nation-builders in Utah and a same-sex couple in Vermont. As we range across the course, we will seek to explore these groups’ different visions of America on their own terms, as well as in terms of the challenges to American state formation and imperial control that they posed, and the ways that American officials sought to respond to them.
Building on the introductory module which allows students to rapidly form part of the clinical team, module 2 integrates a traditional biological sciences approach to major physiological systems and how they apply to common pathological conditions seen in surgical and medical patients.  This module is designed to equip students with the ability to assess a patient by recording a good clinical history, undertaking a comprehensive physical examination and request, review and interpret clinical data.
The trainee will gain an understanding of integrated physiology alongside relevant physical sciences, healthcare technologies and measurement. Principles of systematic patient interactions and recognition of an unwell patient are introduced.
This module is only for affiliate students at UCL for Term 1 only.

 The films covered in this module belong to the experimental tradition in twentieth century Russian and Soviet cinema. These works rejected the mainstream cinematic conventions of the day and sought to subvert them and explore new means of visual expression. Students will be expected to engage with a range of theoretical texts where relevant. There will be accompanying lectures which discuss technical and aesthetic developments in cinema generally from the beginnings of cinema to the present day. The chronological period covered by this course ranges from the pre-revolutionary silent period through to the early 2000s. The module is divided into four parts, each part covering a period of five weeks, with four films studied in each part along with one accompanying lecture. You are given detailed background information on each film (the lecture notes on Moodle) which raises points of discussion for the tutorial hour. Russian is not a prerequisite for this module because the films selected, with one exception, exist with English subtitles. Please note that this module is assessed by coursework assignment only, and that therefore prior experience of discussing/analysing film in written form will be to your advantage.
1. To give students an in-depth understanding of contemporary theories of security;

2. To develop an advanced understanding of the relationship between the contemporary theory and practice of security, built on understanding the changing mature of security concepts and their relationship with security policies as formulated in different historical and political contexts;

3. To develop students' understanding of the changing mature and role of state action in security affairs;

4. To give students the conceptual tools and analytical skills for the empirical study of security issues and policies;

5. To promote and improve and improve students' presentation and discursive skills.
This module introduces contemporary views of ‘parenting’ as a complex dyadic phenomenon where various factors (contextual, cultural, psychological, genetic and environmental) interact. This module will include key theoretical considerations and provide an overview of a range of clinical interventions for parents. The theoretical approach of the module is multiple perspectives drawing on research and clinical developments from different modalities including social learning and behavioural approaches, CBT-informed parenting interventions, neuroscience, systemic, attachment based and psychodynamic approaches.
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 Disorder, following the curriculum specified by the Department of Health. The module’s content includes Autism Spectrum Disorders 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: ASD/LD Core Knowledge and Skills; ASD/LD Assessment Module; and Intervention in ASD/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 ASD 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 ASD/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.
Effective Altruism is a social movement that encourages people to do good and to use evidence and careful reasoning to make their altruistic efforts maximally effective. Though the movement is relatively young, it has already had a significant impact. This module considers philosophical questions that are important for both evaluating and guiding the movement. They include: Are we obligated to give to charity? Should we always save the greater number? Should we always give to the most effective charities? Is it wrong to make the world worse for future generations? Should we be vegetarians? Is it wrong to contribute to collective harms? Is it wrong to support sweatshops? Can small harms to the many outweigh severe harms to the few? Should we be Effective Altruists?

Sample Reading

• Peter Singer, ‘Famine, Affluence, and Morality’, Philosophy & Public Affairs 1 (1972): 229–243

• Alastair Norcross, ‘Puppies, Pigs, and People’, Philosophical Perspectives 18 (2004): 229–245

• Julia Nefsky, ‘Fairness, Participation, and the Real Problem of Collective Harm’, Oxford Studies in Normative Ethics 5 (2015): 245–271

Module Assessment

The module is assessed by a summative essay. For BA students, the maximum length is strictly 3500 words. For MA students, the maximum length is strictly 4000 words. For MPhil students, the maximum length is strictly 4500 words.

Essay questions are modelled on the questions listed above.

Students are strongly encouraged to write a formative essay, which is due around the end of week 8. The formative essay is intended to serve as a draft of the summative and should therefore answer the same question. The maximum length is strictly 2000 words.

Philosophy Area B
The aim of this module is to equip pharmacists with key education, training and development skills to support workplace learners. Pharmacists completing this module will critically reflect on how to apply teaching and learning theories in the workplace, and develop their supervision, mentoring and coaching skills, in particular to identify complex educational needs or environments. Participants will consider the ways in which learners can reach their full potential and what to do in cases of difficulty. Learning about the fundamentals of assessment, peer observation of teaching, and educational policy will enable participants to develop a new local education and training programme or policy. Participants will be invited to identify a programme or policy with managers and educational leads in the workplace, in order to deliver tangible outcomes from undertaking this module.

This module is completed by pharmacists on the advanced professional practice route of the MSc in Advanced Pharmacy Practice (MScAPP) and can also be studied as a stand-alone short course. It is usually completed in six months, though pharmacists on the full MScAPP programme for over a year will complete this module over a longer period.
This module will follow on from PSYC0223, providing you with both more advanced tools for data manipulation and plotting, as well as further training in more advanced statistical procedures. The first half of the term will focus on so-called 'data wrangling' and the production of high-quality data plots, using the open-source software package R. In the second half of the term, you will learn how to use R to do the basic statistical tests you have already learned about in the first term more flexibly, as well as develop expertise in more advanced techniques, with an emphasis on so-called mixed effects models and regression.
This is an optional module for students on the MSc Clinical Ophthalmic practice programme. It will provide you with the skills and knowledge that will help you develop professional competencies and clinical reasoning skills which will inform your clinical practice in providing high-quality ophthalmic emergency care. This module will equip you with the requisite in-depth knowledge and competencies and critical thinking skills to enable you to assess, examine and manage a range of ophthalmic patients presenting with ophthalmic emergencies. It will help you develop critical decision-making in patient assessment and management. You will utilise clinical guidelines and current evidence to inform your practice. This module will help you gain the confidence to work within an integrated team in order to deliver high quality patient care. You will develop communication skills which will enhance effective communication with service users and engagement in multi-professional dialogue in care delivery.
The purpose of this module is to provide students with an overview of human anatomy and physiology such that they can intelligently develop biomedical engineering solutions and understand clinical colleges. Aims & Objectives To be able to describe the biochemical and structural organization of the body; To be able to describe the functions of the main organs of the body; To be familiar with some basic pathologies and how they affect the function of the body; To understand how knowledge of anatomy and physiology is utilised when developing biomedical engineering for use in treating or managing the conditions chosen for the Case Studies.
Specialism grouping not a taught module
This module is intended to meet the growing and recognized need for those in the field of risk and disaster reduction to follow a multi-hazard approach. Therefore, those in this field need to have an understanding of the hazards and vulnerability from a wide range of both natural and anthropogenic hazards. This module also intends to meet the need to understand a hazard in context with its vulnerability in order to help bridge the gap between studying the causes of a hazard and its implications for individuals and society, policy makers, and industry.

This module will provide a basic scientific knowledge for a number of individual natural and anthropogenic hazards and their vulnerability, likely to include the following: Extra terrestrial hazards such as Extra-Terrestrial Impactors and Solar Flares, Geophysical Hazards such as Earthquakes, Tsunami, Landslides, and Volcanoes, Meteorological events such as Windstorms, Tornadoes, Flood, and Drought, and Anthropogenic Hazards such as Water (availability and contamination), Pandemics, Terrorism, Cyber-crime, Crowding, Health.

The student will learn to compare and contrast the different severity imposed by such natural and anthropogenic hazards, with specific reference to their frequency, geographical extent, economic vulnerability, human vulnerability, our ability to forecast or predict them and the scientific limits on these.
In this module, students will examine some of the core topics in contemporary philosophy of science. There are three core themes: (1) What counts as scientific knowledge. (2) What counts as a scientific explanation? (3) What role does classification play in science? These themes will be examined in the context of some working examples from scientific practice. These topics will be integrated with topics discussed in other modules, such as models, representations, mechanisms, causality and evidence.
The module aims to equip you to tackle a significant challenge in the application of artificial intelligence to healthcare data. You will demonstrate a sound justification for the approach adopted as well as evidencing their originality (including exploration and investigation) and a self-critical evaluation of their solution’s effectiveness. You will develop a critical awareness of current problems and new insights in the field of artificial intelligence, as applied to healthcare, and  knowledge of developments in the domain.

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

 identify the main approaches used in implementing machine learning algorithms in healthcare
	 understand the challenges involved in dealing with healthcare data, how is cleaned, curated and represented
	 design and implement a machine learning algorithm using the relevant software packages and techniques, including high performance computing hardware
	 plan and complete a project as part of a team
	 assess the statistical methods used in the evaluation of  machine learning in healthcare
	 apply approaches to optimizing and improving a machine learning algorithm
	 effectively summarise and present the findings of a machine learning project
You will report fortnightly on the progress made towards your final goal. You will make short presentations following an agreed format and receive verbal feedback on their progress.
Students in the fourth year of our MSci programme spend the whole year working in a research laboratory within the department. A range of project titles are offered by SMB staff in areas that complement the taught material in the Molecular Biosciences degree programmes. Under supervision, students will carry out original experimental, modeling, bioinformatic or analysis work over terms 1 and 2.

Delivery will be through laboratory or computational work and discussions with supervisor and other members of the host laboratory. Lectures/seminars/lab meetings and workshops will be used to give general advice on experimental design, time management, analysis of results, report writing and preparation for presentations. Students will maintain detailed records of their experiments and use these to prepare a comprehensive report of all their research (materials, methods and results) in the style of a paper from the Journal of Biological Chemistry.

Bioc0024 is assessed via a grant proposal exercise where students will be asked to consider the background to their project, the hypothesis and aims, experimental design and expected outcomes and benefits.
The module investigates the proposition that different ways of researching, working and communicating architectural history allow different information to be obtained and different things to be said about the subject, and different audiences to be reached. The module introduces students to some of the different ways in which architectural history may be researched, applied and communicated outside of conventional forms of scholarship, and to some of the basic skills involved.

Students successfully completing this module gain an increased knowledge of these different areas, and an introduction to the skills involved. Students also gain a greater awareness of the benefits and challenges such activities offer to the discipline of architectural history.
The module introduces students to the main currents of modern European drama and theatre by providing an in-depth analysis of twelve most representative plays by Henrik Ibsen, A. P. Chekhov, Luigi Pirandello, Bertolt Brecht, Witold Gombrowicz, Jean Genet, Max Frisch, Eugene Ionesco, Samuel Beckett and Tom Stoppard. The student will acquire knowledge of advanced methods of drama analysis and enhance their skills in drama and theatre analysis.
In July 1943, Allied armies invaded Sicily, leading to the collapse of Mussolini's Fascist regime. Thereafter, Italy lived through perhaps the most tumultuous period in its history. As the Allies and Nazis battled it out, the resistance and recalcitrant Fascists fought a civil war behind the lines. With the Liberation came new expressive freedoms, but also social conflict and economic crisis, and the difficult process of constructing the political ground rules for the post-war Republic. When the Cold War began in 1947, Italy, which had the largest Communist Party in Western Europe, found itself on the front line. Meanwhile, as the first signs of economic recovery appeared, Hollywood, and American culture generally, fuelled new aspirations. 

This course studies the cinema and literature that reflected many of the issues of the decade following Mussolini's fall. It will also serve as an introduction to the study of narrative in film and literature more generally. The themes covered may include realism and 'Neorealism'; ideological conflict and propaganda; the legacy of the resistance; consumerism and glamour. 
This course provides practical training in transcribing, understanding and interpreting a range of the documents employed in personal, legal, financial and administrative transactions in England and Wales from the sixteenth to twentieth centuries. It enables the students to read archives and to develop an understanding of their legal and administrative backgrounds. Topics covered will include development of letter forms from 1500 to 1900; specialist secretary, financial and legal scripts; palaeographical abbreviations and contractions; orthography in vernacular writing from 1500 onwards; historical chronology and dating; overview of English land law and its underlying concepts from 1500; diplomatic formulae; methods of authentication; application of diplomatic to modern electronic media.

Learning outcomes: By the end of the module, students will be able to transcribe the different scripts, including the specialist legal, financial and charter hands, accurately and with reasonable fluency. They will also understand the historical and legal contexts in which the records were produced and will know the meaning of the diplomatic formulae employed, which will enable them to provide competent archival finding aids and to assist visitors in the search room who may have trouble reading and interpreting difficult scripts and documents.
‘Principles and Practice of Oral Health Promotion’ is a module that provides a detailed account of health promotion principles and practice. It provides students with a comprehensive understanding of the theoretical basis for health promotion and the practical implementation of health improvement actions in both clinical and community settings.

After taking this module, students will have developed:


	A broad understanding of the principles and practice of oral health promotion,
	
	
	Knowledge of the evidence base underpinning oral health promotion,
	
	
	An understanding of the steps and skills involved in planning and evaluating oral health promotion activities and strategies.
	
This module is open to students registered on the MSc Dental Public Health.

Students attend 14 lectures in Term 2 of the academic year, delivered by a mix of internal UCL staff and external lecturers. 

Selected Reading List 


	Delivering Better Oral Health https://www.gov.uk/government/publications/delivering-better-oral-health-an-evidence-based-toolkit-for-prevention
	
	
	Sheiham A and Watt RG (2000): The common risk factor approach - a rational basis for promoting oral health. Community Dentistry and Oral Epidemiology.28, 399-406.
	
	
	Watt RG, Heilmann A, Listl S, and Peres MA (2016): London Charter on Oral Health Inequalities, Journal of Dental Research Vol. 95(3) 245–247
	
	
	Watt RG, Listl S, Peres M, and Heilmann A (2015): Social inequalities in oral health from evidence to action.
This module explores how London, as a global capital and (post)colonial metropolis, has been conceived as a city of migration through public history. The module sees students engage with the multiple genres and contexts which have made London’s history as a migrant city visible, urgent and relevant to contemporary communities and populations, from museums and walking tours, to novels and films, to digital histories. We examine how London’s migrant past, of both immigration and emigration, has been inscribed upon and produced through engagement with the urban space, investigating how the city’s historical geographies have been used to generate meaning in the present. We focus on the creation of public histories from experiences which may not leave an archival trace, which are ephemeral or spread across transnational spaces. We will grapple with the tensions of migration as a ‘usable’ and ‘consumable’ past as it remains a live political issue, the ethics of doing public history with precarious or marginalised communities, and managing demands for histories of ‘good’ immigrants or successful multi-culture. Using London as our classroom, students will critically engage with place-based public history case studies, learn from leading practitioners and develop understanding of the major debates of the field.
This module considers visual and material culture produced in German-speaking lands between 1450 and 1600. Renaissance and Reformation are two conceptual frames that have shaped the study of this period, which spans both the flourishing of cultural production informed by an interest in antiquity and the profound upheavals of religious schism that would reorder Europe’s political and social landscape. Over the course of two terms, we will interrogate the usefulness of Renaissance and Reformation for understanding “German Art” while gaining familiarity with a wide variety of media, from popular printed broadsides to carved wooden altarpieces, fine panel paintings and engravings, and the jewel-like vessels of elite art collections. We will also engage with some of the most significant artistic and religious debates of the period. Was Italian art superior to its Northern counterpart? What role should images play within Christian devotion? What should artists portray if the traditional subjects become inappropriate? We conclude with the historiographical question of how the Reformation and the so-called Northern Renaissance in the sixteenth century have impacted the discipline of Art History as a whole.
This module offers students the opportunity to think theoretically, empirically and experientially about how gender and sexuality imbue our social worlds, particularly in relation to education. It combines a theoretically-framed engagement with how concepts of gender and sexuality are constructed, with an activist-orientated approach to how they might also be contested. The module engages directly with the concepts and praxis of feminism and opens up opportunities for thinking and doing gender differently. The module aims to encourage each student to reflect critically on their own position in relation to gender, sexuality and other axes of oppression, and on their role in reproducing and/or resisting dominant or normative relations. The module invites students to engage publicly with key issues raised in the module, such as gender and sexuality across time/ generations/ families, in (social) media and in schools, not least through forms of assessment such as blogging.
This module will allow students to analyse new insights into current problems in their field of study, referring to their systematic understanding of current knowledge. They will learn modern concepts for restorative dentistry and the application of new materials, allowing them to choose the best approach to treatments for their patients. It will advance their knowledge and understanding enabling them to continuously develop professionally. It will allow students to communicate conclusions clearly to specialist and non-specialist audiences.

The module will allow students to develop self-directed learning skills and to develop confidence in dealing with their patients, whilst understanding their limitations.

This module is a compulsory module for students studying the MSc in Restorative Dental Practice (3 year programme). Students in their 1st year of study will need to undertake modules DENT0141 and DENT0142.
This module is compulsory and needs to be taken by all students completing the MSc in Special Care Dentistry.
This module explores the centrality of ideas about gender and sexuality to international politics, with a particular focus on the production of human (in)security from national borders and migration to war and terrorism. The foundation of its approach to ‘gendering’ the international, is to pay attention to the ways in which the geopolitics of security are understood and experienced by people in everyday life. The course draws upon a range of case studies to examine the connections between gender, sexuality, ethnicity and the nation state, war, military power and globalisation at multiple scales. This includes for example frameworks of human rights and (in)security; combat and sexual violence; displacement, nationalism, social movements and the global reach of Western military power.Preparatory Reading

Butler, J. (2010). Frames of war : when is life grievable? London: Verso
	Enloe, C.H., 2014. Bananas, beaches and bases : making feminist sense of international politics 2nd ed.,
	Sharoni, S., Welland, J. & Steiner, L. (2016). Handbook on Gender and War, Northampton, MA: Edward Elgar Pub.
	Puar, Jasbir K. Terrorist Assemblages: Homonationalism in Queer Times. Durham, NC: Duke University Press
This module explores design methods for blended and online education with a specific focus on Learning Design. Learning Design requires a good understanding of the learning process and of suitable teaching strategies, with the aim to create a rewarding learning experience. The module will engage in debates on different design approaches and theories to develop knowledge around the whys and hows of teaching and learning with digital technology. Using specific tools, students will build their own learning designs alongside scholarly justifications of their decisions, with a focus on making appropriate use of technologies to support learning in a variety of contexts from augmenting to fully replacing face-to-face interaction.

This module is appropriate for educators and professionals engaged in the design of online courses and various formats of blended learning. The primary focus is on adult education and training, but knowledge transfer to other contexts, including schools, is possible. We recommend that participants without any experience of blended or online learning take a short free MOOC (Massive Open Online Course) on a topic of choice prior to the module.
The module examines the housing development process to highlight the economic concepts and financing options and criteria that constrain housing development. Discussions will cover an overview of housing development, housing development cycles, the housing market, market analysis, housing development financing and appraisal of housing development through ten two-hour lectures delivered by the module coordinator and, where possible, guest speakers. Furthermore the class is divided into two tutorial/seminar groups that meet at alternate weeks for four optional one-hour tutorial/discussion sections facilitated by the module coordinator over ten weeks. By completing the module, students will be equipped with the knowledge and skills to enable them to identify new housing market opportunities and structure a development financing package that maximises the developer’s objectives.
The first aim of the module is to introduce the scientific theory and application of statistical analysis to smart energy data. Data visualization, sampling methods and hypothesis testing are presented, followed by inferential statistics such as parametric t-tests and analysis methods ranging from descriptive statistics to correlation and multivariate analysis using RStudio. You will learn to carry out simple data analysis tasks using energy related data, an essential skill for any career path in the Smart Energy sector. The module also introduces students to how the Internet of Things technologies, combined with energy data monitoring and control technologies, may be applied in the built environment. Their increasingly important role in reducing costs and increasing efficiency and customer satisfaction is discussed. The module assumes no prior knowledge of Statistics.
This module foregrounds the lived experience of practitioners, professionals, researchers, patients and members of the community more generally. It will comprise a series of two-hour seminars bringing in a broad range of contributors with a variety of different experiences and perspectives.

These seminars will inform the students; in producing their three assessable outputs: a journal, logging the weekly workshops, a podcast and summer conference. The conference will take place towards the end of term 3, will be organised by the students, with invited speakers and 3-4 short talks from other programme contributors.

This module is taught on the UCL EAST campus in Stratford.
This module is only for affiliate students at UCL in Term 1.

 This module builds on a base of Russian achieved at your home university, and covers verbal aspect, further grammatical case endings (singular and plural), and expands the core vocabulary to about 1200 words, developing such spoken and written topics as “Health”, “Food and Eating”, “Friendship”, and ”Family life”. The textbook is supplemented by additional materials including Russian news video clips, Russian cartoons and popular songs. Equal emphasis is paid to speaking, writing, reading, and listening skills. There are regular tests and students are expected to use on-line resources to reinforce their knowledge.
Cinema is not only an important art form but also a powerful medium for entertaining, educating, and/or indoctrinating people. At the same time, cinema is an extremely powerful way of transmitting cultural memory, reflecting or creating national mythologies and fates of individuals. Eastern Europe is a region in which memories of previous traumas (and the results of these traumas) are still of major importance as they reflect not only the past but also the continuous political and social changes in this region of the world.

Some of the most outstanding directors in the history of cinema come from Eastern Europe yet the cinema of the region as a whole is not well-known in the West. In this module we are going to see and discuss films that are widely recognised as outstanding or innovative and will place them in a European and global context through the framework of manipulating, constructing and regaining memory.

At the same time, the module provides a critical and theoretical introduction to film analysis focusing on narrative form, mise-en-scène, cinematography, editing and sound while providing students with analytical tools needed to interpret and write about films by identifying the elements of film art and the terminology to discuss film techniques.
 

In this module we will explore the relationship between writing and the city in modern and contemporary culture - fictional and non-fictional writing, film, photography - across a century of breathtaking change. The module will frame representations of the specific modern cities within the rich cross-cultural history of critical engagement with the city in literature, drawing connections between urban writing and themes and topics such as isolation, desire, modernity, nostalgia, home, and exile. Some but not all examples may refer to East Asia. Details about primary and secondary reading will be made available by the module tutor.

Teaching delivery:

The module will be taught in weekly two-hour sessions that will combine lectures with seminars and small group discussion. The module has a dedicated Moodle site with general reading lists and details of readings for each session. Sessions will combine author context, readings in theory, and exploration of primary texts. 

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

read and reflect on individual texts and authors
	engage critically with aspects of theoretical discourses around the city in literature
	explore and interrogate the relationship between urban life and fiction 
	employ close reading to analyse the role of the city in the text 
All primary texts are available in English translation. The final selection of texts each year is subject to change. 
Feminist legal theory offers a challenge to conventional ways of understanding the form, meaning and function of law and it offers a critique of foundational assumptions about law. This module first will examine feminist legal theory both in conceptual analysis and in practical argument. We will look, for example, at law’s theoretical underpinnings and its assumptions about the nature of the state and the individual.
Feminist legal theory offers a challenge to conventional ways of understanding the form, meaning and function of law and it offers a critique of foundational assumptions about law. This module first will examine feminist legal theory both in conceptual analysis and in practical argument. We will look, for example, at law’s theoretical underpinnings and its assumptions about the nature of the state and the individual.

 
The module’s central themes are national identity and nation-building in Italy between Unification and the First World War. The first seminars are taken up by a theoretical and historical discussion of nations and nationalism, and by preparatory study of the state of Italian society in 1860. The main body of the module comprises topics that may include the following: education and children’s literature; crime and criminal anthropology; political culture; feminism; opera; patriotic monuments; Italian cuisine; Futurism; the South; the Giolittian state. A representative work is studied for each topic, along with a wide range of historical and theoretical material. Students are therefore expected to know the set works in detail, to engage with new theoretical concepts, and to develop a good understanding of the central questions related to the issue of national identity in Liberal Italy. 
The Arts of Living

One of the most enduring origin stories of the modern European avant-gardes is that they wanted to transform art into life. But what exactly does that mean? Why must art end for life to begin? And what other stories are there to be told, if we broaden the scope of modernity and of who/what counts as living? Focussing on modern art and architecture between c. 1900–1950, this module will engage with the different ways in which artists, architects and writers figured, staged or produced “life” – in material, social or ecological form – within art and at its very margins. The module will think about how concerns with vitality relate to questions of gender, race and class and introduce different frameworks for understanding modernity’s multiple arts of living.
'Between the Body and the Worms': Medicine and Death in Late Medieval Art

From exposed lungs in anatomical manuscripts to decaying marble corpses in churches, this course explores how living and dead bodies were represented in the late medieval period (ca. 1250-1500). Engaging with both contemporary theoretical approaches to the body and issues of making, we will question what such objects can tell us about medieval people’s multifaceted and diverse attitudes toward their own bodies and mortality. We will consider a myriad of scientific, religious, and secular objects from medieval Europe, ranging from manuscripts to illustrated poems, sculptures, and murals. By encountering medieval bodies as complex mutable entities which could be opened and wounded, the course explores such topics as anatomy, dissection, death, decay, the macabre, and the timely question of pandemics. How common or useful were anatomical illustrations? What was the role of images in a funerary context? Why would someone want to be immortalised as a rotting cadaver, eaten by worms for eternity? ‘Between the Body and the Worms’ explores such complex questions and the fascinating responses to the challenges of everyday life medieval bodies encountered.
In this module we look at how we communicate specialist knowledge to non-expert audiences. Drawing theory from linguistics, multimodal communication, semiotics, sociology and philosophy, we attend to possibilities and opportunities arising in the sociocultural contexts of communication.  We will examine a range of multimodal texts, such as blogs, videos, newspaper articles, museum exhibitions and podcasts, in order to reflect on the communication strategies used across modes, such as writing, image, video and sound.

This module will support students in developing resources for communicating meaning effectively when adopting the role of mediators of specialist knowledge. How do you explain something intrinsically complicated to people who are not trained specialists?

A key focus is on the presentation of knowledge to the general public – examples include an educationalist explaining matters of policy, a scientist explaining scientific concepts to non-expert audiences, and the effective curation of an art exhibition for public consumption. The module will contrast the communication of knowledge from STEM areas with those in the arts and humanities.

How can we and should we transform specialist knowledge in order to communicate it to non-experts? What is the role of the mediators of knowledge and the possibilities available to them to make meanings and engage with audiences?

The module will incorporate a critical consideration of the concept of expertise and provide an opportunity for students to produce and have discussed their own communicative artefacts in the form of videos/blogs or other creative pieces.

Assessment for this module has two components. First, the production and presentation of an artefact (e.g. poster, video, blog) that communicates knowledge about any topic chosen by the students. Second, an essay which will critically discuss the communication resources chosen in the making of the artefact.
The Musculoskeletal Biomechanics and Biomaterials module is divided into two components: Biomechanics and Biomaterials.  Biomechanics studies the structure and function of the human musculoskeletal system, by applying principles of mechanics.  It introduces students to concepts of biomechanics and applies these concepts to human body movement, particularly those pertaining to gait, physical activity and loading to the joints. The biomaterials aspect of the module will introduce students to a spectrum of biomaterials used as medical devices in orthopaedic disorder treatment, biological-biomaterials interactions, host responses, and biomaterials evaluations.
The Transformation Trends and Emerging Technology Review module requires students to critically assess how technology is changing and impacting business transformation. They will:

Select an emerging technology for the group to analyse
 Describe the heritage and maturity of the emerging technology, including any key components or subsystems
 Evaluate the potential for the technology to influence transformation approaches including the ultimate sources of value
 Identify barriers and risks to the successful growth of the new transformation approaches using this technology
 Reflect on the role of leadership in underpinning the transformation approaches, including leading and developing people (internally) and developing collaborative relationships
 Use a suitable template to summarise the outlook for the transformation approaches
The aim of this module is to equip pharmacists with key skills to develop and demonstrate advanced pharmacy practice. Pharmacists completing this module will develop a critical understanding of the use of professional development frameworks as a tool for continuing professional development, and how to advance knowledge, understanding and professional development through critical reflective practice. Through development of a portfolio, pharmacists completing this module gain insight into the practical application of professional development theories and policy. Pharmacists are encouraged to identify areas for development in consultation with their peers.

This module is completed by pharmacists on the advanced professional practice route of the MSc in Advanced Pharmacy Practice (MScAPP) and is usually completed over one to two years. It can also be studied as a stand-alone short course over one year.
Artificial intelligence can assist surgeons and other healthcare professionals when performing modern computer-assisted medical procedures.

This module will first provide an introduction to artificial intelligence (AI) and highly transferable skills for biomedical engineering problems, including:

basic concepts and methodologies in contemporary machine learning (ML) and other AI applications, with a current focus on deep neural networks; and
 practical engineering aspects, from Machine Learning model selection, implementation, training, validation to deployment.
The second part of the module will introduce applied Machine Learning methods in surgery and intervention, including:

a systematic overview of common tasks carried out during surgical procedures, examples including surgical workflow recognition, instrument localisation and intraoperative data fusion;
 hands-on experience in applying ML for these complex tasks; and
 an understanding of their challenges and limitations.
This module is designed to be highly hands-on with real-world application tutorials using modern deep learning frameworks such as TensorFlow with Keras.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

Students must complete an independent research project, normally with a supervisor from the Comprehensive Biomedical Research Centre at UCLH or a NHS-funded research initiative run in conjunction with UCL. Some projects will be subject to ethical approval and full CRB clearance.

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
This module starts by asking the question: what do we mean by learning? It then goes on to consider the implications for leaders and managers if they are to promote effective learning and the role of the wider community in supporting and enabling learning. The role of staff within a school, college or educational system is key to success, and this module considers two ways in which human resource management links to learning and the implications of this for leaders and managers. The importance of continuing development for staff and the support and growth of learning communities is stressed. Finally, the module considers the importance of practitioners both using available research evidence and data from outside and from inside the institution and system.
Specialism grouping no teaching
This module provides detailed knowledge of female anatomy and physiology, and pathophysiology during the life course of a women from in-utero development of the reproductive tract, the anatomy of the female reproductive system, hormones, puberty and the menstrual cycle, and disorders of sexual development, to menstrual problems, the lower urinary tract and pelvic floor, and menopause. It covers the basic science that underpins the clinical diagnosis and treatment of reproductive health issues covered in the IFWH0008 Reproductive Health module and includes discussion of social and global issues in female pathophysiology.

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

The anatomy and developmental biology of female reproductive organs;
	Normal female reproductive physiology;
	Female reproductive disorders;
	Social and global issues in female pathophysiology.
The module comprises lectures, tutorials, discussion sessions on social and global issues in female pathophysiology, and a scientific journal club. There may be opportunities for a dissection room practical and an interactive session on histology and histopathology of the reproductive tract. 

Recommended reading: Johnson, M.H. Essential Reproduction. Eighth ed. 2018  
This module aims to give you qualitative, mixed-methods and participatory research skills that can be applied in public health practice. Qualitative research involves collecting, analysing and interpreting non-numerical data such as audio, video, text and visual images.  Mixed-methods research is the collecting, analysing, interpreting and synthesising of both qualitative and quantitative data in a study. Mixed methods research is increasingly used within public health research and evaluation and in randomised controlled trials. Mixed methods are particularly useful when examining complex social phenomena such as attitudes, experiences and behaviour. Participatory research approaches are those in which knowledge is produced by affected communities in partnership with researchers. 

This module will introduce you to the principles of qualitative and mixed methods approaches (including what they are and why you might want to use these approaches), as well as equipping you with practical skills (including interviewing, facilitating a focus group, qualitative data analysis and data integration).  You will also learn the principles of literature review and quality appraisal of both qualitative and mixed-methods studies, as well as learning how to design and conduct participatory research. The assignment is to design and write your own research protocol with a formative presentation to give you feedback and guidance. The module is highly participatory, with small and large group discussions, and practical sessions facilitated by expert tutors.  Interdisciplinary examples from high-, middle-, and low-income countries will be used to illustrate core methods and facilitate your learning.

Aims: 

The overall aim of the module is to equip participants with the knowledge and skills to design, conduct, analyse, report and critically appraise qualitative, mixed methods and participatory research projects.
The module introduces basic concepts about health and disease, how healthcare services are delivered, and examines the patient experience of healthcare. You will also learn about hearing care pathways in the UK, professional roles within audiology, registration requirements and expectations of professional behaviour.
This is a compulsory module for Year 3 students on the MClinDent Periodontology programme. Subject studied may include the following:

Advanced Implantology
 Clinical Patient Care
 GBR immediate implant placement
 Guided bone regeneration
 Hard and soft tissue integration
 Immediate loading
 Implant Surgery
 Implant treatment strategies
 Orthodontics
 Partially edentulous patient
 Perimplantits
 Review of implant surgery
 Soft and hard tissue management
Aims:

This is UCL Computer Science’s principal entrepreneurship module for PhD 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 is highly practical and will be the start of a student’s journey from engineer/ scientist to venture engineer/ scientist. The lectures will provide an overview of the key elements a “deep tech” entrepreneur needs to have a grasp of to develop a market leading business. Topics covered will include ensuring a student’s idea meets a genuine customer need, to the importance of rapid learning cycles and minimum viable products, through to the art of sales and raising finance.

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.
	Founding teams and finding the right co-founder
	The critical art of sales and business development
	Delivery channels and customer relationships.
	Business Plan and Preparing a Pitch.
	Developing sustainable competitive advantage. Intellectual Property Rights.
	Defining and testing critical business model uncertainties. Measuring progress
	Common start-up metrics.
	Sources of Funding. Presenting to VCs.
Requisites:

To be eligible to select this module as an optional or elective, a student must be registered on an MRes or PhD programme for which it is formally available.
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.
Students following the MSc Smart Buildings and Digital Engineering are required to submit a 10,000-word dissertation. The dissertation provides students the opportunity to develop a substantial piece of work in a topic of their choice. Students apply what they have learnt in the taught-components of the programme and autonomously tackle, with the help of a supervisor, an important subject within the field of Smart Buildings and Digital Engineering. The dissertation project is also an opportunity for students to research, in-depth, a topic of their own interest and develop skills to conduct a detailed theoretical and empirical research on that topic.

The topic of the dissertation, which is supervised by a member of BSEER staff, is selected by the student in agreement with the programme director. It can be taken from a wide range of subjects related to the main themes of the programme and may be selected to assist career development or because of its inherent interest. Collaboration with industry for the selection of dissertation projects will be encouraged and facilitated whenever possible.

The aims of the dissertation module are to:

· Apply the theory, methods and research knowledge acquired over the programme to a substantial, research-based study.

· Collect or collate, prepare and appropriately analyse primary data

· Gain a specialist knowledge in the chosen subject area

· Contribute to the development of knowledge in the chosen subject area

· Extend academic skills to a more substantial study
The purpose of the research project is to provide an opportunity for students to learn and carry out laboratory based techniques and to gain the experience of being involved in the management and co-ordination of research work within a skilled and supportive environment. There is also the potential for publication of work in peer-reviewed journals if appropriate.
This is the Dissertation module for the MSc Social Policy and Social Research
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges.They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This module will cover theoretical and research literature on central concepts and methods of Cognitive Behaviour Therapy as applied to eating disorders and will include the practical teaching of fundamental skills for the application of CBT-ED. The focus will be on assessing the eating disorders and equipping students with core skills and knowledge to formulate different eating disorder presentations. Skills based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by programme members and individual/group supervision in the place of work. Self-directed study will include general reading for each programme 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.
During the first half of this module you will develop practical skills in computing and discover how they can be applied to real-world scientific problems. During the second half of this module we will examine how science and other aspects of society shape each other. We will reflect on the damaging impacts of science in some contexts, and consider how interdisciplinary approaches may contribute to dealing with some of the most urgent problems we face.

In this module, you will:

Learn basic computational modelling skills in the Python programming language,
	Use these skills to develop a solution to a genuine scientific problem,
	Develop critical thinking skills about the role of science in society
	Explore how multi- and interdisciplinary approaches can help address global challenges.
	Give a short presentation and offer constructive feedback to peers.
	Draft a summary of a research paper to develop academic writing skills.
 
Course and Curriculum Design in Medical Education is an introduction to the theories and models and the practical and political considerations in curriculum design. This includes analysing factors contributing to the differences between the planned, taught and learned curriculum and the importance of assessment methods in curricula.

After taking this module, you should be able to consider the various components which make up a curriculum and identify different theoretical and philosophical approaches to the development of a curriculum. You will be able to recognise the importance of assessment methods in aligning hidden and intended curricula and addressing barriers to learning, while considering the impact of external agencies on the content and delivery of undergraduate and postgraduate medical curricula.

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark.
The course is designed for advanced level students requiring the language for general vocational and professional purposes. It teaches specialised vocabulary to enable participants to use their language skills in a more professional environment, such as meetings and interviews, as well as covering related topics such as current affairs and the latest trends in Portuguese society. The course will enhance knowledge of Portuguese 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 relating to students’ degree programmes will also be covered and the confidence in using these skills in a variety of situations will be improved.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences.  The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist medical texts, note-taking and debates as well as other related topics. These areas will be related back to medicine.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences.  The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist medical texts, note-taking and debates as well as other related topics. These areas will be related back to medicine. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

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
This module investigates fundamental law-and-economics principles underlying corporations and markets.

The module is an introduction to the principles and methods of the law and economics of corporations and markets. Law and Economics (also known as Economic Analysis of Law) has had a tremendous impact not only on legal scholarship, but also policy making and legal practice. Often, the legal framework governing corporations and markets is taken for granted, without a clear understanding of the underlying economic problems that legal rules seek to address, or the effects that they have on incentives, the operation of corporations, and market structure. This module will use economic analysis of law to explore how informational asymmetries between corporate managers, shareholders and creditors arise, when market concentration results in inefficiencies, and which regulatory responses to these market failures corporate law and competition law have developed. Without assuming any prior knowledge in economics, the module approaches these topics from both a legal and an economic perspective.
This module investigates fundamental law-and-economics principles underlying corporations and markets.

The module is an introduction to the principles and methods of the law and economics of corporations and markets. Law and Economics (also known as Economic Analysis of Law) has had a tremendous impact not only on legal scholarship, but also policy making and legal practice. Often, the legal framework governing corporations and markets is taken for granted, without a clear understanding of the underlying economic problems that legal rules seek to address, or the effects that they have on incentives, the operation of corporations, and market structure. This module will use economic analysis of law to explore how informational asymmetries between corporate managers, shareholders and creditors arise, when market concentration results in inefficiencies, and which regulatory responses to these market failures corporate law and competition law have developed. Without assuming any prior knowledge in economics, the module approaches these topics from both a legal and an economic perspective.
The independent project provides an opportunity for the student to focus on a particular research question that interests you. An independent project must represent original research. The project may involve collecting and analysing new data, analysing existing data, or presenting a new theory. Students have the option to propose their own master's project topic and discuss this with a potential supervisor or select one from a list of suggested projects.
Between 1912 and 1923, the relationship between Britain and Ireland was fundamentally reshaped by revolution, partition and independence. New political movements and war violence were central to these changes, including the First World War, the Easter Rising, the War of Independence, internecine sectarian violence and the Irish Civil War. The results remain with us to this day: the United Kingdom of Great Britain and Northern Ireland was established in this period as was the modern independent Irish state. This module will examine what forces led to such major change in Ireland and provide students with the background knowledge to write dissertations on this turbulent period. It will also examine the impact of the centenary of this pivotal era for Anglo-Irish relations. The Special Subject will prepare students to write dissertations on Irish history in the early twentieth century using a variety of written, visual and oral sources.
This module will examine British slavery and itsimpact on public memory in the Caribbean and GreatBritain. This theme is particularly pertinent tocontemporary discussions on race relations in the UK and slavery’s enduring global legacies. Although total freedom from slavery arrived in 1838 for Caribbean colonies, its centuries-long history marked the evolution of power, empire, and politics within the Caribbean and its colonial relationship with Britain. Since emancipation publics in both places have debated vigorously on how this history should be considered and what sort of collective memory should develop on slavery’s history. This module will focus on these debates and how they have changed over time. Students will have the opportunity to read classic and more recent studies on the history of Caribbean slavery and memorialization. The module seeks to place in conversation Caribbean and British discussions on representation and memory. Applied historical methods will be included to develop student skills for analysing public memorials to slavery and emancipation.
For MSc Conservation students only: This module introduces students to the biodiversity conservation and agri-environment policies in which many rural biodiversity conservation issues in the UK are framed, with a particular focus on uplands. The course will: Introduce the policy framework for rural conservation, particularly national (England/Wales) and international policies for biodiversity conservation and national agri-environment schemes; Outline of particular priorities and challenges of upland conservation; Consider the different uses in an upland National Park and the issues in reconciling different priorities. This course usually revolves around a five day residential field study in Snowdonia National Park, North Wales, involving input from various Snowdonia National Park Authority Officers. This is preceded by introductory lectures on biodiversity policy, agri-environment schemes and upland conservation issues.
This module consists of a series of lectures examining: the historical development of interpreting; the influence of technology on interpreting provision; routes to professionalization of interpreters; conference interpreting provision, language status and institutions; community interpreting, interpreting as interaction and interpreting as a social practice; legislation, human rights and language politics; interpreting in the media, voice, in-vision and audio description. It aims to develop students' understanding of the different tensions and mechanism at play when interpreting is provided.
This module provides students with understanding of the role and implementation of emerging tools and technologies for stem cell and gene therapy applications. This includes the novel, groundbreaking biological tools such as CRISPR/Cas9, TALENs, ZFNs and synthetic biology used for genome engineering in addition to the technology platforms that are used for each of the key unit operations with respect to characterization and process development (e.g. microfluidics); the technology gaps in the analytical space, such as reliable in-process analysis and control tools, will be identified and discussed.

On completion of this module, students will be able to:

Understand and discuss the role and use of novel biological tools such as CRISPR/Cas9, TALENs and ZFNs for stem cell and gene therapy applications.
	Evaluate novel devices and tools used for novel therapeutic process development, monitoring, control and characterization.
	Analyse and discuss how synthetic biology can be used to design and engineer cells and their products.
	Demonstrate a working knowledge of typical technology platforms and unit operations used in stem cell and gene therapy development
	Review and justify the use of viral and non-viral technologies for gene replacement and editing.
	Critically evaluate the research literature pertaining to novel gene editing and characterization tools for stem cell and gene therapy applications.
This module helps students develop a critical understanding of construction procurement. It introduces students to key contemporary theories and cutting-edge case studies that will help them develop a multifaceted understanding of the procurement process.

Particular attention is devoted to Transaction Cost Economics, which is especially suitable to assess problems connected with interest alignment along the supply chain and the design of governance (contractual) arrangements that maximise the profitability of projects. In addition, Auction Theory and Agency Theory are introduced to understand how price negotiation and risk allocation occur between client and contractor.

The module begins with an introduction to the institutional aspects of procurement methods, including Traditional method, Design-Build method, Management Contracting, the Private Finance Initiatives (PFI), and other types of Public-Private Partnerships (PPPs). To help address the key issues in this area, PFI is used as an example to illustrate the complexity of the procurement process.

The module is made up of five classes addressing the following topics:

Introduction to construction procurement. An overview of the module
	Selection of an appropriate procurement method. How to govern the procurement process? (Transaction Cost Economics)
	Determination of contractual terms. How should incentives be set? (Agency Theory)
	Selection of a preferred bidder. How to select suitable award mechanisms? (Auction How to select the suitable award mechanisms? (Auction Theory)
	Project implementation. Case study applications
On this course students will get to grips with the some of the most basic and most important questions that political thinkers have struggled with over the ages, including:

What does it mean to come together in a political community?
What is a politics of fear?  And what might be a politics of hope?
What is the relationship between politics and violence and war? Between politics and morality?
How does politics balance the claims of order with the claims of liberty?
And how can we use politics to change the world?

Through close engagement with core texts that will include Aristotle, Machiavelli, Hobbes, Rousseau, Schmitt, Arendt, Havel and Foucault, this module will help students come to understand the key coordinates of political experience and political activity.
This module introduces students to the multidisciplinary and transnational study of the history and politics, peoples and societies of the Americas. From the pre-Columbian period to the present day, we will explore some of the major forces and processesthat have shaped and reshaped the regions of the hemisphere over time, thinking both comparatively and transnationally as we do so. To think comparatively, we will examine factors such as demography, geography, economy, culture, and ideology that led to both common patterns and historical divergences across the Americas. From a transnational perspective, we will be looking at the profound and continuous impact of exchanges and interactions between the regions, states, and peoples of the Americas over the module of history.
This course evaluates Russia’s strategy and foreign relations in the Middle East since 1945. In lectures and seminars, students will examine Russia’s shifting aims and interests in the region and compare Russian foreign policy in different domestic and systemic environments. The first part of the course examines how the Soviet Union’s competition with the United States shaped the Middle East. It then considers how the collapse of the USSR triggered a near decades-long absence from the region. The latter part of the course evaluates Russia’s ‘return’ to the Middle East and considers how Moscow pursues its interests in the context of intense regional instability, waning US influence, and the threat of transnational Islamist groups. Students will examine historical and contemporary themes in Russian foreign policy and explore the complex mix of factors that combine to influence it in a pivotal part of the world. The course provides students with a solid grounding in theories on the domestic and international dimensions of Russian strategy in the Middle East, and sufficient empirical knowledge to evaluate arguments associated with different analytical approaches. Our aim is to consider what drives Russian strategy in the Middle East, taking in concerns about state cohesion within Russia, to considerations of identity, security, trade, geo-economics, and the management of regional conflicts.

Sowing the seeds of crisis: superpower competition in the early Cold War
	Soviet policy and the Arab-Israeli conflict 1948-73
	Soviet alliances in the Middle East 1952-1991
	Revolution in Iran and the Soviet invasion of Afghanistan
	Russian policy after the collapse of the USSR
	From cooperation to conflict: Putin and the War on Terror 2001-2008
	Russia and the ‘axis of resistance’
	The Russia, Turkey, Israel triangle: the limits of cooperation
	Russia and the GCC: energy diplomacy and the fight against Islamic extremism
	Conclusion: Evaluating Russia’s return to the Middle East
This module focuses on the famous city of Babylon in southern Iraq, during its brief heyday as the centre of a powerful territorial empire ruling most of the Middle East (c.627–539 BC) under kings such as Nebuchadnezzar and Nabonidus. How did such an ephemeral empire leave such a lasting impression, not only on its immediate successors but also on major world cultures right through to today? We shall also consider its powerful legacy in the Biblical and Classical traditions, and consider the extent to which archaeological rediscovery has affected those tropes.

Historiographically, the module will operate at several levels. You will learn to use a range of cuneiform sources (in translation), and to understand their strengths and limitations as texts and as archaeological artefacts. You will also think about how this primary documentary evidence works with, and against, external narrative sources from the Biblical and Classical traditions with which you may be more familiar. Conceptually, the emphasis will be on cultural memory: why has the name ‘Babylon’ resonated so powerfully for so long? What did it come to mean for different communities and polities in the ancient world, and what does it still mean today?

No prior knowledge is required, either of the period or of any ancient Middle Eastern languages. You will be expected to read two or three key works each week (all available on this Moodle), ahead of the seminar, and to be prepared to engage in constructive criticism about them in class.
This module focuses on the famous city of Babylon in southern Iraq, during its brief heyday as the centre of a powerful territorial empire ruling most of the Middle East (c.627–539 BC) under kings such as Nebuchadnezzar and Nabonidus. How did such an ephemeral empire leave such a lasting impression, not only on its immediate successors but also on major world cultures right through to today? We shall also consider its powerful legacy in the Biblical and Classical traditions, and consider the extent to which archaeological rediscovery has affected those tropes.

Historiographically, the module will operate at several levels. You will learn to use a range of cuneiform sources (in translation), and to understand their strengths and limitations as texts and as archaeological artefacts. You will also think about how this primary documentary evidence works with, and against, external narrative sources from the Biblical and Classical traditions with which you may be more familiar. Conceptually, the emphasis will be on cultural memory: why has the name ‘Babylon’ resonated so powerfully for so long? What did it come to mean for different communities and polities in the ancient world, and what does it still mean today?

No prior knowledge is required, either of the period or of any ancient Middle Eastern languages. You will be expected to read two or three key works each week (all available on this Moodle), ahead of the seminar, and to be prepared to engage in constructive criticism about them in class.
This module will enable students to examine major critical debates and issues that have shaped and challenged the discipline of History of Art. Each week will be devoted to a particular topic, which will first be presented by a staff member and then discussed in depth by the students through assigned readings. An important goal of the module is to locate methodologies and critical perspectives within their own historical moments and in their contested relation to other perspectives.



The module will focus around a set of readings, which students will be expected to have read with care. This is a seminar and not a lecture course and it will be most productive if students come to class with ideas, questions and comments on the readings. Each week a group of students will have the responsibility of leading the discussion of the readings after the presentation by a member of staff.



('MA Core Course'; 30 credits) is taught over 20 weeks with 60+ contact hours. It is assessed by two pieces of written work: an essay of 2000-2500 words, due towards the end of term 1; and a project of 4000-4500 words, due towards the end of term 2.
This module examines art production, patronage and performance in the formative period of Britain’s artistic history, covering the period from 1558 to c. 1650. Topics will include: the importance of the visual arts in the ‘cult’ of monarchy, in particular Elizabeth I; ephemeral spectacles such as masques, progresses and courtly entertainments; the representation of power and authority; the representation of women; the representation of dress and fashion; the influence of continental practice on English art and architecture; printed and medallic imagery; studio training and workshop practice; the effects of the Civil War on established patronage systems and art collecting and the beginnings of an art market.
Teaching Delivery: This module is taught in 10 weekly lectures. 

Content: This module is structured in two complementary parts. The first half examines the encounter of Greeks and Jews (or Hellenism and Judaism) in Antiquity, in the context of the Maccabaean revolt, the Jewish Diaspora, key figures such as Philo, Josephus, and Paul, early Christianity, and rabbinic Judaism. The second half term examines how prespectives on this encounter contributed to the development of modern European culture in areas including philosophy, theology, literature, psychoanalysis, and politics; how it shaped concepts such as Enlightenment, secularism, and reason; and the effect it had on the modern scholarship of Classics, Jewish Studies, and the ancient world.

Skills: By the end of the module, students should be able to:

• Demonstrate a comprehensive understanding of the issues covered in their readings, making reasoned and coherent arguments that contrast different views, and connecting them out to contemporary events and debates.

• Analyse and interrogate a range of sources, displaying a confidence in interpreting questions of authorship, context, and motivation.

• Confidently communicate their thoughts, ideas, and conclusions, both orally and in writing, considering the importance of audience, presentation, and purpose in deciding appropriate structure and delivery.

 
Teaching Delivery: This module is taught in 10 weekly lectures. 

Content: This module is structured in two complementary parts. The first half examines the encounter of Greeks and Jews (or Hellenism and Judaism) in Antiquity, in the context of the Maccabaean revolt, the Jewish Diaspora, key figures such as Philo, Josephus, and Paul, early Christianity, and rabbinic Judaism. The second half term examines how prespectives on this encounter contributed to the development of modern European culture in areas including philosophy, theology, literature, psychoanalysis, and politics; how it shaped concepts such as Enlightenment, secularism, and reason; and the effect it had on the modern scholarship of Classics, Jewish Studies, and the ancient world.

Skills: By the end of the module, students should be able to:

• Demonstrate a comprehensive understanding of the issues covered in their readings, making reasoned and coherent arguments that contrast different views, and connecting them out to contemporary events and debates.

• Analyse and interrogate a range of sources, displaying a confidence in interpreting questions of authorship, context, and motivation.

• Confidently communicate their thoughts, ideas, and conclusions, both orally and in writing, considering the importance of audience, presentation, and purpose in deciding appropriate structure and delivery.

 
Following the first term module Historical, Cultural and Theoretical Skills, this 30 credit module will be focused on an individual exploration that is both theoretical and practical. In addition, very specific tests will be carried out to help understanding in more detail certain aspects of the main project. This can entail the characterisation of materials, evaluation of environmental performances, analysis of growth parameters, multi-physics simulations or design aesthetics, all of which are then described and contextualised.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0073, for the full module description.
Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).
If you require any further information, please contact the History Taught Programmes Team.
The overall learning objective for this module is to consolidate the knowledge of biomaterials and biomechanics obtained from the study of Musculoskeletal Biomaterials and Biomechanics Part 1 -SURG0056, and enable the students to know how biomaterials and biomechanics are applied clinically for the treatments of musculoskeletal disorders.  The teaching is arranged as theme based.
The teaching content for this module will take a blended learning approach. As a prerequisite to taking this module you must have undertaken and successfully completed studies in the theory underpinning reading and spelling acquisition and development; either module 'Understanding Specific Learning Difficulties (dyslexia)' or equivalent. You must also have completed the 'Evidence Based or Evidence Informed Practice Specific Learning Difficulties (dyslexia)' module including the professional practice teaching requirements. In this third module you will require time with three pupils with literacy difficulties to assess their needs through a combination of standardised and informal assessments. You will be required to film two of these assessments, which will be observed with formative feedback given from an AMBDA qualified tutor. You will write three diagnostic reports, also receiving feedback from AMBDA tutors. By the end of the module participants should be able to apply understanding and knowledge of research based theoretical perspectives in a critical and analytic fashion to assessment and teaching decisions. You will be able to administer and analyse both norm-referenced and informal assessments of learners of different ages with reading, writing and spelling difficulties. Students will use current theories to inform their selection of materials for comprehensive assessment of the individual needs of learners with SpLD (dyslexia) of different ages. Students will develop self-reflection and professional expertise in administering and interpreting norm-referenced and informal assessment procedures with children and young adults with SpLD (dyslexia). You will be equipped to write competent professional reports containing diagnostic assessment and recommendations for intervention.
This is a 15 credit course that provides an introduction to the interaction processes that underpin the physics of ionising radiation as well as the methods that are typically used to quantify and measure it in the laboratory setting or clinical environment. The course also gives an introduction to the statistical methods used to assess its significance in research work and clinical practice.
This module enables you to explore a range of issues relevant to primary mathematics. We will focus on areas such as the development of early number skills, additive reasoning and geometric reasoning, in order to identify key issues in aspects of subject knowledge and pedagogical content knowledge.

As well as looking at these issues from an academic perspective, we will engage in a wide range of mathematical activites in order to better understand some of the challenges experienced by children in the clasroom. This module is for anyone that has an interest in the learning of mathematics in children up to 11 years of age.
Humanitarian action takes place in a variety of settings, including war, occupation, natural disasters, famine, and mass influx of refugees. International law provides guidance on how to address such situations and serves as a powerful tool for humanitarian work. This module explores the international legal framework within which humanitarian action operates. The framework comprises different branches of international law, including international humanitarian law, human rights law, refugee law, environmental law, criminal law, and (emerging) international disaster response law. This module will provide an introduction to these branches of international law to the extent they are relevant to humanitarian action. The module will examine a broad variety of issues, such as access to humanitarian assistance, forced migration, climate change, and protection of persons in the event of disasters and armed conflict. By the end of this module, you will learn about key documents, cases, and actors that define contemporary international law relating to humanitarian action.
 
The practical project forms a major part of the Integrated BSc in Mathematics, Computers and Medicine. This project will provide first-hand experience at the interface between biomedical research (especially laboratory- based research) and mathematical and computational analysis. The student will undertake a project supervised by a research-active scientist who is using mathematical or computational approaches to investigate a problem of biomedical interest. The project may include elements of laboratory-based work, but may also include projects, which are purely computational and/or mathematical. Projects may be supervised by appropriate individuals from across the range of UCL faculties.

Intended learning outcomes

Skills, knowledge and experience of carrying out an independent inter-disciplinary research using computational and/or mathematical techniques to investigate an open research question in biomedicine.
	Skills and experience in written and oral presentation of research.
	Critical appraisal of research limitations, including ethical and data privacy issues as applied to research.
	An understanding of the fundamentals of carrying out hypothesis driven science in a rigorous and reproducible way.
The purpose of this module is to introduce students to the practices of a social science research community. The module design offers students the opportunity to learn about research by directly experiencing it and reflecting on their experiences. Students will:

undertake a group research project under the guidance of the lecturer and seminar leaders
	learn about qualitative research methods and theories, and the advantages and disadvantages of these different methods
	work collaboratively, exploring research questions chosen by the class
This module covers the regulations and guidelines around Environmental and Social Impact Assessments for infrastructure, the process and techniques involved in conducting these assessments as well as their critical evaluation. The module also aims at providing students with theories, models, concepts and real-world examples to help them better understand recent trends in environmental and infrastructure planning, critically reflect on important issues and dilemmas affecting current practice (e.g. economic growth vs environmental protection; short- vs long-term interests; local vs global issues, individual vs general interests) and develop skills and knowledge to tackle complex infrastructure challenges, from mitigating climate change and developing clean energy to expanding green infrastructures and improving integrated transport networks.
The primary aim of BIOL0018 is to enable students to undertake an individual review of published literature on a specified topic with one-to-one supervision by an academic from the Department of GEE (UCL), its associated departments (UCL) and affiliated Institutions. You will develop skills in searching literature databases for scholarly articles relevant to your project, critically evaluating published work, presenting it in a scientific report and understanding of scholarly writing. These projects will not involve day-by-day working in a laboratory environment but you may attend group meetings and visit the laboratory. This can help provide a context for your review of the research literature. This module does not have lectures beyond an introductory lecture, and a ‘how to write up your project’ lecture.

Learning Objectives

Guided by your supervisor, you will learn how to:

Identify a scientific research topic that is suitable for review
	Collate and summarise research findings from the primary research literature and reviews
	Evaluate and compare your findings
	Present a structured written report following a specified format
	Convey your findings and conclusions to others in an oral presentation
Please note that you will be asked to indicate preferred topics from the list provided by the Project Tutor. The Project Tutor, in conjunction with the allocation committee, will then assign specific projects within these topics. Guidance on selecting topics will be available from the 3rd Year Tutor and the Project Tutor. It may be an option for you to design your own project with a supervisor of your choice at UCL. Projects cannot be designed with supervisors from other Universities. All projects must be agreed by the Project Tutor.
Studying this module, you will focus on the speculative property developer, identified as one of the most significant clients.

It will demonstrate to you how property developers operate and then embrace strategic decision-making, land acquisition, raising finance, predicting demand and managing risk. You will learn how to undertake investment project financial appraisals, sensitivity analyses and scenarios.

The lecture and seminar titles you will attend are as follows:

Introduction: Types of speculative developer including actors, roles and relationships in the development process. Simple methods of calculating investment returns and residual land valuations
	Project investment appraisal using net present value (NPV). Risk and uncertainty. Where do positive NPVs ‘come from’? Are property markets ‘efficient’?
	Required return under risk: market risk, Capital Asset Pricing Model (CAPM) and beta coefficient (beta).
	Managing risk and uncertainty: financial risk, unique risk and market risk.
	Group presentations; case studies of firms and projects.
Module Content

This course provides training in the use of digital media and provides students with an introduction to quality documentary filmmaking. The course will develop the students’ critical skills of film analysis through the practical application and experience of creating a short film and manipulating digital media and equipment to that end. The course responds to the growing wish among UCL students to use digital media as a tool in research. This course contributes to students’ intellectual formation by opening new ways of reading and understanding visual ethnographies achieved through a practical appreciation of the craft of documentary.

Learning Outcomes

Students will acquire:

The technical skills needed to complete a video project to a high production standard using digital video cameras and editing software.
	Practical, analytical and intellectual skills in using moving image and sound recording equipment and begin to understand how new technologies create new methodologies.
	An introductory level insight to the representational capacity of digital video.
Delivery Method

One 2 hour and one 3 hour seminar per week.

Additional Information

Throughout the course you will work in pairs of two. Who you will work with on the final film will be decided as the course progress and ideas for the final film are developed. It is preferable if you form your own working pairs.
How did the United States become the most powerful nation on earth? Popular narratives often stress the exceptionalism of the United States: an apostle of universal democratic liberty, brought out of its nineteenth-century isolation because of its unique commitment to democratic liberty. More critical narratives, by contrast, have argued that there was an elite project to turn the United States into a new kind of global empire, one which was profoundly contradictory to the true nature of American democracy.

This module will seek to test these conflicting interpretations by exploring the development of US power in the twentieth century, but also to transcend them by showing how the history of US foreign policy can be situated within transnational and global processes. We will examine US diplomacy, international relations, and economic and military interventions overseas. However, we will also explore other kinds of global connections, such as the often outsized role played by specific subgroups within American society whose gendered, racial, class-based and religious concerns transcended national borders. We will look at the development of supranational institutions and ideas. And we will explore the way in which the United States’ increasingly intense engagement with the rest of the world changed the nation at home, whether in terms of the strengthening of the federal state, the transformation of politics and society, or even the reconstruction of the landscape of America itself.
This module aims to provide an overview of the anatomy and physiology of voice, respiration, neurology and muscular contribution to voice as well as vocal assessment methods. Students are familiarised with voice care and how they may be able to help and advise vocal performers. This module is also available for the Distance Learning PGCert.
The module on Machine Learning and Data-driven Materials Science consists of a comprehensive exploration of the most effective data-driven techniques to solve problems in the field of regression, classification, dimension-reduction, feature extraction and clustering with particular applications to Materials Science. It provides students the essential state-of-art of machine learning techniques such as foundations of deep learning, supervised learning (on/off-line learning, linear ridge regression, neural networks, support vector machines, kernel, Bayesian Learning) unsupervised learning (clustering, granular computing, dimensionality reduction) and data feature extraction. The applications of fundamental knowledge from machine learning will be demonstrated through case studies in materials science using data from real experiments and public materials data repositories.
Forecasting is a fundamental business skill. Forecasts of the future are used in all areas of business, from operations and finance to marketing and entrepreneurship. Predictive analytics is about using data to forecast uncertain quantities and events.

This module introduces students to three key topics in predictive analytics: time series, regression, and ensembling, and develops students’ ability to think like a data scientist.

The module builds on ideas and tools introduced in MSIN0010 Data Analytics I and MSIN0023 Computational Thinking, including R and Tableau, statistical software used by the world’s leading data scientists.

During the module, students will work with example data sets to experience the stages of the data science process: they will visualise data, propose models that might fit the data, choose a best-fit model, use that model to make predictions, and test those predictions against new realisations.

Cases that illustrate the applications of data science to business problems will be used.
This is a one week Introduction and Orientation Module to year 1. 

Year 1 is arranged as a series of system-based consecutive modules each of which builds on knowledge, understanding and skills acquired in previous modules and  provides for the acquisition of further knowledge and skills in subsequent modules.

Each module is based on a physiological system and provides integrated teaching across all disciplines.  Clinical and Professional Practice modules run throughout the 6 year programme and provide teaching and learning sessions in a wide range of topics relevant to clinical and professional practice.
This is a course about statistical inference and its applications to problems from finance. It consists of theory based lectures, homework problem sheets and a computational project.

The course covers classical topics from statistical inference such as point estimation, confidencesets and hypothesis testing. Subsequently parametric and non-parametric statistical modelswill be discussed, as well as the Bayesian approach to inference. Time permitting we will also cover some elements of modern machine learning techniques. Examples from finance will be given throughout the course.

Foundations of measure theoretic probability theory and stochastic analysis: measure and probability spaces, random variables and distribution functions, Lebesgue integral, expectation of random variables, independence, law of large numbers, central limit theorem, conditional expectation, martingales, Itô integral, Itô processes, Itô’s formula. Data handling: cleaning and visualizing data. Statistical inference: parametric and nonparametric models, hypothesis testing and p-values, bootstrapping, parametric inference, Bayesian inference. Learning: supervised and unsupervised learning, linear regression, basis expansions and regularization, support vector machines, neural networks.
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences.  The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist medical texts, note-taking and debates as well as other related topics. These areas will be related back to medicine.The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

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 very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences.  The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist medical texts, note-taking and debates as well as other related topics. These areas will be related back to medicine. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

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
Fundamentals of Private Equity (PE) and Venture Capital (VC) provides an insider perspective on the PE & VC industry, and analyses the fundamental evolution of the PE & VC asset class over the past 30 years, from alternative to mainstream. The module will provide insights into key industry players, and case studies of some of the success and failure stories in the industry. It also answers key questions related to strategy, fund manager selection, incentive mechanisms, performance comparison, red flags in prospectuses, and more.

This module will provide students with a thorough understanding as to why PE/VC not only as alternative asset class but also an inextricable element of financial markets. They will learn to appreciate the macro-financial factors behind their phenomenal growth curve and why they are here to stay. We will cover international perspectives, industry perspective including practitioner led lectures and seminar series. Case studies will form a major part of the curriculum.

Learning Outcomes

On successful completion of this module you will be able to:

demonstrate the differences between Venture Capital (VC) and Private Equity (PE) and identify when and for what reason to apply each approach
identify the differences of PE/VC as an alternative asset class in relation to other asset classes
	critically assess global financial perspectives and trends in which PE/VC operate
	apply appropriate PE/VC functions in allocation of the investment portfolio
	research and apply understanding of relevant contextual trends and regional perspectives on PE/VC
	critically analyse case studies on PE/VC
Generating new data is essential for ongoing research. This module surveys research methods for STS and across the social sciences that contribute to the generation of new data. One aim is to develop skills using a diverse range of methods. Another aim is to understand the strengths and weaknesses of particular methods for investigating particular questions. Students are introduced to the theory and practice of qualitative and quantitative methods. Topics include: research ethics, research design, face-to-face interviews and focus groups, surveys, content and discourse analysis, and ethnography. No prerequisites.
State and centres of power, including non-state and semi-state organisations and institutions determine through their actions and trajectories how the past is used today. Heritage, or more specifically uses of the past, including interpretations of history, are closely connected to the actions of groups and political actors. In conflict and post-conflict contexts, heritage becomes an indispensable resource for political groups who attempt to govern, and in some cases, exert influence on geographies and populations with a view to influencing state-building and political trajectories. This module will explore the connections between politics, including of organised political groups, and the uses of heritage and how in turn that affects public history. Specifically, it will examine the ways in which heritage is exploited, appropriated, transformed and sometimes destroyed in contexts of political contestation and competition for legitimacy and resources. The module will examine the impact of these dynamics on public history. A key focus of this module will be to critically examine the nature of evolving political systems and configurations of power and the impact politics has on heritage, history and people. This is a research-led, case study-based module, built around ongoing research in the Department of History of heritage-making in contemporary Iraq/Sri Lanka and other countries that have experienced recent conflict.
Teaching and learning focus on three integrated areas of study: 1. Nation and empire 2. Race, class and gender 3. Individualism and subjectivity The module requires students to focus on a core body of scholarship seeking to understand the multiple dimensions through which these categories of historical analysis have been lived, experienced and narrated in the modern British historical context. The module places considerable emphasis on critical approaches to the idea of ‘national history’, paying attention to the transnational, imperial, global and comparative dimensions of political, economic, social, cultural and intellectual life that fall within a ‘British history’ framework. Weekly seminars focus on a particular historical, theoretical, conceptual or methodological approach, or a combination thereof. An example of this might be the relationship between gender as an analytical category and the prevalence of popular imperialism ‘at home’ in the late 19th and early 20th century, asking to what extent metropolitan gender identities were formed in relation to the colonial contexts of the day. Topics will be critically examined through readings that combine the works of theorists with writings by historians who apply these theories, as well as through group discussion and formative activities. The module will also introduce students to the varied range of archival sources available for the study of identities in modern British history, and critically engage with debates about the types of source materials available, how they can be analysed, and what their strengths and limitations might be.

 
Few chapters in all of history are as dramatic—both tragic and spectacular--as modern Jewish history. The apparent success of Jewish emancipation was challenged by popular and religious non-Jewish opposition, and efforts among Jews to control or turn back such changes. No matter what, Judaism and Jews did not stand still. Antisemitism gained traction as reactionary utopia, along with the persistence of traditional prejudice and discrimination. Against this background there arose a variety of Jewish ideologies, including:

 

• Modern Orthodoxy

• Reform Judaism

• Zionism

• Territorialism

• Variants of socialism

• "Ultra" orthodoxies

• National extremism

 

In the nineteenth and twentieth centuries Jewish life changed radically, and European Jewry came close to being totally wiped out in the Holocaust. Since the late eighteenth century, Jews had sought new ways to think about and live in the modern world. Numerous individuals 'of Jewish origins' took the lead in attempting to understand the changes wrought by modernity—including:

 

• Karl Marx

• Sigmund Freud

• Theodor Herzl

• Bertha Pappenheimer

• Emma Goldman

• Hannah Arendt

• Walter Benjamin

• Susan Sontag

• Philip Roth

 

Expressions of cultural interpretation and creativity including 'Jewish literature' and film will be featured in the module. This is an introductory module that does not assume any previous experience with the subject.
This module addresses a number of questions related to the ideological context in which moral and philosophical discourses are produced. In this respect, it considers a crucial event in twentieth-century European history, namely, totalitarianism, an issue for which Jorge Luis Borges expressed a deep concern during the 1930s and 40s in an increasingly pro-Fascist Argentina. In order to produce a critique of totalitarian ideologies, the course investigates various influential writings (both for and against fascism) as well as other important works on social and political theory written during the inter-war and post-war years, particularly in connection with Fascist Italy and Nazi Germany. A familiarity with twentieth-century political philosophy is recommended.
Urban Health and Development Planning Strategies (DEVP0046 PART II)

This module aims to equip students with the knowledge, capacities and tools to critically design and evaluate urban health interventions in different contexts. The premise is that effective interventions fundamentally depend on a robust evidence base on the links between urban living conditions and health inequities, and on the involvement of different stakeholders—especially low-income and marginalised communities—in planning and decision-making.

On completion of the module, participants will have:

• Knowledge of the demographic and health data needed to guide urban health interventions at the municipal scale (city-level) and intra-urban scale (within cities).

• Knowledge of the tools that can be used to critically plan, design and evaluate urban health interventions in partnership with communities and other stakeholders (formal and informal, public and private, and governmental and non-governmental).
Urban Health and Development Planning Strategies (DEVP0045 PART I)

This module aims to equip students with an in-depth understanding of the key concepts, questions and themes surrounding urban health in a rapidly urbanizing world. In doing so, the module explores the relationship between urban living and health across a number of pressing issues, ranging from urbanization to planning and governance, poverty and inequality, disasters and climate change, transport and globalisation. Gender and sustainability are cross-cutting themes. A comparative perspective is developed through the investigation of city case studies, enabling students to explore the urban dimensions of health within and across different contexts.

On completion of the module, participants will have knowledge of:

The interface between specific urban elements (such as infrastructure and governance) and their effect on the health of individuals and communities in cities, thinking specifically about gender dynamics
	The relationship between urbanization and health, and the centrality of planning and governance in mediating this relationship
	The different conceptual and analytical frameworks for understanding and improving urban health, with a focus on the SDOH approach
This module is compulsory and needs to be taken by all students completing the MSc in Oral & Maxillofacial Surgery.
The Dissertation module spans two terms; spring and summer. It has been designed to,

• provide a supportive, academic framework within which students can develop a substantial piece of independent research within the field of art education, culture and practice; and,

• encourage the exploration of a key issue in depth and in such a way that the completed Dissertation of 18,000-20,000 words or 10,000 words plus a visual presentation/exhibition contributes to knowledge and/or professional practice in the field of art education, culture and practice.
This module provides participants with an insight into the purpose, scope, means and effectiveness of ‘indirect’ urban design processes, namely those operated through public policy and guidance and related processes of incentive and regulation. The major learning tool is a single integrated small group project based around live planning issues in London accompanied by a series of supporting lectures.

The project has students working in groups of about five students. Each group works on a different planning document for a particular area of London. These documents range in scale from largely strategic Planning Frameworks for Opportunity Areas designated in the London Plan, through plans for London Plan designated Intensification Areas, to generally smaller scale and more detailed local community produced Neighbourhood Plans.

In the first five week stage the groups work on their area looking at it through eyes of those who have produced the existing plans for the areas and examining critically the outcomes they sought, the approaches and tools they are using to secure these outcomes and, finally, the likelihood to these proving successful.

In the second five week stage they use their understanding of the area and of potential approaches and tools to suggest the outcomes they would seek in planning the area – the approaches and tools they would use and why they think those they have selected will be successful.

With the module being almost wholly based on group working, reflecting on and learning from the experience of group working itself is one of the learning outcomes from the module. The reports at the end of each stage include group reflections on how the group has worked.
This module introduces and critically reviews the treatment of risk, uncertainty and complexity during infrastructure planning and development. The module evaluates research findings from disciplines where risk, uncertainty and complexity are at the heart of their decision-making processes (such as military planning, public health and vector control, insurance risk, project finance, earthquake engineering, flood prevention and cyber security) and seeks to transfer lessons learned to enhance current infrastructure development practice.
The module will introduce students to the central nervous system with particular emphasis being placed on brain structures known to be involved in language processing. Following that, focus will be given to the different imaging technologies currently in use (MRI, fMRI, EEG, MEG, fNIR and TMS) as well as the classic Lesion Method. Research designs applied to all of these methods will be discussed. Discussion of each method will include their strengths and weaknesses; underlying principles, and interpretation of any brain images derived from their use. The module will be taught by researchers who are experts in their field.

The objective of the module is to enable students to read, understand and evaluate journal articles that report studies based on lesion analysis and imaging technologies and provide the base for carrying out similar work for their project and/or in their future career.
Summary

This module covers current issues relating to family health and wellbeing in the early years, across disciplines, e.g.

Parent and child mental health.
	 Current social policy issues relevant to young children.
	 Methods and interventions to support wellbeing in families with young children
	 Impact of technology on young children and families
Module Aims

To provide an overview of factors affecting health and wellbeing in young children in the context of family and society.
	To develop an awareness and ability to think critically about these issues for young children.
	To develop skills in communicating scientific information around this topic to the lay public.
 

Learning Objectives and Outcomes

After taking this module, you will be able to:

To be able to identify and describe contemporary issues in infant and early childhood development
	To be able to select appropriate research methods for evaluating contemporary view/produces/debates in infancy and early childhood development
	To be able to communicate information and its evidence base on a topical issue to the lay public
 

Who is this module for?

This is an optional module for the MSc Infancy and Early Childhood Development.

 

Teaching and Learning Methods

Teaching will include lecturers/seminars, and independent learning as well a number of video/internet learning hours.

 

Assessment

This module is assessed by the production of a leaflet  (1 double-sided A4 page) aimed at lay public and rationale for content of leaflet (1,000 words)

 

 
Module description 

This course provides students with an overview on Mediterranean interaction during the Iron Age (broadly conceived, namely circa 1000 BC-late 5th century BC) by concentrating on trade contacts and economic relations, visible in the material culture of various Mediterranean regions. The focus will be twofold: on the material culture used by scholars for reconstructing trade and on the different models and economic theories employed to understand trade. The lectures and seminars will be organised according to different themes (sources, theories, trade and religion, trade and the city, coinage), and will concern a selection of regions rather than the whole Mediterranean basin.

Module Aims 

The course aims to provide students with an overview on Iron Age Mediterranean trade contacts and economic relations, visible in the material culture of various Mediterranean regions.

Objectives: 

1) To introduce issues around the study of ancient economy and trade in Iron Age Mediterranean by focusing in detail on a series of themes and on related methodological and theoretical issues.

2) To encourage a strong comparative approach to the subject by drawing in some knowledge of material culture from across the Mediterranean.

3) To inform the material culture under study with theoretical and interpretative approaches that the student may also gain in further depth from other courses.

Learning Outcomes 

On successful completion of the course students should:

• have acquired a basic knowledge of various issues around ancient economy and trade of 1stmillennium BC Mediterranean

• be able to apply the range of theoretical and interpretative approaches that have informed recent research on the ancient Mediterranean economy and trade

• understand the complexity of trade links across the Mediterranean through the study of material culture
In the late first millennium CE, the powerful Abbasid Empire waned and was replaced by new Islamic empires such as the Fatimids, the Mamluks, the Samanids, and the Seljuks, who vied with each other for power across large parts of Africa and Asia. Into this divided world came new invaders from the East and the West: the Crusaders and the Mongols. This module explores the transformation of the Islamic world between 900-1400 and critically considers core debates about the archaeology of this period such as conquest, urbanism and nomads, architectural innovation, trade and material consumption, and environmental change.

Aims of the module

To provide students with a thorough grounding in the archaeology of the countries where Islam was the dominant religion between 900-1400 (including Western, Central, and Southern Asia, North Africa, parts of Sub-Saharan Africa, and parts of southern Europe).
	To introduce students to the most important current research questions and main interpretative paradigms in Islamic archaeology, including the impact of multiple conquests (e.g. Crusades, Mongol Conquest), epidemic disease (e.g. Black Death) and climatic pressures on medieval societies, as well as key themes such as state formation, urbanism, technological innovation, global exchange.
	To consider the nature and interpretation of different sources (archaeological, visual, textual) in approaching the late Islamic world.
	To develop critical faculties in the written evaluation of current research (problems, method and theory, quality of evidence).
 
‘Musculoskeletal tissue biology – disease and dysfunction’ will provide you with knowledge and understanding of disease and injury of musculoskeletal tissues and therapeutic interventions at the molecular and cell level.  This module follows on from ‘Musculoskeletal tissue biology – form and function’ where you will have learnt about the molecular composition and ultra-structure of healthy musculoskeletal tissues.  You will cover common musculoskeletal diseases such as osteoarthritis, rheumatoid arthritis, intervertebral disc disease, tendinopathies and osteoporosis.  You will learn about bone fracture and tendon injuries and the repair of these injuries.  The physiology of pain and chronic pain will be introduced and you will also learn about nerve repair and regeneration.  The mechanism of degeneration and disease in musculoskeletal tissues will be discussed and related to therapeutic targets and strategies.  You will be introduced to the most recent developments in regenerative medicine such as stem cell therapies and bioengineered materials for treating musculoskeletal injuries and disease.
This module will provide an introduction to the latest literary, political and social changes in contemporary Spain, introducing students to the question of the existence, or not, of a Spanish literature describable as women’s writing. By analysing works by Rosa Montero’s Crónica del desamor, Dulce Chacón’s La voz dormida, Lucia Etxebarria’s Amor, curiosidad, prozac y dudas and Najat El Hachmi’s El último patriarca, we will consider the role that writing by women plays in written accounts of collective identities, in providing alternatives to traditional fictional gender stereotypes, in promoting a feminist awareness and in portraying new definitions of Spanishness.
This module will begin with an introduction to biomarkers and their importance. The different types of biomarkers will be discussed in detail with relevant examples. This will include the use of surrogate endpoints in clinical trials, the use of prognostic, pharmacodynamics and pharmacogenomics biomarkers in drug development. The module will then explore the concept of biomarker research and identification of new biomarkers. Some of the technologies used for biomarker identification will be covered such as the use of proteomics and metabolomics along with some current imaging techniques. The qualification and validation by the regulatory authorities of novel biomarkers for use in preclinical and clinical studies will be examined. Examples will be provided of current biomarkers for disease and toxicity. The translation of biomarkers from laboratory to the bedside will be explored.

 The second part of this module addresses the individual responses of patients to drugs as a result of genomic variations called polymorphisms in the form of SNPs, microsatellite repeats and copy number variations (CNVs) in genes coding for drug metabolizing enzymes, drug transporters and drug targets. This is the basis of pharmacogenomics and explains not only variability in patient response but also many of the adverse drug reactions that occur.

 Examples of Adverse Drug Reactions are used to illustrate their relationship with these genome polymorphisms and the interactions between drugs and drugs and environmental factors. The increasing importance of genetic screening and the development of personalized medicines are key outcomes of pharmacogenomics and these rely on the development of companion diagnostics. The importance of diagnostics and biomarkers to personalised medicines will be considered.
This module represents the core technical Quantum Technologies training within the MRes in Quantum Technologies. It comprises: Lecture strands on underlying Physics, Maths, Computer Science and Engineering titled “Qubits and Quantum Thinking” and “Quantum Devices”, lectures and workshops on “Quantum Computation”, “Quantum Sensing and Metrology” and “Quantum Communication” delivered in conjuction with CDT partners. Lectures and Workshops are underpinned by hands-on laboratory experiments and computing workshops programming the latest prototype quantum computers.
In this MSc module “Advanced Materials for Sustainable Energy Technologies” you will study current state of innovations in energy science while meeting demands for critical materials and manufacturing requirements, as well as current research advancements based on global sustainability needs. You will learn the impact, role and present need for sustainable transformations in the life cycle phases of modern power generation, heating, transportation as well as scavenging waste energy for varied purposes, with implications for addressing social, environmental and other impacts. After this interdisciplinary module you should develop a broad knowledge with critical awareness of emerging power conversion systems, contrasting traditional fossil fuels with renewable energy sources including bioenergy, nuclear, wind, solar, hydroelectric, wave, geothermal and thermoelectric technologies. You will develop a wide range of different abilities and skills, suitably preparing for employment in related areas of energy industry or further studying at doctoral level.
The aim of this course is to present essential aspects of the modern variational theory of partial differential equations and its application to the analysis of modern numerical methods. It will cover the essential foundations in applied functional analysis and Sobolev spaces for the treatment of weak solutions of partial differential equations. It will also include key aspects of the mathematical analysis of finite dimensional approximations as used in modern numerical computations.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0472, for the full module description.
Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).
If you require any further information, please contact the History Taught Programmes Team.
The aims of this module are to enable the you to achieve and develop clinical competencies (knowledge and skills) in a range of hearing assessments and current rehabilitative techniques in patients with and without hearing loss. The module will enable you to manage the auditory rehabilitation of patents with hearing impairment in a holistic fashion.

Specific clinical skills in assessments and patient management include – otoscopy, pure tone audiometry, uncomfortable loudness levels, middle ear testing in adults, acoustic reflex testing, optoacoustic emissions, impression taking and earmould selection, real ear measurements, hearing aid test box measurements, earmould modifications, questionnaires, history taking. Competencies / full patient management for - patients referred directly for hearing aid fitting; hearing aid fitting, reassessment, follow-up and repair.

Please note that this module is taken over a period of 12 months, due to its clinical nature and the requirements to meet clinical competencies required by the accreditation bodies. This is a compulsory module in stage 2 of the MSc / PG diploma in Audiological Science with Clinical Practice.
The aims of this module are to introduce you to the range of treatment options and technology available in the rehabilitation of persons with hearing loss,  with a focus on patient centred care.

This is a compulsory module in the MSc / PG diploma in Audiological Science, and in Audiological Science with Clinical Practice.
Module Information

In a context of a highly globalised world and increasing sustainability concerns, this module critically looks at historical and contemporary forces that shape the present urban condition, particularly in the global South. It provides a theoretical foundation for the analysis of urban fragmentation, exclusion and urban and regional unsustainability, all of which tend to disproportionately affect poor women and men and, more generally, social groups and communities marginalised in decision-making processes. With a special attention to the governance of resources and services, the module critically examines mainstream approaches to sustainability and provides elements that allow for a reframing of ‘sustainable infrastructure’. In doing so, the module is attentive to actors and social movements that are creating alternative forms of decision-making and governance, which can in turn lead to more sustainable and socially just outcomes.

On completion of the module, you will have gained:

module aims to attain the following learning outcomes:

A comprehensive understanding of the underlying causes and consequences of the unequal conditions of access to essential resources and services, with a focus in urban and periurban areas.
 A critical understanding of how the creation of infrastructure and infrastructure networks is embedded in wider struggles for social, economic and political power.
 The ability to examine tensions inherent in urban-rural, public-private and formal- informal ‘divides’, while going beyond fixed dichotomies.
 A critical understanding of the assumptions and effects of mainstream governance discourses, policies and practices.
 An appreciation of the role of communities and social movements in the formation of alternative, democratic governance models and everyday practices.
This module builds on the academic foundation built in the modules “Advanced Scientific foundation of endodontic practice”, by providing supervised clinical learning experiences. It consists of four strands of activity, including:

Restorative consultant-led tutorials on general restorative treatment planning;
	Consultant-led diagnostic & treatment planning clinics;
	Provision of integrated restorative and dental care for patients;
	Lectures and hands-on laboratory course on various implant systems.
This module aims to: introduce and evaluate the implications of the principles enshrined in the Universal Declaration of Human Rights and the United Nations Convention on the Rights of the Child (CRC) with respect to education, citizenship and identities; engage critically with research evidence and academic literature that applies human rights standards specifically to issues of teaching and learning for citizenship; explore the academic literature on the relationship between citizenship and identities; evaluate critically concepts such as multiple identities and cosmopolitan citizenship; exemplify education policies for equalities and democracy, particularly in the light of legislative and normative frameworks that guide schools and teachers; engage with and critically analyse relevant learning and teaching materials.

Learning Outcomes: By the end of this module you will be able to demonstrate critical insights in applying the principles enshrined in the Universal Declaration of Human Rights (UDHR) and the United Nations Convention on the Rights of the Child (CRC) to their own context ; critically apply research evidence and lessons from academic studies relating to learners as citizens with multiple identities and cosmopolitan potential; draw critically on a range of academic literature to develop pedagogical strategies and policies intended to overcome barriers to participation such as racisms, sexism, homophobia and disabilities; critically explore the concept of identity formation through the evaluation of educational practices and official narratives.

The module is assessed by 5,000 word essay.
Module Outline

This module aims to expose students to a range of instrumental and computational techniques that will allow them to analyse experimental data to extract physical parameters. A further module aim is to encourage students to critically assess and compare the results they obtain and to take a more investigative attitude to practical chemistry.

Module Aims

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

Carry out cyclic voltammetry experiments and analyse the results. They will use this technique to carry out a short independent investigation.
 Construct a battery and analyse battery performance.
 Use Density Functional Theory (DFT) to calculate the properties of molecules.
 Carry out an investigative practical project in either instrumental or computational chemistry.
 Keep a lab book, carry out risk assessments, performing searches of the scientific literature and referencing.
 Practice key transferable skills, including use of Word, Excel and ChemDraw to prepare lab reports and research articles.
Teaching and Learning Methods

Laboratories: In Instrumental 1 students will undertake three compulsory practicals in electrochemistry, construction of a battery and computational DFT. In Instrumental 2 students will choose one practical on an aspect of instrumental or computational chemistry.

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 completing pre-lab activities, analyzing data, writing up lab reports and further reading in textbooks, lecture notes, primary literature and online
Module Outline:

This module aims to expose students to more advanced synthetic methods than experienced to this point. These techniques will involve multistep, air-sensitive and solid state synthesis. In addition, the module aims to have students compare and contrast the success of different synthetic approaches in terms of quality of product obtained and to encourage students to critically assess their synthetic approach and to take a more investigative attitude to practical chemistry.

Module Aims:

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

Carry out advanced synthetic techniques in molecular and solid-state synthesis.
 Use advanced characterisation techniques such as 2-D NMR and XRD analysis to identify synthetic products and extract structural parameters
 Keep a lab book, carry out risk assessments for their synthetic procedures, considering environment impacts of different synthetic approaches and performing searches of the scientific literature and referencing.
 Analyse and present experimental data, compare their data with the literature and critically assess the success of one synthetic route over another.
 Teaching and Learning Methods:
Laboratories: In Synthesis 1 (Term 1) students will carry out three compulsory practicals covering organic, inorganic, molecular and solid state synthesis and characterisation. In Synthesis 2 (Term 2) students will carry out three practicals out of a larger selection: these practicals will reflect research carried out within the department.

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 completing prelab activities, analyzing data, writing up lab reports and further reading in textbooks, lecture notes, primary literature and online.
 Nowadays, organisations in the built environment undergo digital transformation with Building Information Management (BIM).

The module aims to introduce the core concepts and principles of BIM with systems view for enterprise and projects management and examine the relationships between the systems that make up BIM. The module will cover an introduction to the concepts of systems integration for BIM implementation, management of digital transformation, and the related emerging digital practices in the built environment, e.g. digital twins, platforms.

Learning Outcomes:

• Explain the principles and core concepts of Building Information Management and Building Information Modelling

• Apply knowledge of Building Information Management methodology to enterprises and projects for business value creation

 • Apply the concepts of systems integration to support Building Information Management implementation
The aim of this module is to introduce the concepts of Quality, Safety and Leadership and arm you with the skills to start improvement programmes in your own environments.

After taking this module, you would be expected to:

· Understand why quality improvement matters in healthcare

· Understand the origins of quality improvement methodology with examples

· Describe common methods employed in healthcare improvement

· Identify and define the aims of a quality improvement project

· Describe and interpret graphical data used in quality improvement

Design and start to test a quality improvement intervention to achieve your stated aims
The films covered in this module belong to the experimental tradition in twentieth century Russian and Soviet cinema. These works rejected the mainstream cinematic conventions of the day and sought to subvert them and explore new means of visual expression. Students will be expected to engage with a range of theoretical texts where relevant. There will be accompanying lectures which discuss technical and aesthetic developments in cinema generally from the beginnings of cinema to the present day. The chronological period covered by this course ranges from the pre-revolutionary silent period through to the early 2000s. The module is divided into four parts, each part covering a period of five weeks, with four films studied in each part along with one accompanying lecture. You are given detailed background information on each film (the lecture notes on Moodle) which raises points of discussion for the tutorial hour. Russian is not a prerequisite for this module because the films selected, with one exception, exist with English subtitles. Please note that this module is assessed by coursework assignment only, and that therefore prior experience of discussing/analysing film in written form will be to your advantage.
The module will provide students with a strong foundation in the implementation of evidence based cognitive behavioural therapy for eating disorders. Students will be expected to draw on core theoretical concepts and models as well as incorporating current research and innovative developments in clinical practice. The module will include specific applications and adaptations of CBT-ED for particular client groups or settings (e.g. delivering CBT-ED online, working individuals with autism). Skills-based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by programme members and individual/group supervision in the place of work. Self-directed study will include general reading for each programme 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.
The content of this module follows a national EMHP curriculum within Child and Young People IAPT. Specifically this module will provide trainees with knowledge and skills in effective brief (low-intensity) interventions for children, young people and family systems based on the most up to date evidence, and with knowledge of a range of interventions (including written and computerised interventions) and services available to CYP & families across CYP agencies. It aims to develop practical intervention skills within educational settings.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

The aim of this module is to introduce engineers and technologists to some of the techniques of foresight and scenario planning, including some of the many reasons why those techniques can fail. It is to give a rounded and nuanced view of the business environment into which technologies are introduced and some of the associated governance issues.
This course is intended to empower students to become innovators by familiarising them with tools to understand the future of the technologies around which students may wish to conduct innovation: both on a micro scale, looking at the technology itself; and the macro scale, examining the strategic environment in which the innovation will be launched. Specifically, through a rigorously-designed scenario-planning exercise, students will learn how to understand how the environment for your technology is developing. This will present skills to enable graduates to ‘read ahead’ when producing an innovation: to understand the roll out and adoption of that innovation and the competitive environment where it will appear.
Report for the MA Education (Literacy) route.
The course is designed for very advanced level students requiring the language for professional and academic purposes.

It comprises knowledge and understanding both of the structure of the German language and its use in professional and academic environments, such as presentations, meetings, lectures, seminars and conferences. The course covers career and academic development in the target language countries, business and academic cultures and conventions, negotiating and interacting, critical thinking, reading and writing specialist academic texts (i.e. in the student’s main degree subject e.g. engineering, history), note taking and debates as well as other related topics to prepare students for working and/or further academic study/research in German speaking countries. These areas will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic professional and academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course is designed for very advanced level students requiring the language for professional and academic purposes.

It comprises knowledge and understanding both of the structure of the French language and its use in professional and academic environments, such as presentations, meetings, lectures, seminars and conferences. The course covers career and academic development in the target language countries, business and academic cultures and conventions, negotiating and interacting, critical thinking, reading and writing specialist academic texts (i.e. in the student’s main degree subject e.g. engineering, history), note taking and debates as well as other related topics to prepare students for working and/or further academic study/research in French speaking countries. These areas will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic professional and academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
Theoretical models for mapping, understanding, developing and supporting change within Local Authorities and other organisations with which EPs work (Organisational Psychology) including: -Exploring and understanding various contexts -Organisational culture, ethos and structure -Communication systems -Management structures and systems -Information management -Learning orientations -Systems thinking Theoretical models for mapping and understanding the systems that EPs work within (Family Therapy models) including understanding of functioning, change and homeostasis in: -Families -Schools -Classrooms -Playgrounds -Peer groups -Community groups. Theoretical models and concepts for understanding learning, teaching and behaviour from an interactionist perspective. Theoretical models and concepts for understanding the psychology of change through applying: -A consultation framework -Narrative therapy -Solution focused approaches -Appreciative inquiry -Constructivist approaches
This module will cover the key topics of statistical inference, hypothesis testing and statistical modelling. In particular, the most important statistical distributions used in clinical trials (e.g. normal, binomial, Poisson, exponential distributions) will be studied and will act as the basis for studying hypothesis testing (which will include one-sided and two-sided tests).

You will learn how to specify the main statistical models (i.e. write down the equation that describes the model and its underlying assumptions) used in clinical trials (e.g. Ancova, repeated measures mixed models, logistic regression, Cox proportional hazard), how to interpret their results and how all these models can be linked together into a unified framework.

Finally, you will learn the implications of randomisation on the interpretation of results from these models.

The aim of this module is to provide you with theoretical knowledge of the foundations of statistical science and in particular the modelling process, using linear, generalised linear and time-to-event models. You will be able to select an appropriate model to use for a given analysis, assess model fit, and interpret the results from statistical modelling.

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

Use the general principles of inference to perform estimation on parameters of distribution
	Perform appropriate statistical tests for a range of different analyses
	Specify statistical models that are used in clinical trials
	Interpret the results of statistical models applied to clinical trials data
This module is compulsory for students on the Statistics for Clinical Trials route of the MSc Clinical Trials.

Altman, Douglas G. Practical statistics for medical research. CRC press, 1990.

Chow, Shein-Chung, and Jen-pei Liu. Design and analysis of clinical trials: concepts and methodologies. Vol. 507. John Wiley & Sons, 2008.

Friedman, Lawrence M., et al. Fundamentals of clinical trials. Springer, 2015.
This module will examine key debates and texts from the era of the French Revolution—a watershed moment in the history of ideas regarding liberty, equality, popular sovereignty, and the nation-state.
This module takes a diachronic approach to the socio-religious histories of death and dying in ancient Mesopotamia, primarily during the 3rd and 2nd millennia BC. Death is as vast a topic as it is fascinating, which necessitates drawing on sister fields such as archaeology and anthropology. Accordingly, the module is designed to place historical inquiry and source evaluation in an interdisciplinary framework. We will explore the cosmological notions, social attitudes, and political implications surrounding the ways in which ancient Mesopotamian societies dealt with the universality of death. In examining attitudes of the living towards the dead, we will be looking at sources that are awe-inspiring, thought-provoking, heart-wrenching, blood-chilling, and sometimes even side-splitting.
This is the dissertation for the MSc Social and Geographic Data Science which is based on an independent piece of original research under the guidance and supervision of appropriate course tutors. The outcome will be an MSc dissertation not exceeding 12,000 words in length and displaying a range of analytical and data collection skills relevant to the research theme.

 
This module questions the uses and meaning of the notion of 'republic' in France today: from the radical left to the far right and across the whole political spectrum, major political forces and politicians refer to the quasi-sacrosanct notion of 'republic' and to its central pillar 'laïcité' (which implements the separation of state and religions).
What are the main values of republicanism? How does the 'republican narrative' help shape a sense of community, national identity and citizenship in general? In day-to-day social life, how do political institutions try to uphold the republican values of 'Liberty', 'Equality' and 'Fraternity'?
What is the French republican conception of nationality? How does republicanism relate to public liberties, and how does it accommodate minority cultures and religions?
These issues will be discussed from a theoretical point of view with reference to major authors and political theory and political science literature. Case studies will also be taken to shed light on some topical debates in French society: terrorism and the protection of public liberties, racism, Antisemitism and Islamophobia, gender equality, pluralism or cultural diversity.
In short, the module aims to present an updated panorama of republicanism ideology in French society today: its meaning, and how it shapes the representations and expectations of its citizens.
This is the first year core module for ESPS/ISPS students, giving an introduction to concepts and theories central to the understanding of modern European politics, history, law and thought. It is divided into seven main sections: - Political Science I: Key Issues and Problems in Politics - Global Politics (ISPS only) - Law -History I: History of Political Thought - Political Science II: Challenges to the State in World Politics - History II: Explaining Modernity - Political Science III: Political Economy - Philosophy. - Guest lectures from other disciplines will also be given. Compulsory for ESPS/ISPS first years). Prerequisites: None. Available to: ESPS/ISPS first years only.
This module is compulsory and needs to be taken by all students completing the MSc Dental Hygiene.
In this module you will have the opportunity to explore all aspects of the curriculum. The curriculum is an important aspect of any educational institution, including higher education and further education establishments. This module, whilst recognising that teachers or tutors are sometimes constrained by statutory requirements (e.g. The National Curriculum in England), they are still likely to be ‘authors’ of the curriculum and so should develop ownership and authority over it. During the module you will have opportunities to examine different themes and hear from different 'authors'.

 

Aims

 

• To encourage creativity and innovation in terms of the design and development of curriculum, taking into account the opportunities and constraints at both local and national levels.

• To encourage collaborative and reflexive approaches in the process of curriculum design and development strategies.

• To enable connections to be made between relevant literature in the field and the practice of curriculum design and development.

• To enable creative links between pedagogy, curriculum, and assessment with specific reference to curriculum writing and design.

• To critically examine notions of ‘effective practice’ in curriculum design.

• To develop authentic voice as authors of curriculum.

• To enable practitioners to explore the practices of curriculum writing within varied local, national and global contexts

 

There are two options for assessment: An Essay or a Presentation. Both options allow students to demonstrate their understanding of the aims and learning outcomes. Because of time restraints and available supporting materials we strongly recommend STEP students to choose the Presentation: 20 minutes with a maximum of 10 slides followed by up to 10 minutes of Q&A.
Students on the MSc in Smart Energy and the Built Environment are required to submit a 10,000-word dissertation, on a topic chosen by them, in agreement with the programme director. This may address an issue of professional relevance, or reflect an academic interest, provided it relates to the aims and themes of the programme. Where possible, students will be encouraged and facilitated to work with external policy and energy practitioners in accessing research sites and generating data.
Module summary: This module introduces the concept of integrated building design (and associated operational aspects) within the context of enhancing health, wellbeing and comfort in buildings. The course is also an introduction to the fundamentals of design and operational strategies for addressing the factors which affect health, wellbeing and comfort in buildings.

Module learning outcomes: 

Upon successful completion of the module, students will be able:

To quantify the combined effect of a wide range of building design decisions on building energy and environmental performance, human comfort, health and wellbeing, for different population groups and health statuses, under the current and future climate.
	To have an overview of a wide range of tools and analytical techniques for the design of healthy buildings, with a focus on thermal comfort, visual comfort, acoustic comfort and indoor air quality.
	To recommend specific building design strategies aiming to optimise a building’s energy, environmental, comfort and indoor air quality performance, in response to a particular design brief and set of criteria.
Upon successful completion of the module, students will be able:

To quantify the combined effect of a wide range of building design decisions on building energy and environmental performance, human comfort, health and wellbeing, for different population groups and health statuses, under the current and future climate.
	To have an overview of a wide range of tools and analytical techniques for the design of healthy buildings, with a focus on thermal comfort, visual comfort, acoustic comfort and indoor air quality.
	To recommend specific building design strategies aiming to optimise a building’s energy, environmental, comfort and indoor air quality performance, in response to a particular design brief and set of criteria.
The aim of this module is to examine the establishment of the communist system in the Soviet Union and Eastern Europe, its evolution, decay and eventual collapse. Throughout the module we will seek to discover the sources of political power in the Soviet Union and Eastern Europe and to understand the relationship between power, legitimacy and ideology. The module takes a historical-thematic approach and aims to identify both the commonalties and differences in the development of the Soviet and Central and East European states.
This module is designed for those who are new to the subject of Pharmacology. The aims of the module are: 


	To provide you with an introductory overview of pharmacology and some of the most important mechanisms of drug action. 
	
	
	To illustrate these actions for you with specific examples of important drugs. 
	
	
	To provide you with a foundation in some of the basic theory for pharmacology. 
	

	To illustrate some of the principles of pharmacology whilst providing you with basic laboratory skills and experience. 
	
	
	To familiarise you with some principles of laboratory safety. 
	
The taught components consist of 22 lectures, two practical sessions, two practical follow-up sessions and four tutorials. The module begins by discussing how drugs called ‘local anaesthetics’ can be used to block nerve impulses. This is an important class of compounds that allow simple surgical procedures to be carried out without pain. 

The module then moves on to cover some other examples of drugs acting on excitable tissues, such as the muscle relaxant drugs that are often used as adjuncts to more complicated surgical procedures. During these lectures basic principles of drug action are established by considering what happens at the cellular and molecular level. These ideas are then extended into a simple theoretical framework that provides a basis for establishing mechanisms of drug action (the Hill-Langmuir and Schild equations are the foundations for this). 

The module then examines drugs for the treatment of diseases such as AIDS, malaria and bacterial infections. This is followed by an introduction to the pharmacology of the central nervous system (CNS). This part of the module provides a thumbnail sketch of CNS receptors and some disorders as well as a consideration of drug addiction and the abuse of drugs. Finally, the development of new drugs and personalised medicine are introduced. 
The course is designed for students of Medicine who have already acquired an advanced level of German and who require German for different purposes such as study or work abroad or personal interest in the future.  The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills.  Issues/vocabulary related to medicine will be the focus of this course.

The course develops and enhances detailed knowledge and understanding both of the more complex structures of the German language and of the social, professional, political and administrative contexts in which German is currently used in the medical and scientific field.  It enables participants to use their language skills in a wide variety of situations. The course covers day-to-day issues a medical professional might encounter, current issues relevant to the medical profession and socio-political developments.  Cultural awareness and sensitivity and various transferable skills will also be further developed.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. It enables participants to use their language skills in an academic environment.  The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues.  Medical related issues/vocabulary will also be covered. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

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
This module traces the rise and fall of one of the most important cities of the ancient world. Located 75 km south of modern-day Baghdad in central Iraq, Babylon exerted political, social and intellectual influence across the wider Middle East, from its first emergence as a regional power under king Hammurabi in the 18th century BC to its conquest by Alexander of Macedon in the late 4th century BC.
The lectures will lay out the main outlines of Babylon’s history over the this long span of time, as a city, as the centre of a state, and as a regional power. We will explore Babylon’s changing social, economic and religious institutions, its political structures, territorial ambitions and diplomatic efforts. The seminars will focus on the textual, visual and material evidence from which historians construct these narratives. How are objects found on Middle Eastern archaeological sites deciphered and made meaningful? How should we weigh them against sources from other cultures? How should we deal with gaps in the evidential record? How are historical ‘facts’ negotiated, agreed, and renegotiated?
Visual culture in many diverse forms was crucial to the modernization of the city of Rome in the sixteenth and seventeenth centuries. The module will focus on new forms of painting, sculpture, printing, architecture, urban planning, and street performances and rituals through which a new kind of city and urban life was forged. It will take into account the existing city, with its charged historical legacies that physically marked the city and was constantly re-appropriated or suppressed. We will consider attempts to centralize political and cultural authority but also to open up visual forms to exchanges within increasingly wider and contested communities. The emergence of papal power with its grandiose architectural and fresco decoration will be considered but also shown to be in conflict not only with civic and private uses of visual arts but also with the larger forces of the new technology of printing, the emergence of the art market and the formation of public pace. The module will work between the visual image and urban space, and will be attentive to the ways our thinking of the past is itself constructed through these contested visual histories.
This introductory module explores the history of media and its place in the world through looking closely at two key media objects and exploring their materialities, economies and the practices that emerge through them. It begins with the smartphone, and interrogates this new object of convergent media and then shifts in the second half of the term to thinking about the computer. Overall, the module seeks to provide an introduction to the history of media, its political economy, and its place in the global economy.
‘Rehabilitation and multi-dimensional patient management’ will encourage you to integrate your knowledge and understanding of the structure and function of neuro-musculoskeletal tissues, biomechanics at tissue and whole body level and clinical medicine.  This will allow you to develop a deep understanding of current physical therapy techniques and to evaluate their use in specific clinical cases and adapt treatments for individual cases.  You will be taught on this module by Specialist Physiotherapists at the Royal National Orthopaedic Hospital (RNOH).  The module will develop your skills in clinical reasoning and this will be covered with respect to upper and lower limb tendinopathies, joint instability, management following joint surgery, back pain, other movement disorders, peripheral nerve injury, the multiple aspects of pain management and evidence based use of exercise prescription in rehabilitation.  The intended outcome is that you will be able to apply course learning to evaluate and manage complex patients using a creative multidimensional approach.

This module will be complemented by opportunities to observe clinics and attend patient management meetings and ward rounds with the Therapies Department at the Royal National Orthopaedic Hospital.
This module will focus on key psychoanalytic theories on infancy and the caregiver-child relationship. It will encourage critical thinking on different psychoanalytic perspectives by considering how the infant is portrayed in each theory and the emphasis given to the environment. Lectures will focus on particular theoreticians (Freud, Anna Freud, Klein, Winnicott, Bion, and others) and introduce their key ideas, papers and/or case studies about infancy. Lectures will also explore socio-cultural influences on these ideas, how these ideas were received at the time, and how they are used now. This module will introduce students to psychoanalytic concepts including the unconscious, drives, instincts, anxiety, ambivalence, defences, Oedipus, mourning and separation, phantasy, the inner world, the development of symbolic thinking, holding, transitional phenomena, container/contained, ‘ghosts in the nursery’ and about cultural complexity relating to theorizing about human development, parenting, the family and other relationships. This module will also allow students to compare theoretical ideas about babies, parenting and infantile states of mind with their own parent-infant observational experience.



The module will lay the theoretical foundations for the module ‘Applied Psychoanalytic Concepts’ module.
This course provides an introduction to statistics for analysing the results of psychological experiments and observational studies. The course covers different types of data and how to describe them, the principles underlying null hypothesis significance testing, and common tests and analyses, including ANOVA, correlation, regression and the general linear model. The course will focus on how to decide on the suitable analysis for a given problem, and how to evaluate the appropriateness of a statistical model and its underlying assumptions. Emphasis is placed on a conceptual understanding of statistical methods, and in most cases definition rather than computational formula are presented. Practical experience in applying the methods will be developed through exercises in Microsoft Excel and with the statistics package SPSS.
This module introduces students to the scientific study of how language is acquired by typically developing children, with special emphasis on development after the onset of syntax, at around 2 two years. The aim of the module is to develop understanding of the processes of language acquisition.

The main module objectives are:

- to become familiar with the normal stages of language acquisition

- to become familiar with different frameworks and approaches to language acquisition, in particular with the generative approach

- to develop an ability to understand and evaluate research findings in language acquisition

-to become familiar with the major techniques and procedures utilised in experiments which explore children's grammatical knowledge and to understand the basics of experimental design and the main considerations when testing young children.
Cognitive Behavioural Therapy (CBT) is a National Institute for Health and Care Excellence recommended treatment for a range of common mental health difficulties, including depression, anxiety and eating disorders and can be delivered by a range of professionals, such as psychologists, nurses and therapists. This module uses experiential, workshop-based learning techniques including simulations, practical demonstrations and videos to aid students to develop a critical understanding of the history and development of CBT, the application of the model to the conceptualisation of psychological illnesses and basic practical skills in the delivery of the intervention.
Students in the MSc Applied Infectious Disease Epidemiology undertake a substantial research project in the field of applied infectious disease epidemiology under the supervision of a UCL academic. The project may cover the following dissertation types

Primary data collection using quantitative or qualitative methods
	Secondary data analysis using open access data sets, surveillance data or data held by their supervisors
	Secondary data analysis in the area of molecular epidemiology and ‘omics
	Reviews of the literature using methods relevant to the discipline (e.g. systematic reviews)
The learning outcomes for this project are to:

gain practical knowledge of approaches to real problems in population health that relate to infections, including an understanding of the application of modern advances in infectious disease epidemiology.
	
	learn how to critically appraise existing knowledge to define a research question.
	
	
	learn how to apply the research methods and epidemiological skills they have learnt to tackle a specific problem and they will learn to implement a plan within a specific time scale.
	
	
	learn to synthesise their findings and present them in a way that is appropriate to the audience.
	
	
	address the ethical issues raised by research and understand some of the key elements of public engagement and pathways to impact.
This is the Dissertation module for the MA Education 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.
Global learning is a pedagogical approach that encourages active engagement with a diverse, interdependent and fragile world, which encompasses approaches such as education for sustainable development and global citizenship education. This online module encourages critical engagement with current and diverse theoretical perspectives underpinning these approaches, and reflection by students on the links between these perspectives and their educational practice. 

By the end of the module students will be able to:

identify, discuss and develop a deep understanding of a range of theoretical perspectives that underpin approaches to global learning, education for global citizenship and education for sustainable development;
	critically assess the contribution of these theoretical perspectives to research, policy and practice in the field;
	critique a wide range of professional and academic articles and other publications in the field
	identify and re-assess their own theoretical position in relation to global learning, education for global citizenship and education for sustainable development
	reflect critically on the value of these theoretical perspectives for understanding their own practice
This module is assessed by a visual representation, plus written rationale (1000 words) and a written coursework assignment (4000 words).
This module is a literature based project for third year Molecular Biosciences students that develops an appreciation of the experimental and/or applied aspects of biochemistry, molecular biology or biotechnology by investigating a topic in depth with reference to recent literature. The module develops your skill in assimilating the published literature of a specific area and critically appraising the findings. You will produce a written dissertation with appropriate citations and reference list and present your findings orally for assessment at the Molecular Biosciences Undergraduate Research Symposium. The symposium is attended by all third year students and staff members. First and second year students, external examiners, sponsors and fourth year MSci students are invited to attend. The event concludes with a reception and prize giving for the best BSc oral presentations and MSci poster presentations.

Projects are supervised by SMB departmental staff who provide guidance relevant to the project. Direction and advice on the content, format and style of the written dissertation are provided by both the module organiser and supervisors, but the dissertation is expected to be your original work, representative of your own ideas and conclusions.
This module is for students who have successfully completed Level 2 of the target language or can demonstrate equivalent competence. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges.They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This module will explore how crime is defined, the individual and environmental factors that are embedded within criminal convictions and how these shape trajectories towards and away from ‘criminal journeys’. It brings together philosophical, psychological and sociological approaches in order to explore the complex reasons of why and how people enter the criminal justice system, and the ways in which practical social actions might help them to exit. A distinctive feature will be to draw on the accounts of people with criminal convictions and of those involved in their rehabilitation, particularly in terms of education, training and employment.
This module will enable you to fulfil the requirements for annotation on the Health and Care Professions Council register as qualified to use exemptions within Human Medicines Regulations 2012 to sell, supply or administer any eye drops or ointments on the approved list, for any condition within their scope of practice and competence. The supply and administration of medicines under exemptions by orthoptists is
intended to provide patients with more timely and efficient care by supporting service redesign, making the best use of the skill set of orthoptists and offering patient choice.
This module aims to prepare students for the professional world post-graduation by giving the opportunity to experience ‘real-world’ research. It aims for students to engage with a specific research question and develop suitable hypotheses and methodology. Furthermore, it aims for students to collect and analyse data and produce a significant written document.

Our overall aim is to give students the skills & knowledge they require to do high quality research in their area of interest, by allowing them to work alongside active and excellent researchers. The precise research topic and methodology project will be worked out by the student during discussions with the supervisor.

The project will be expected to answer a research question or test a hypothesis relevant to obesity research and the student will be expected to write this up as project dissertation. The dissertation should:

- Examine a tightly focused question or hypothesis relating to a topic of significance.

- Address a knowledgeable reader with a view to enhancing their understanding of the topic.

- Argue from a position whilst critically assessing the issues and literature bearing on the question or hypothesis.

Students should produce a report which is equivalent in structure and tone to a scientific journal article. The research project is an opportunity for the students to develop their research skills and comes as a natural final step of their MSc degree. The dissertation has an appropriate structure for the type of research problem, and the type of methods used.
The course is designed for very advanced level students requiring the language for professional and academic purposes.

It comprises knowledge and understanding both of the structure of the Spanish language and its use in professional and academic environments, such as presentations, meetings, lectures, seminars and conferences.  The course covers career and academic development in the target language countries, business and academic cultures and conventions, negotiating and interacting, critical thinking, reading and writing specialist academic texts (i.e. in the student’s main degree subject e.g. engineering, history), note taking and debates as well as other related topics to prepare students for working and/or further academic study/research in Spanish speaking countries. These areas will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic professional and academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course is designed for very advanced level students requiring the language for professional and academic purposes.

It comprises knowledge and understanding both of the structure of the Italian language and its use in professional and academic environments, such as presentations, meetings, lectures, seminars and conferences.  The course covers career and academic development in the target language countries, business and academic cultures and conventions, negotiating and interacting, critical thinking, reading and writing specialist academic texts (i.e. in the student’s main degree subject e.g. engineering, history), note taking and debates as well as other related topics to prepare students for working and/or further academic study/research within Italy. These areas will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic professional and academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
Most complex societies codify their foods investing in them a significance beyond satisfying hunger. Culinary technology in China, through the manipulation of the potencies attributed to flavour, links to a history of nutritional ideas that begins in pre-imperial times and has echoes today in everyday life for over a billion people, and many more if we are to count those Chinese living overseas. People in China are still inclined to have a view about the effect on their bodies of what they eat, and to have an opinion about the techniques of adjusting the individual ingredients in a dish to the individual constitution and appetites of the consumer. They think about their food in unique ways. This module will be dedicated to understanding how this knowledge came about historically, to explaining the background assumptions that have informed the collective practices that surround us. It is not only a historical and ethnographic survey aimed at understanding 'other' people. It also considers how the legacy of Chinese nutritional ideas might remain relevant today for those who are interested in Chinese cuisine and Chinese medicine, and among those who care about the relationship between local and global attitudes to health and patterns of consumption. The content of the course will be grounded in history but will also draw from anthropological and ethnopharmacological approaches to the tailoring of tradition.
This module is for doctors in clinical practice and focuses on improving approach to diagnosis and management of nervous system disorders in real clinical situations. This supplements the learning from the four basic modules on MSc Clinical Neurology via distance learning. The main sections included are loss of consciousness, headaches and epilepsy. The module also expands on the learning of the four basic modules to improve treatment of acute stroke, movement disorders and multiple sclerosis. The module includes interactive online lectures , online clinical cases and face to face lectures held in March-April every year at UCL Queen Square Institute of Neurology.
The course will focus on the asset and system engineering associated with typical UK rail networks and how they need to be integrated to provide a railway route and service capability. The student will explore and learn about the types of railway modes within the UK, the typical rail vehicles operated and the principal network rail systems together with the associated built rail environment that supports the required rail journeys. Using this learning, the students will further develop an appropriate engineering solution for a given business scenario. Further, the student will reflect and report on the knowledge they have individually gained and how they successfully applied to the Solution. Through a structured given business scenario the student will gain a solid knowledge of the rail systems and infrastructure and their engineering that enable the operator to provide the rail journey and the network capability. The student will obtain a fundamental knowledge of rail operations, rail systems and infrastructure that constitute a rail network and from this knowledge specifically apply it in order to provide a design/operational solution to satisfy the objects of the scenario. The student will obtain a greater appreciation of the railway domain and its engineering and operational requirements. It should also enable the student to have significant rail orientation if seeking a future graduate career path within the industry.



Learning Outcomes

Evaluate rail vehicles, systems and associated built environment that support and operate the UK rail network
 Understand and classify the engineering options available to deliver a rail service that meets a given business scenario
 Analyse, develop and apply concepts for the operational of rail systems Formulate an integrated rail network system
 Formulate an integrated rail network system
This module explores fundamental issues in second and foreign language learning and teaching. It is designed to enable language teachers to inform their practice through an enhanced understanding of language knowledge and processing, of pedagogical grammar and of language teaching methodologies. Students learn to describe and analyse the language systems (i.e. grammar, lexis, phonology, discourse) for pedagogic purposes, examining concepts such as the noun phrase and the verb phrase, discourse, lexis and lexico-grammar, and explore elements of phonology using the International Phonetic Alphabet (IPA). Students additionally enhance their understanding of processes involved in comprehending and producing language. The module also addresses common language teaching methodologies, with reference to form focused instruction, communicative language teaching and task-based instruction, and considers various approaches to teaching productive and receptive skills. Throughout the module there will be a focus on the notion of appropriate methodology for different educational settings.
BIOL0028 is a field module centred at Zahara de los Atunes in southern Spain for 10 days during the Easter vacation. The module introduces research techniques for investigating the genetics, evolution, and ecology of natural populations of plants and animals. You will be collecting and analysing quantitative data, so as well as a strong interest in evolution and ecology, you need to be comfortable working with numbers and understand the basics of statistics and population genetics.

For the first few days you will do a selection of set projects in large groups, using various techniques to investigate the genetics, evolution, and ecology of natural populations of plants and animals. You will then design and conduct your own research projects, either individually or in pairs. Possible projects may be limited by the weather and the organisms we find. Assessment is based on performance and participation in the field, and presentation of your research project in a symposium held on the last day of the module.

Learning objectives:

Learn how to develop simple practical experimental tests to investigate abstract or complex evolutionary or ecological concepts.
	Learn how to manage time, resources, and labour to design and execute a complete scientific investigation from beginning to end.
	Experience the pleasure of scientific creativity, taking an inspiration from nature and producing an original research output from it.
	Learn by experience, by doing field experiments yourself.
Please note: students will be asked to contribute up to £100 to travel and accommodation costs. Bursaries are available to students for whom these costs would be prohibitive.
This module will introduce Medical Science and Engineering students to the fundamentals of engineering and biology. It will introduce students to the fundamental principles of engineering that underpin the creation of a) medical devices and b) cellular medicines manufacturing processes. It will also ensure that students understand the basics of human physiology and have a basic understanding of the structure and function of cells, tissues and organs.

Intended learning outcomes 

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

Describe how the human body works, in the broad context of structure-function relationships and basic cell biology and physiology. This module will lay the foundation for the next two years’ work delivered by colleagues in Faculty of Medical Science.
	Gain a basic understanding of engineering tools and process engineering that is required to create new medical devices and advanced medicines that can meet the rapidly changing needs of 21st Century healthcare.
	Think across disciplines and link fundamentals of biology to engineering concepts. This will be achieved via the case study-based workshops.
	Develop critical practical skills to encourage good practice in laboratory work.
The Design Thesis Report is where MArch Design for Performance and Interaction students have the opportunity to develop the theory that underpins their design work. This may be derived from theories of performance, cybernetic and systems theory, theories of perception and cognitive neuroscience, cultural theory, technology and architectural history or any other relevant field. As projects develop, the theory tutor engages with the theoretical basis that underpins the project work in seminars and individual tutorials.  Students are asked to write an illustrated critical evaluation of a key aspect of their final design project as the design proceeds. In it, they refer to appropriate theoretical and technical sources and demonstrate how the information from these sources is synthesised in the design. A draft report is submitted at the end of Term 3. Tutorials run through Term 3 and over the summer period (both face-to-face and online) and the final document is submitted at the start of Term 4 in September. The design report is presented in, for example, the form of a conference paper where students describe experiments, both physical and digital as appropriate. Students subsequently use verbal presentation experience gained in design modules to present an abbreviated version of the paper at a conference at the beginning of term 4 that is open to incoming students.
This module presents an introduction to research into the diagnosis, developmental mechanism, prevention and treatment of birth defects at the UCL Great Ormond Street Institute of Child Health. It will provide a biological overview of normal embryonic development, highlighting genes and mechanisms by which birth defects arise. Leading scientists will present their efforts to translate progress made into the understanding of the molecular mechanisms underlying birth defects into the development of novel therapeutic strategies.

Lectures will cover a variety of topics ranging from Clinical Diagnosis to Basic Research and Novel Therapies. Tutorials will explore and expand the lecture content in more detail, via group discussions and case studies. A reading list and further on-line learning resources will be provided through Moodle.

After taking this module students should be able to:

Describe the most common birth defects and their clinical features
	Understand the underlying genetic and molecular mechanisms of birth defects
	Explain how environmental factors can lead to birth defects
	Identify key developmental genes and pathways
	Describe research methods to determine the diagnosis, prevention and treatment of birth defects
	Outline future potential intervention strategies for birth defects
	Use their acquired knowledge on the subject and techniques to interpret and discuss contradictory observations.
Tutors: Dr Erwin Pauws (e.pauws@ucl.ac.uk) and Dr Paula Alexandre (p.alexandre@ucl.ac.uk).
This module will explore the changing nature of crime. It will begin with a discussion of how crime has evolved over time and the arms race that offenders, law enforcement and others have engaged in historically.  Cycles of innovation and how these might lead to crime opportunity will be considered, as will the role of industry and others in designing out crime. Methods of horizon scanning and associated methodologies will be discussed in general, followed by a particular focus on how such techniques can be applied in the context of crime, in particular.

On completing this module, students will:

Understand the complexity of crime and how it has evolved historically
 Be aware of the roles that government, industry and others can play in influencing crime opportunity, both positively and negatively
 Develop understanding of how technological and social change can bring about new forms of crime and threats to security
 Understand the innovation cycle, the implications of this for crime and security, and the concept of socially responsible design
 Be aware of the types of horizon scanning and future scenarios activity conducted by government and others
 Understand the different methodologies used for predicting future scenarios along with their strengths and weaknesses
 Critically assess the extent to which theories of crime science can inform horizon scanning activity concerned with crime and security
 Be aware of, and be able to critically assess sources of information that might inform research on crime futures
 Be able to put their learning into practice
The course is designed for advanced level students and comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. It enables participants to use their language skills in an academic environment. The course covers recent history, current affairs and the latest issues in society as well as other related topics. Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context.  The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.  Medical related issues/vocabulary are an essential part of the course.

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 comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. It enables participants to use their language skills in an academic environment.  The course covers recent history, current affairs and the latest issues in society as well as other related topics.  Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues.  Medical related issues/vocabulary will also be covered. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

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
Specialism grouping not a taught module
This module explores modern and contemporary art and visual culture in terms of critical debates around racism and racialisation, migration and diaspora, and cross-cultural and cross-regional interactions. The module will focus on a wide range of visual and artistic practices, including those that reach beyond Anglo-European notions of the figurative and abstraction. There will also be opportunities to encounter new approaches to the study of race in art history and contemporary aesthetic practice.
This is a French option module available to Finalists and MA students. 

In the Renaissance, Europeans discovered a new world (America), rediscovered a semi-forgotten one (Ancient Greece and Rome), and, following the publication of Thomas More’s Utopia (1516), set to explore alternative worlds and societies by way of fiction. The purpose of this course on Renaissance travel writing will be to examine this threefold dialogue between old and new worlds, between ici et ailleurs, which lies at the core of Humanism.

We will examine the rhetorics common to both fictional and non-fictional French travel writing, aiming to understand the interactions between fiction and geographical knowledge in the Renaissance: To what extent was Renaissance fiction influenced by travel accounts and the new image of the world they offered? And how did fiction, in return, shape the travellers’ perception of the worlds they encountered? This course will also offer the opportunity to explore key notions of early modern literature and thought:  humanism; utopia; primitivism; cultural relativism; wonder; experience; curiosity.
This module builds on the Objects of Media History module in the first year and extends the approach taken by looking closely at three key media objects emerging in the early twentieth century and exploring their materialities, economies and the practices that emerge through them. It begins with the film projector and considers this as a tool for film distribution and exhibition of film; and then shifts to the creation and use of radio before moving on to the emergence and history of television. These developments take place over the first half of the twentieth century. What innovations enabled them? What institutions emerged to profit from them? What kinds of objects were produced? What kinds of pleasures did audiences derive from them? These developments were key to the emergence of mass media. Overall, the module seeks to provide an extended engagement with the history of media, its political economy, and its place in the global economy.

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.

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules.
This module provides a critical introduction to key theories and methodologies relevant to the design and use of technologies in face-to-face, online and blended settings. The module aims to help students develop a critical awareness of the potential and realities of technology-enhanced learning (TEL) - emphasising the design, development and evaluation of the whole learning environment. This includes a focus on the educator as both the designer, the source of knowledge needed for design, and as a user of technology with a focus on the learner and learning. Case studies from research and industry of innovative teaching and learning initiatives with technology are used to provide a basis for critical examination of the current trends and future directions of educational technologies. The module is thought using context-based, project-based, and inquiry-based pedagogy, therefore is very learner-centred and encourages students to take the initiative of their own learning. Weekly group work assignments are embedded into the module and assessment consists of a 5000-word individual essay. Due to the emphasis on context-based group learning activities of the module, we encourage students to join weekly face-to-face lectures as well as completing provided group activities and tasks online
This module introduces existing assistive technologies and then moves on to explore how robotics can help in various rehabilitation therapies. Students will become sensitive to the needs of people with a wide range of functional impairments and will understand the trade-offs and selection criteria to choose appropriate assistive technologies, which fulfil the needs of individuals with different and complex disabilities, such as spinal cord injuries, motor neuron disease and stroke. The module will cover the underlying theory, technology and operating paradigms of key assistive technologies and state-of-the-art robotic rehabilitation systems.

This module is intended to deepen knowledge and understanding of the role that robotics plays in assistive technologies and rehabilitation paradigms. Consequently, on completion of the module the successful student will be able to:

Describe typical functional impairments and select appropriate assistive technologies to compensate for them
	Describe the theory, technology and operating paradigms of mainstream assistive technologies
	Appreciate the different roles played by end users, service providers, insurance companies, the health service and care givers in the context of assistive technology
	Describe the underlying principles of robotics in rehabilitation therapies
	Give examples of different rehabilitation robots, their concepts and operating principles
This is the dissertation module for MSc Developmental and Education Psychology.
The aim of this module is to provide students with clinical and laboratory experience in conservative dentistry. Students will gain insight and appreciation of the role of both the clinician and dental technician in ensuring optimal patient outcomes.

The student will be exposed to a range of patients with varying prosthodontic treatment needs within the clinical setting of the Eastman Dental Hospital, under supervision. They will gain experience in fabricating intra-oral prosthesis, with assistance from experienced dental technicians.
The Dissertation consists of an 18,000 word essay on a topic relating broadly to Comparative Literature and/or Comparative Literary Theory which demonstrates advanced knowledge of the subject of enquiry, advanced research skills relating to the investigation of the subject at hand, and advanced presentation skills. It normally contains a clearly enunciated research question, a comprehensive literature review, and a comprehensive bibliography, and should make a significant contribution to the field of enquiry.
The module is concerned with conceptions of culture, sociocultural practice and identity in human communication. It considers the historical, political and economic conditions under which cultural beliefs and practices are formulated and realised through the semiotic resources which people draw upon in diverse cultural contexts, locally and internationally. The module aims to introduce students to the field of intercultural communication by problematising fixed and essentialised popular assumptions around cultures and what these are so as to develop a more critical understanding and appreciation of what intercultural communication can entail and mean.
This skills module will teach basic and advanced plastic and reconstructive surgical techniques, It provides you with the knowledge to understand the theoretical and practical evidence base relating to basic and advanced reconstructive surgical skills and techniques. The practical skill teaching will be undertaken in the Charles Wolfson Surgical Skills Laboratories. It will involve lectures, workshops/practical skill workstations under faculty supervision.

You will learn a wide range of practical skills including instrument and suture selection, instrument holding, approaches to reconstructive problems, multiple methods of suturing tissues and there applications, methods of skin graft harvest, multiple designs of skin flaps and skin flap choice, design and elevation, techniques of tendon repair, microscopic nerve and microvascular repair.
This module is designed as an introduction to clinical & professional practice. The module will establish understanding of the professional standards expected of trainees whilst learning to manage patient care in a healthcare environment. Develop knowledge of professional behaviour, communication skills and an orientation of how patient safety systems are organised within healthcare to ensure safe, high quality care. This will allow the students to become familiar with the processes and practice within the Operating Theatre environment.
The overall aim of this module is to develop the remaining skills required to perform systematic reviews of interventions. In this module, you will be learn how to analysing the data, explore heterogeneity, assess reporting bias, interpret the results, discuss the results in a systematic fashion, and arrive at appropriate conclusions.
The overall aim of this module is to develop some of the skills required to perform systematic reviews of interventions. In this module, you will be learn how to draft the research question, develop the criteria for inclusion of studies, developing the search strategy, selecting the studies for inclusion, and collect data from the included studies.
The module aims to give students a broad understanding of the use of comparison for social and political research and of how the comparative method differs from other approaches in the social sciences. The module will also give grounding in how comparative methods can and should be practically applied in the social sciences. The module is run in a workshop format and involves both discussion of example texts and issues as well as presentations of key ideas.

The specific topics covered are: the relationship of comparative techniques to area studies; how comparison can generate understanding; how to select cases; the use (and abuse) of concepts in comparative analysis; the role of case study techniques for comparison; the problem of identifying cause and effect; the strengths and weaknesses of ‘variable-oriented’ large scale quantitative comparison and smaller scale ‘case-oriented’ comparisons; and ‘configurative comparison’ including an introduction to Charles Ragin’s QCA technique.
This module aims to equip training practitioners with the knowledge and competence to understand common problems and processes in education settings which have adverse effects on wellbeing (including, but not limited to bullying, examination stress, loss, family conflict, trauma and abuse) and the skills to develop and increase support from their community of teachers, peers and family members. Trainees will also learn to identify risk factors for common problems and obtain knowledge ofvulnerable groups of training practitioners such as those with special educational needs or looked after children. The module also aims to equip training practitioners to use psychological theories and psychoeducation to help children, young people, their families and staff to understand and tolerate negative emotions, support education staff with training, implementing peer mentoring approaches, and supporting classroom management in education settings. The training practitioners will learn to become aware of the limitations of their professional role within the context of the wider service and other agencies, and when to seek advice or signpost clients to other organisations such as CAMHS.
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 during year 1 (up to late May).
This module provides a comprehensive engagement with the evidence based approaches (data and literature review) which underpin research and clinical practice developments. Contemporary approaches to research and analysis will be considered, emerging from theory and practice as a context. You will encounter the range of frameworks (ethical and legal), data sets and the evidence bases which inform the field, and develop their capacity to identify, interrogate and interpret these in order to draw conclusions which will inform practice and understanding. You will evaluate own learning in order to frame an individual strategy for study, and its synthesis with your practice as preparation for the research project.

You will engage in tasks such as conducting literature searches, critical reading of papers, statistical analysis, identifying and designing projects, evaluative report and presentation writing. Delivery will be structured through focused online modules of study supported by face to face workshop/seminar style sessions in order to consolidate and synthesise understanding in advance of summative assessment.
In this module you will learn an introduction to the theory and skills required for the successful completion of a research project. You will undertake good clinical practice training (GCP) and be aware of research in modern clinical practice. There are sessions on ethical considerations, and a formative task to create a proposal for your own clinical trial. There are practical sessions on data organisation and analysis, covering both quantitative and qualitative information.

Topics include:

• Hypothesis testing: the null-hypothesis, one and two tailed hypotheses, planning and designing research
• Operational definitions, independent and dependent variables
• Samples and groups, generalisability of findings
• Reliability, validity, external validity
• Experimental design including repeated measures designs and single test studies
• Questionnaire, scales, tests and measurement issues
• Descriptive statistics
• Probability and significance
• One-way analysis of variance
• Qualitative analysis
• Medical ethics

It is a requirement that this module is taken in combination with MEDC0037 Practical Nutritional Assessment.
Techniques in Molecular Medicine: A Practical Approach" is a basic scientific discipline which provides the knowledge of molecular biology and cell biology which is used in academic labs, pharma, and biotech industry. We aim to provide a good background for scientists who need to understand the basics of performing experiments in the context of investigating human diseases. This module covers theory and has also laboratory based practical sessions. You will learn how to navigate safely around a laboratory and identify and use common laboratory equipment. How to keep detailed records, analyse and present your experimental data of those experiments you have performed in the lab. You will discover how you can work with cell culture, how to extract from these cells their proteins, RNA and DNA. You will learn how to investigate the human genome and study human diseases by analysing RNA, DNA and protein expression with different techniques. We will cover very innovative techniques such as gene knockdown technologies, with CRISPR-Cas9, RNA interference, RNA sequencing and genetically modified model organisms. During this module you will explore how modern molecular techniques can be integrated and used to study human disease.

The teaching on this module will use a blended learning approach.
The course is designed for very advanced level students requiring the language for professional and academic purposes.

It comprises knowledge and understanding both of the structure of the Mandarin language and its use in professional and academic environments, such as presentations, meetings, lectures, seminars and conferences.  The course covers career and academic development in the target language countries, business and academic cultures and conventions, negotiating and interacting, critical thinking, reading and writing specialist academic texts (i.e. in the student’s main degree subject e.g. engineering, history), note taking and debates as well as other related topics to prepare students for working and/or further academic study/research in a Mandarin speaking environment. These areas will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic professional and academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This is the report module for the MA Literacy Learning And Literacy Difficulties and MA Reading Recovery and Literacy Leadership.
The course is designed for very advanced level students requiring the language for professional and academic purposes.

It comprises knowledge and understanding both of the structure of the Japanese language and its use in professional and academic environments, such as presentations, meetings, lectures, seminars and conferences.  The course covers career and academic development in the target language countries, business and academic cultures and conventions, negotiating and interacting, critical thinking, reading and writing specialist academic texts (i.e. in the student’s main degree subject e.g. engineering, history), note taking and debates as well as other related topics to prepare students for working and/or further academic study/research in Japanese speaking countries. These areas will be related back to the student’s degree subject.

The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic professional and academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The module illustrates the interaction of competition law with policy tools promoting innovation, in particular competition law and intellectual property (IP) rights.

It also shows the way in which the law can work as a key instrument of innovation policy. This is the most dynamic and active area of competition law enforcement worldwide as this can be illustrated by the competition cases brought against hi tech firms, such as Microsoft, Intel, Google, Intel and the patent wars (and subsequent competition law battles) between global tech powerhouses, such as Apple and Samsung.
Emergency and disaster planning and management are set to become a fully-fledged profession. They require practitioners to coordinate complex operations that involve many different kinds of expert and widely diverse problems that must be solved rapidly and efficiently. This module will deal systematically with specialised emergency planning and management, as applied to different sectors. These include cultural heritage, the care and protection of disabled people, the medical and industrial sectors, and planning to keep mass gatherings safe. Counter-terrorism will be examined in terms of both general practice and the lessons of past events. Humanitarian emergencies will be discussed with respect to international policy, planning and management. The psychological effects of major emergencies upon people who manage and respond to them will be investigated. Ample use will be made of case histories and scenario-based classroom discussions and exercises.

The module will cover the following topics:

state of the art in emergency planning and management; pandemics and epidemiology; death and injury in disasters; medical emergency management; critical infrastructure and wide-area power failure; industrial emergencies and hazardous materials transportation; cultural heritage protection; safety of mass gatherings; response to terrorism and CBRN incidents; people with disabilities in emergency situations; disaster management in developing countries; migration and refugee emergencies; civil-military cooperation; shelter, recovery and reconstruction; adapting response and planning to systemic risk; the Sendai Framework for Disaster Risk Reduction; stress and the emergency manager; examples of emergency planning and management problems from the UK, Japan and the world.
In this module you will apply the skills and concepts you have covered during the taught modules of the Clinical Trials program to carry out an independent research project supervised by a staff member from the Institute of Clinical Trials and Methodology. You may choose a project from a list of offered topics, or you may propose your own project topic subject to approval. You will plan the project and submit a proposal, conduct comprehensive research involving a literature review, and develop academic writing skills by writing up the findings from the project in journal format. You will also learn how to communicate your findings effectively to different audiences by presenting your work during the course of the module.

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

Design and develop a research project.
 Effectively manage a research project applying both project and time management skills.
 Perform an effective literature review in the relevant area.
 Analyse and evaluate findings from your research.
 Write up and present findings clearly and concisely.
 Summarise key findings from your research and place it in context of the relevant field of clinical trial research.
This module is compulsory for students on the MSc Clinical Trials.



You will meet with you supervisor to discuss your ideas, but most of the work will be carried out independently in the form of literature review, independent project work, preparing an oral presentation, writing the dissertation and optional fieldwork in some cases.
The Dissertation or Research Project is student-led, with support from a designated academic tutor. Some students will also have input from an industry-based mentor if their project is undertaken as part of an industry placement. The dissertation process enables you to investigate and apply health economics and decision science methods to real-world problems in global health research and to present your findings in a written report. Some students will have the opportunity to conduct their research project together with an industry or academic partner. These collaborations will involve partners in the UK and internationally.

On successful completion of the dissertation, you should be able to:

Independently identify a gap in knowledge.
	Understand how to formulate a research question to fill a knowledge gap.
	Have the skills to work independently to answer a research question, to a deadline.
	Know how to communicate the findings effectively, to a diverse audience or evidence-users.
The Dissertation is open to all UCL MSc Health Economics and Decision Science students who have or are in the process of completing the eight taught modules.

This is a student led process. Quality will be assured through three processes:

An introductory seminar explaining the purpose of the dissertation, highlighting appropriate referencing methods and explaining the supervision process.
	Series of seminars when students will be asked to report on their plans and progress.
	One-to-one supervision by an academic with some specialisation in the field of study.
Selected reading list

Dependent on project area
This module will provide broad base of knowledge and understanding of relevant skills required to conduct a health needs assessment and to the understanding of approaches to health innovation and intervention development and evaluation.

You will be provided with an overview of Health Needs Assessments using case studies from the NHS and overseas. You will learn how to conduct a health needs assessment collating evidence from an epidemiological, policy, community and individual perspective and explore this in a practical session using publicly available data.

The importance of participatory working and methods will be explored, with examples from the UK and overseas. You will have the opportunity to learn about skills for successful collaborative leadership and the importance of involving policy and other stakeholders and translation of knowledge to population, policy and practice.

You will learn the life cycle and frameworks for intervention development and testing and about adaptation of interventions from one setting to another. Concepts of global health, local context will be explored. You will be introduced to the range of interdisciplinary field methodologies required in health innovation and intervention development and testing, including mixed methods approaches and implementation science frameworks.

You will learn what health and public health innovation means and differences between profit and not-for-profit innovation. You will explore using examples why and when innovations fail (at development, execution, scale-up etc). You will be asked to identify and critically assess an example of a failed innovation from across the world, to analyse, dissect, process and digest the innovation. Then write about it and present it internally to peers.
Aims

The aim of this module is to allow students to further develop the skills required to undertake and deliver high quality research. This includes gaining experience in literature surveys and developing their writing, presentation and group working skills. The module also aims to increase understanding of Responsible Research and Innovation with respect to new research and technology.

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

Critically assess the available literature and identify papers that best describe a research area.
	Construct and deliver an oral presentation for a scientific audience.
	Present a research topic using a poster presentation to individuals and a group, and answer questions about their research.
	Demonstrate an awareness of the concepts and framework of Responsible Research and Innovation (RRI) within the science discipline and apply this to problem-based scenarios.
	Work effectively alone and in groups.
Assessment

This module does not contain a summative assessment. The module is only passed if the student have completed all formative assessments.

Throughout the module students will be expected to:

Design a poster summarising a research project.
	Write and deliver an oral presentation for a research project.
	Attend seminars and participate in Q&A.
	Attend and participate in RRI workshop, including a creative writing exercise, group work and case-study discussion.
	Conduct literature surveys in preparation for the aforementioned elements.
The module is marked on a Pass/Fail basis i.e. without a mark or grade.

The module does not contribute to the Final Weighted Mark or Classification.
The module develops a common vocabulary and set of concepts through which to critically analyse, understand and explain the form, structure, process and dynamics of urban areas and its design especially in the Global South. By deconstructing and re-calibrating the discipline of urban design as the political economy of space, you are invited to critically analyse the different scales and formal and informal forces that transform, regenerate, revitalise, upgrade and/or conserve places. With a deliberate emphasis on critical theory and philosophy, the module looks at fundamental concepts from urban studies, urbanism and urban design are integrated, adopting an alternative multidimensional and multidisciplinary framework. The module helps students of different backgrounds to critically question the epistemological and practical limits of urban design through a deliberately theoretical (term 1) and practice-based (term 2) approach, aiming to both unpack mainstream urban design and to recalibrate it more critically towards the design of an effective response that is inclusive, secure, adaptive and sustainable with a creative use of theory.
Independent research project where students will be imbedded into research laboratories and engage in high quality materials chemistry. Students will become an active member of a research group, in a leading international university environment. This will culminate in an interim oral presentation and viva and a final dissertation.
Modern bioscience research increasingly makes use of computational methods to collect, explore, analyse, display and share data and results.

In this module students will learn the foundational skills of coding so that they can write computer programs and analyse data analysis using the Python programming language.

Students will be taught using examples drawn from bioscience research, and learn how computer techniques are used across a range of cutting edge research methods.

Upon successful completion of this module, students will:

- understand the key concepts in programming and best practise in designing and structuring Python code.

- be able to write computer programs in Python, including file I/O and simple algorithms

- be able to work with, manipulate and analyse different types of biological data, e.g. how to work with genetic sequences to translate between DNA, cDNA and RNA sequences, and to identify ORFs and the resulting protein sequences

- know how to use Python to import, prepare, filter and manipulate experimental data sets.

- be able to use computational approaches to explore and analyse data, being able to apply key statistical methods and interpret the results

- be able to use Python plotting libraries to code programs to produce publication quality figures.

No prior programming experience is necessary.
The module teaches quantitative skills, with an emphasis on the context and use of data. Students learn to focus on datasets which will allow them to explore questions in society – in arts, humanities, sports, criminal justice, economics, inequality, or policy. The student will be expected to work with Python to carry out data manipulation (cleaning and segmentation), analysis (for example, deriving descriptive statistics) and visualisation (graphing, mapping and other forms of visualisation). They will engage with literatures around a topic and connect their datasets and analyses to explore and decide wider arguments, and link their results to these contextual considerations.

The module is assessed by a group research project, using data analysis and visualisation to explore a “real-world” question. The literature-research question-data-analysis-presentation-conclusion model follows the path of typical data-driven research projects which take place at a postgraduate and postdoctoral level.
This is the major research task, to be submitted at the end of the 12 months period. Students are asked to produce a dissertation of 15,000 words. Students are asked to undertake further research in depth on a topic on the theme of “Architecture and Digital Theory” and to critically reflect on what they have found out in order to create a coherent and appropriate hypothesis or hypotheses that elucidate the information. They must also identify other critical approaches and compare these to their own. They are then asked to use the hypothesis or hypotheses to search out further material in all appropriate media and then construct a well structured written and/ or multi media presentation as a dissertation.
This is a mini-project to be presented at the end of the first term in December. Students are asked to present and defend their work verbally. The presentation will be recorded. Students are asked to research a topic on the theme of “Architecture and Digital Theory” and to critically reflect on what they have found out in order to create a coherent and appropriate catagorisation of the information. They are then asked to use this catagorisation to search out further material in all appropriate media and then construct a well structured verbal and visual presentation of their findings.
Term 3, 4 Students investigate the initial proposals that were put forward in BARC0059 subjecting them to a critical analysis, which can include theoretical fulfillment, status of materials, scope for innovation, ease of fabrication, functional, structural and environmental performance, sustainability and visual performance. New proposals are put forward as drawings and fabrications in an iterative process with the aim of generating a finished elegant final piece as conclusive evidence of their research and development in design for manufacture, including the finishing of made work. As a key technical requirement of manufacturing, specification of industrial finishing standards must be demonstrated. In addition, in the final project students must demonstrate understanding in their own agency in the process of design for manufacture as well as understanding the needs they serve.
The dissertation is the culmination of all activities in this programme so far, where students find an opportunity to bring all their learning, knowledge and skills into a substantial project. This is a unique, postgraduate- level experience, which is intended to be a platform for further academic or professional work in the future. The module equips students to plan and conduct a research topic of their own choosing. Students are required to submit a 10000-word dissertation on a subject agreed with the Course Director and their assigned tutor. Dissertations are produced between May and September and will be supervised by the most appropriate member of staff for the topic in question.

The dissertation topic is a free choice, subject to the principal requirements of every piece of research – it must have a well-defined problem, a literature review and a body of data. The dissertation length is a maximum of 10,000 words (including footnotes, but not including the abstract, tables, references or appendices)
The aim of this module is to examine the social, political, economic development of Central and Eastern Europe since 1989; the comparative success (or failure) of CEE states in transforming themselves in liberal democracies and market economies on the West European model; and the position of the region in the wider European context. The module will focus principally on Poland, Czech Republic, Slovakia, Hungary, Bulgaria and Romania and will consider: the (surprising?) stabilisation of democracy in CEE in 1990s; the nature of post-communist capitalism in CEE; the social and cultural legacies of communism and their impact on citizens; corruption and the strength of state institutions; the nature of left/right divisions in CEE; the reshaping of ethnic, social and political identities; the enlargement of the EU in CEE and the effects of integration on political systems and societies in the region; backsliding on liberal democracy, protest and threats to democracy since 2004. The module will use country case studies and comparisons between countries to explore particular issues in more depth.
The course seeks to analyse the social construction of non-heteronormative sexualities in Russia and Eastern Europe throughout various periods of the region’s history – from the medieval era to the present day. It adopts an interdisciplinary approach, examining explanatory and normative literature from sociology, social psychology, history and politics. The course will begin with two sessions examining different approaches to the study of sexualities, analysing in particular the psychoanalytic theory of Freud, the discourse theory of Foucault and the queer theories of Butler et al. We will examine a range of influences on constructions of sexuality (including religious doctrine, nationalism, political ideology and medicine, etc.) to better understand the lived experiences of sexual minorities and social attitudes towards non-heteronormative sexualities in the specific socio-political, cultural and historic contexts of Russia and Eastern Europe. With reference to the contemporary period we will discuss homophobia, homonationalism, queer migration and diaspora, AIDS/HIV and the social context of sex, social activism and LGBT rights in the broader European context. Indicative Text
Module information

This module allows students to explore a topic covered in NEUR0010/11/12 in greater detail as an advanced literature project. The dissertation will be supervised by people directly involved in research in the given area and supported by regular feedback meetings.

After taking this module you will be able to:

Read and interpret scientific writing and carry out independent literature-based research.
	Critically evaluate published research and understand research data.
	Demonstrate a solid knowledge of common mechanisms of neuropathology;
	Develop an overview of the molecular and cellular mechanisms underlying several neurological disorders based on latest research;
	Link the neuroanatomical and neurophysiological knowledge acquired in year 1-3 of your Neuroscience degree to malfunction and dysfunction in the context of disease.
	Describe examples of how disease has led to the elucidation of normal mechanisms of function in specific cases
The course is designed for advanced level students and comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. Medical related issues/vocabulary will also be covered. It enables participants to use their language skills in an academic environment. The course covers recent history, current affairs and the latest issues in society as well as other related topics. Students will give presentations and are involved in roundtable discussions and debates on a variety of current issues. Cultural awareness will be further developed and raised within a European/global context. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

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
During the eighteenth and nineteenth centuries London became one of the largest and most prosperous cities in the world. However, rapid demographic and economic growth had profound consequences for life in the metropolis, disrupting traditional social relations, and increasing the potential for crime and disorder on its streets. On this course, students will learn how to critically analyse sources from the criminal archive and they will investigate the changing nature of policing, prosecution, and punishment from the Murder Act of 1750 to the abolition of public execution in 1868.
This module explores critical debates in recent art historical scholarship and art criticism in and about Latin America. We will consider colonialism and its reverberations and repercussions into the present day in order to respond to our central question “What is Latin American Art?” The first term will focus primarily on the colonial period, roughly 1524-1824, while the second term looks at the reflections of this period in modern and contemporary art. Topics to be addressed include colonialism and the body, race and representation, debates about hybridity, postcolonial and decolonial theory, and borderlands and globalization.
This module aims to support students to develop a comprehensive understanding of the complex relationship between children and families, on the one hand, and professionals and the state, on the other. The focus will be on the UK, from which most of the relevant literature is drawn, but there will be some consideration of comparative and international contexts. The module will foster an awareness and understanding of children’s and their families’ connections with a range of professionals – such as teachers, police officers, medical professionals and social workers – during their lives. It will include discussion of the variety of models, expectations and ideas relating to the notion of the ‘family’ and the way this is understood by professionals and the state. The module will help students to recognise and understand tensions and challenges experienced by children, families and professionals in the process of working together, particularly in children and family support practices. Theories, practices and policies will be critically examined: these will include family support, multiagency working, children in need of protection, and children in care. These topics will help students to build their understanding of the diverse and complex influences upon the children’s personal lives and relationships with others. This module’s assessment is a 3,000-word essay.
This module introduces students to the main debates on gender, politics, and public policy in Latin America, particularly since the Third Wave of democratisation. Specifically, it explores the ways in which gender scholars have contributed to (as well as challenged) conceptual, theoretical, and methodological frameworks from mainstream political science. Divided into two parts, the course emphasizes the ways in which gender is political and discusses the role of gender relations in representation and public policy in Latin America. Combining different in-class activities and assignments, the course also provides students with opportunities to reflect on the challenges of designing, promoting, and adopting policies to address gender inequalities. For the marked assessment, students are required to design a campaign to promote a gender-related public policy in a country in Latin America.
This lecture and seminar-based module offers an introduction to the archaeology of the Americas. It is organised around a consideration of key archaeological topics within broad regions of North, Central and South America. The timeframe examined stretches from the initial peopling of the continent to the European colonial period. The module considers environmental influences, material culture, domestication and agriculture, social organisation, regional interaction, and human impact on the landscape to develop a continent-wide comparative perspective on pre-Columbian fisher-hunter-gatherers, pastoralist and farmer societies within non-state and state/imperial contexts. As befits a module on the Americas, we also critically explore the use of ethnohistorical and ethnographic evidence in researching colonial encounters and interpreting the pre-Columbian past.
In the late 19thcentury, the U.S. moved to seize and create what would become a sprawling overseas empire. This empire required significant policing, administration, and negotiation. Non-state actors became key figures in this expansion and management of U.S. imperial and economic control, as they went abroad to shape and direct foreign policy. Other non-state actors, however, challenged and protested this violent projection of power, condemning and challenging the human, ecological, and cultural destruction used against U.S. colonies. In an era before the national security state and a professional diplomatic corps, these amateurs exercised real power to guide and contest the direction of U.S. foreign relations. We will examine non-state actors including sugar planters, cowboys, missionaries, boy scouts, geologists, artists, and entertainers. We will study Americans in places including Hawaii, the Philippines, Argentina, Haiti, South Africa, Antarctica, and France.

 
The aims of the module are to analyse the politicisation of social cleavages such as class, race and ethnicity, gender and sexuality, religion and nationality; to highlight (the consequences of) changing social values and attitudes, including the impact of the media thereupon; to understand processes of political engagement and participation; to grasp the causes and consequences of migration; to examine how individuals influence the institutional structure through revolutions, democratisation and the establishment of welfare states.
This module covers all aspects of preimplantation genetic testing (PGT) and developing technology. Topics include embryo biopsy, PGT for chromosome abnormalities, PGT for monogenic disorders, future technology and ethical issues, the use of stem cells, mitochondrial disorders and genome editing. There will be ethical discussions and evaluation of patient cases.

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

PGT including diagnosis of chromosome abnormalities, aneuploidy screening, monogenic disorders, and developing technology;
	Developing technology, including stem cells;
	The ethical issues surrounding PGT and developing technology and why they are important in modern society.
The module comprises of lectures presented by leaders in the field of PGT and stem cells, tutorials, practical and group discussions.
The Principles of tissue injury, healing and rehabilitation module gives you a detailed overview of how injuries are rehabilitated from onset to return to activity including the post-surgical patients. The subject matter contains relevant tissue anatomy, recovery potential and patterns, and sets out effective goal setting for recovery and return to sport.

After taking this module you should be able to describe, know and understand the following key concepts;

- Stages of tissue healing in musculoskeletal injury

- How management strategies are linked to the stage of tissue healing and how the approach varies with acute and overuse injuries

- Principles of designing a rehabilitation programme including goal setting and progression

- Evidence based management principles for acute and overuse joint, bone, tendon, ligament and muscle injuries.

- Tissue healing and management principles as linked to surgical management of musculoskeletal conditions.

 
In this module, you will learn and take part in the perioperative fluid debate and the fast-changing evidence, which informs it. This includes which fluids are best to use in and around the time of surgery and why is this.

 Additionally, cardiovascular disease remains a significant morbidity burden and as such is considered a priority in perioperative care. You will look at the use of RCTs to explore interventions associated with cardiac ischaemia, heart failure and its significant contribution to morbidity and mortality in the perioperative period and the importance of pre-operative anaemia.
How are Afghan women represented in the media? Do populist parties really get more broadcast airtime than mainstream political leaders? How do politicians present themselves online and on social media? What does it mean if we find that three different researchers understand archival sources in three different ways? What are the politics of online groups and communities? How does NATO use celebrity endorsement to legitimise its response to violence? What sorts of stories do ordinary voters tell about politicians when you ask them to keep diaries? How does contemporary travel writing produce and reproduce national borders?

This module will not necessarily tell you the answers to these questions, but it will help you understand how researchers have gone about trying to answer these or similar questions and how you could try to answer interesting and important questions about politics using texts and images.

This is a module that focuses on researching about the *meanings* and functions of texts and images. The methodologies covered include content analysis, discourse analysis, narrative analysis and archival research. By the end of the module, you should be able to understand a range of methodologies that helps us answer questions about texts and images; develop research questions that can be answered using these methodologies; collect, analyse and interpret relevant data; evaluate the use of these methodologies in research and use the methodologies in your own research projects. 
This module will teach students how to work in a range of educational settings including primary schools, secondary schools and colleges with respect to the mental health needs of pupils and their families. The students will be taught about the roles and responsibilities of different education staff, relevant legislation for pupils with additional needs, the functioning of pastoral care systems in education and the common challenges for such support services in such settings. Contents include: Introduction to the education system; Outcomes in education: learning, exams, achievements; The PHSE curriculum and school behaviour approaches; Special educational needs: The SEND framework; Common mental health problems in schools; Safeguarding and information sharing in schools; Working across agencies: referrals and CAMHS; Working with diversity in schools; School exclusion: what's it like for parents and children; How are problems (behaviour, learning and wellbeing) in pupils identified in practice in schools.
This is an undergraduate level course introducing students to critical and postcolonial approaches to International Relations (IR). While the main trends in the field - like Realism, Constructivism and Liberalism - are examined, it is these critical perspectives that are the main focus.
Broadly speaking, students will examine how we come to form opinions about the world, cases of conflict, diplomacy, and the role of non-state actors and major global institutions in creating/sustaining the world around us today. In particular, students will assess the different assumptions within particular approaches to IR, their methods and understanding of who and what matters in global politics; how approaches conceptualises international institutions, and the relationship between agency and international structure. As we progress, we will investigate issues such as whether there is equal sovereignty in the world today, what do we mean by 'North-South relations' and the links between theory and practise. Key concepts introduced to students in the module include 'anarchy', 'sovereignty', 'power', 'hegemony and empire', the state and the international system.

 
This module explores a set of empirical and normative questions about key markers of social and political difference: race, ethnicity, and nationality. It begins by investigating what, exactly these identities are. It explores debates about the social construction of race and ethnicity and examines how gender intersects with these identities. It proceeds to explore what, exactly, racism and xenophobia are. Then, it turns to contemporary politics to assess the role of these divisions in prevailing political institutions and dynamics. How are these identities measured and reproduced by governments through censuses? And how are these identities used/exploited by political elites through the use of stereotypes and propaganda? It then explores how countries compare in terms of racial and ethnic inequalities in the labor market, the educational system, and political system, and asks how institutional design can achieve more inclusion or perpetuate exclusion. What are the negative externalities of progress toward inclusion and equal rights? What does the future hold regarding equal rights and inclusion? Next, it turns to social movements and voters. How have these movements altered conversations around these identities? How do we address widespread anti-immigrant sentiment across the developed world? We connect the empirical discussion to normative and current debates about institutional racism, and what policy proposals should be pursued to redress existing injustices.
This module considers the contexts, purposes and practices of leadership within a global perspective. School leaders have always faced challenges, but the demands and pace of change have increased, as well as pressures and expectations. Globalisation can create unstable, insecure and very diverse communities of newcomers and present major challenges to school leaders. Cultural, class, ethnic and community diversity have many implications for schools. In this context, leadership is put to the test and school leaders often have to make speedy responses to highly charged events and find solutions which go beyond the pragmatic and require tolerance, sensitivity and emotional intelligence. Schools, particularly in urban contexts, face the toughest dilemmas, including having to meet the needs of disaffected students and their families. To support understanding of the issues, this module draws upon findings from recent and on-going studies which offer fresh insights into school leadership.
The key topics of educational leadership and management will be considered from both theoretical and practical perspectives, examining the differences between these concepts as they apply in the field. There will be an introduction to the importance of moral, educational and transformational leadership. Learning-centred leadership and system leadership will be defined and its main features discussed. The cultural context is also examined along with organisational structure, culture and power. Key matters of managing educational improvement and change are examined and attention given to strategies for managing change effectively. If improvement takes place, measurement of that improvement is part of the process. An introduction to the field of school improvement and effectiveness research, policy and practice will be provided and the key concepts of internal and external evaluation defined and differentiated from related concepts like monitoring and assessment.
‘Chronic Illness from the Health Psychology Perspective’ is a module in which you will cover self-management interventions and theory, evaluation of complex interventions, practical issues related to implementation of such interventions, and theories of pain and pain management, as related to specific chronic illnesses and long-term conditions (e.g. diabetes and cardiovascular disease). Topics you will cover also include cancer, obesity, cardiac rehabilitation (including goal-setting), pain, sexual health and HIV research, sleep and health, coping with chronic illness, self-management interventions, and the impact of screening for diseases.

By the end of this module, you should have developed:


	a knowledge base in relation to psychological, social, and cognitive influences on chronic illness and management of chronic disease
	
	
	an understanding of 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 over the course of 11 weeks in Term 2 of the academic year.
The field course is designed as a problem-based approach and offers experience-based learning. It provides Third and Fourth Year students with an up-to-date perspective on micro- to macro-scale geological features and processes in the geological framework of crustal evolution and dynamics.

By the end of this field course the students should understand and be able to apply how a holistic small-scale approach can unravel the geological history of large-scale geological processes and features.

GEOL0004 Dynamic Earth, GEOL0006 Surface Processes and GEOL0010 Surface Processes and Structures are prerequisites for undergraduate students.
This module consists of a series of weekly seminars delivered by high-profile academics,
industrialists, or other stakeholders in machine learning technology to expose students to the most
cutting-edge topics in the field, including recent advances in machine learning theory, algorithms, and
applications, as well as issues such as privacy, fairness and ethics in artificial intelligence. Each
student will be required to maintain an up-to-date blog reporting the state-of-the-art in key topics.
This module gives an introduction to basic cellular neuroscience and some of the applications used for research in neuroscience. Building on basic principles it will also give a comprehensive overview of genetics, cellular biology, principles of neurotransmission and the functions of cells of the nervous system.

This module will provide you with an understanding of the cellular and molecular mechanisms of disease and some of the investigatory tools used such as EEG, TMS, MRI, fMRI, along with learning basic brain anatomy. This material provides the theoretical basis for topics explored in other modules on the programme.

At the end of the module you will have an understanding of (i) the genetics of disorders of the central nervous system, (ii) brain metabolism, neurotransmitters and neurodegeneration & iii) the function of different cells in the nervous system. This understanding will be supported by lectures on brain anatomy, basic cell science & neuropathology, EEG, MRI, fMRI and TMS.
‘Molecular Mechanisms of Gene Expression and Regulation’ will convey a broad vision of the contribution of molecular biology to our knowledge of gene regulation in diverse organisms. It will show how molecular biology, when used in conjunction with other biological disciplines (e.g. biochemistry cell biology, genetics) is steadily revealing the mechanisms of previously intractable problems (e.g. control of gene expression). Critical analysis of original experimental data, will be covered in depth, providing the intellectual framework for students to be able to discuss the design of experiments and to justify any conclusions that can be drawn.

After taking this module your knowledge and understanding of molecular biology should have been extended to the point where you can:

Understand up-to-date principles of experimental design.
	Comprehend the experimental approaches and ideas presented in original scientific papers and reviews.
	Keep abreast of developments in the most topical areas of biology through reading the molecular biological literature
	Critically analyse, appreciate and interpret scientific data and ideas.
Indicative lecture list (based on 2021/22 syllabus)

The nucleus, the nuclear pore and transport in and out of the nucleus

Phase separation and RNA localization

IMP1/ZBP1 - molecular mechanism of RNA localization

An Introduction to chromatin and chromatin modification

Regulation of gene expression by microRNA - molecular mechanism

RNA methylation, regulation of RNA stability and translation

Chromatin modification and gene expression

Cas9-A bacterial immune system

Cas9-DNA Repair and genome editing

Cas9-Applications and recent developments

Gene expression in prokaryotes

RNA splicing and alternative splicing
The module has a two-stage delivery:

Part (A) will introduce you to the methods and concepts of modern microeconomics used to analyse the basic economic institutions, structure and relationships of construction. The perspective is that of decision-makers in a firm, facing constraints imposed by specific forms of competitions and market context.

Part (B) will introduce you to the key ideas of macroeconomics and use those to develop an understanding of the factors affecting the aggregate level of demand for construction firms within the contracting system and its constituent markets.

The Lecture topics for BCPM0002 are:

Construction firms and markets as institutions

an Introduction to the general theory of Transaction Cost Economics (TCE)
	application of TCE to construction procurement route selection
 

Incentives in construction organisations

incentive contract between client and contractor (lump-sum v.s. fixed)
	incentives within construction firms (fixed v.s. variable pay at all levels) C) Award mechanisms
	an introduction to game theory
	basic auction theory and its application to project procurement
 

Construction demand and capacity

short-run macroeconomic analysis of construction demand-theories
	short-run macroeconomic analysis of construction demand-issues
 

Financial crisis and debt deflation

impact of financial crises on the construction industry
 

Business cycle

construction and property cycles-Evidence
	construction and property cycles-Theory
 

Business cycle

economic Growth and the Construction Sector
Students following the MRes Space Syntax: Architecture and Cities are required to submit a 15,000 word thesis on a subject agreed with the course director. Dissertations are produced between April and September and will be supervised by the most appropriate member of staff for the topic in question. Teaching will include: research methods, research structure and approach, guidance on data gathering and writing seminars.

The topics for dissertation are highly recommended to be chosen in close relationship with the Individual project of the Principles of Analytical Design in Term 2. It is highly recommended if the Individual Project is defined as a pilot study for the dissertation. Students are required to submit a preliminary proposal for their dissertation in December and a full proposal in March.
In this module we will explore a selection of literary works in different languages that illustrate the tradition and dynamic development of short-form fiction in the twentieth century. The module will explore modern and contemporary stories that engage with changing social, political, economic, and cultural landscapes, with a particular focus on narratives that explore identity and the construction of the self. The module will explore themes and topics that include: the crisis of modernity; identity and nation;  the city and the self; home; and writing identity across borders. 

Teaching delivery

The course will NOT focus exclusively on Chinese literature. Instead, a range of primary texts from different national and cultural contexts will be read. Weekly two-hour sessions will combine lectures, seminars, and group discussions. Each weekly session will include introductions to texts, authors, and historical context, as well as the close reading of one primary text each week.

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


	engage critically with the works introduced in the module 
	

	consider the relationship between writers and works covered in the module and their contexts 
	

	demonstrate critical awareness of twentieth-century short fiction 
	

	explore and analyse texts in relation to themes of self and identity 
	

	explore intersections between self-construction and identity in short fiction, and consider cross-cultural comparative contexts
	
There is no language requirement for this module. Primary texts in languages other than English will also be provided in English translation. All texts may be read in the original language or in English translation, depending on individual ability and preference.
The course aims to raise awareness of the conventions of written academic literacy among students from other learning cultures. The course will also help to improve writing ability in a variety of text types, focusing on sentence-level lexis and syntax, text coherence and cohesion, and appropriate style. In doing so, we aim to help improve the ability to perform in all written tasks on the student's own degree programme: course assignments and reports, examination essays and dissertations. Upon completion of the course students will be expected to understand and use theories and conventions of written academic literacy, use rhetorical and logical strategies to express ideas effectively in writing, develop their own voice and be able to position themselves in texts, employ relevant strategies for distinct tasks, ranging from unseen examination essays to prepared coursework on the student’s own degree programme.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This course will examine some of the major intellectual currents in modern German history. It will make you familiar with important thinkers and some of their texts, but also some lesser known individuals and their contributions to intellectual history. The course will offer an introduction to the field of intellectual history, and a means of understanding fundamental concepts and ideas that have been shaped by, and have shaped the course of recent German history. The seminar will discuss different aspects of ‘modernity’, their different meanings and understandings, and trace the development of these from the late nineteenth to the twentieth century. The aim is to study how social developments, political changes, as well as personal preferences and idiosyncrasies affected and shaped the work of these intellectuals, who in turn made a major contribution to modern culture.
This module covers the diagnosis and management of children and adolescents with special needs.
This module brings together key thinkers, debates, and cutting-edge research on how society engages with uncertainty and risk. Diverse research methodologies and interdisciplinary skills will be applied in practical case studies to demonstrate the challenges experts in these subjects face with working on globally complex problems. In this module we discuss the challenges of integrating interdisciplinary data sets, and we examine the potential for more deliberative and participatory engagement with stakeholders. The module adopts a problem-based learning approach, using case studies of specific current interest.
Taking London as our primary case study this module focuses on understanding how the city’s built environment has been shaped by its global connections and associated population flows, from 1900 to the present. It considers the changing framework of planning and community development legislation at a number of definitive moments, such as the publication of the County of London Plan (1943). The module draws on ethnographic, literary and visual sources to analyse key changes in the built environment in relation to the cultural representation of minority social groups. It will augment understandings of the significance of ‘subaltern’ community identities, ethnicities, cultural practices and intangible heritage in the formation of particular London neighbourhoods and built landscapes during this period, positioning the city’s global histories and diversity as central to a critical understanding of its urban heritage and futures. The module asks students to engage critically with questions such as: how do we assess urban heritage as a social, cultural and economic asset for urban development in complex multicultural/postcolonial cities (UNESCO 2011)? Participants engage with key debates in the history and theory of urban change in relation to theories of identity, critical heritage, and equalities. Part 1 focuses on historical, theoretical and methodological contexts.
This module will provide the student with a world view of current research and the challenges facing Medical Bacteriology. This will include topics such as the global crisis of antibiotic resistance, the threat from new and emerging bacterial pathogens, the impact of resource poor settings on diagnosis and treatment, and the impact of personal microbiome data on human diseases.

The aim of the module is to provide understanding of current challenges, investigative approaches and potential solutions within the discipline. This will include definition of the current state of antibiotic resistance worldwide and consideration of new approaches to treating bacterial infections. It will also consider the advanced ‘omics’ technologies and their utility in experimental bacteriology. Additionally, it will compare and contrast public health issues and diagnosis and treatment of bacterial disease in resource-rich and -poor settings and consider the potential of human microbiome data in diagnosis and treatment of human disease.
You will select a research project in artificial intelligence in healthcare at the start of the academic year and work with a supervisory team (including a clinician) to develop it and submit an outline proposal. Projects may involve the analysis of patient data, the implementation of novel software or the evaluation of an application. They should be at the level of an MSc project but wider in scope and will normally be capable of being developed into a PhD.

The module aims to provide you with a real extended experience of a substantial research project in artificial intelligence applied to healthcare and the opportunity to work independently, under the supervision of an academic team.

You will be able to choose from a wide variety of projects proposed by academics from different UCL departments including the IHI but also other clinical and engineering departments at UCL. Many projects will be conducted with our partners, including UCLH and Great Ormond Street Hospital taking advantage of the arrangements already in place to facilitate the appropriate ethical clearances required for to access patient data.

You will explore, in depth, an aspect of artificial intelligence applied to healthcare. They will gain practical experience of some of the following: the collection of healthcare data, the analysis of healthcare data, the implementation of artificial intelligence software, the theory of artificial intelligence, and the evaluation of the impact of artificial intelligence.

You will attend workshops on responsible research and innovation and be able to discuss the ethical and societal issues raised by the use of artificial intelligence in healthcare, including consent and priviacy issues around the use of patient data.
In this module, you will undertake an academic research project and explore a topic of your choosing theoretically and empirically. This module builds on the core conceptual and research methods modules (Transformative Entrepreneurship and Prosperity: Core Concepts, Researching Transformative Entrepreneurship). For the research dissertation, you will be encouraged to ask bold questions, investigate these empirically, and contribute to knowledge on transformative entrepreneurship. The research dissertation is flexible to a variety of topics and approaches, including applied, participatory and policy-relevant research. You are encouraged to explore topics aligned with your own questions and interests or as part of ongoing research projects situated at the IGP. A research dissertation in partnership with an external organization may be possible as long as it meets the requirements of an academic research project, is distinct from the Connected Innovation Project, and after discussion with and approval of the Programme Lead. You will be supervised by a core member of the IGP staff or UCL expert, and will have the opportunity to participate in a series of dissertation preparation workshops to support your dissertation journey.
Objects can be viewed from many different perspectives to reveal multiple, and sometimes contested, meanings. They are therefore naturally agile and open to interdisciplinary inquiry. Working with objects also allows foregrounding senses other than the visual and aural, which dominate education and most other parts of our lives and help to focus on the haptic properties of things through touch.


Using UCL’s unique collections, which include the Grant Museum of Zoology, the Petrie Museum of Egyptian and Sudanese Archaeology, the UCL Art Museum, the Archaeology, Bio-Anthropology, Ethnographic, Science and Library's Special Collections, students will get to research one particular item intensively. They will work independently and in small groups to research their object’s cultural, social, historical, ethnographic and scientific context and ultimately build a virtual exhibition around a small group of objects.


Through this process of interrogation, research, documentation and presentation, students will be able to develop a range of research and practical skills. By using objects as the primary focus, the module will draw on interdisciplinary approaches from fields as diverse as anthropology, art history, medical sciences and zoology. Students will develop an awareness of the strengths and weaknesses of different sources of information, for example, the textual, material, visual and auditory and be able to combine these sources in the analysis of a particular theme or research focus. Along the journey, students will also engage with topics such as decolonising, sustainability, resilience (in relation to collections) and the role of digital approaches to the physical world.
This module builds on the principles introduced in the Essentials of Anaesthesia, Surgery & Acute Physiology module. Advancing your understanding of physiology and pharmacology even further, we will consider surgical patients on the Critical Care Unit, with a focus on clinical conditions including Sepsis, Adult Respiratory Distress Syndrome (ARDS), Cardiac and Renal Failure.

You will learn about ways to assess fitness for surgery and discuss more advanced issues such as ethics and consent, awareness under anaesthesia, and what we can do to make surgery safer.

You will visit the Intensive Care Unit, Pre-Assessment Clinics and the Operating Theatre and have access to a variety of learning methods, including on-line resources, tutorials, and to expert module tutors and clinicians throughout the term.

Completion of the two modules be invaluable in your next 3 years of clinical studies and will equip you with knowledge, skills and critical-thinking required to care for your patients as a junior doctor, irrespective of your future specialty.
The module will provide students with a strong foundation in the clinical procedures of CBT for a broad range of anxiety disorders (including social phobia, PTSD, Generalised Anxiety Disorder, Obsessive Compulsive Disorder and mixed anxiety-disorder presentations), 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.
Study Abroad module is taken in the third year of a four year Integrated Masters programme in Medical Physics or Biomedical Engineering.
This module introduces some of the basic theories relating to leadership and management in educational settings and considers how they might work in a range of situations and cultures -both national and international. Students are alerted to the 'Western' nature of leadership and management theory. The implications of the changing division and allocation of power between national and regional government and the individual educational institution are considered. Educational improvement and change along with institutional effectiveness are key themes in this course and they are introduced in this module along with the related concept of evaluation.
Specialism grouping no teaching
The Public History Research Project: output/report allows students to combine both their critical and practical training in the creation of a capstone public history research project. As distinct from the standard History MA dissertation, the Public History Research Project consists of a major public history output and a linked self-reflective report that documents, reviews, and contextualizes this output, explaining its evolution and critically engaging with the wider genre to which it belongs.

These public history outputs will be marked according to a) the quality of the historical knowledge that they deliver, b) the student’s understanding of their target audience and their effectiveness in communicating historical knowledge to it, c) their understanding of the type of public history genre they have chosen, and their creativity and originality in utilizing it d) their capacity to incorporate feedback and develop their project through revisions.

Students will have the opportunity to explore a range of topics through their research project, developing their ideas during Terms 1 and 2 through oral presentations where they will receive feedback from their peers, their programme tutor and other UCL colleagues. A key part of their training in Term 2 will focus on project planning, to ensure that the public history output they decide upon is feasible and deliverable within the set timeframe, and that they have factored in the necessary skills development, approvals and resources (equipment, software, volunteers etc.) to complete it.

Students will be allocated a supervisor from the Department for their project, who will meet with the student to discuss its progress during Term 3 and (remotely) over the summer vacation. They will also have support from a project mentor, during the planning stage of their project (in Terms 2 and 3) who will typically be a staff member with experience as a public history practitioner in a field relevant. 
This module provides a background to cardiovascular disease (CVD) and other related complex diseases and outlines how genetics contributes to the development of these common disorders. The module covers both polygenic and monogenic forms of CVD and details how genetics may assist in CVD risk prediction in the future and personalised drug treatment.



In addition to lectures, the module includes a number of exercises (Journal Club presentations, abstract review, grant writing) designed to help students develop key academic skills and acquire invaluable experience for their future career.

After taking this module you should be able to:

Describe the principles of Cardiovascular Genetics and Epidemiology and the role in health and disease.
 Understand current research and problems/ insights related to CVD.
 Demonstrate critical thinking skills in terms of solving problems, evaluating methodologies and interpreting results.
Indicative lecture topics (based on 2019/20 syllabus)

Epidemiology of Cardiovascular Disease
 Genome-wide association studies and CHD
 Genetics of Hypertension and Stroke
 Genetic architecture of LDL-C: The major CHD risk factor
 Genetics of sudden death: inherited cardiomyopathies
 Monogenic Forms of CHD
 Mendelian Randomisation – using genetics to determine causality
 Genetic testing for CVD
 Genetics of mitochondrial disease
 Next generation molecular treatments for cardiovascular disease
 Genetics of iron metabolism and cardiovascular disease risk
 100,000 genomes project
 Genetics of obesity
 Gene therapy
 Genetics of sudden death: inherited arrhythmias
 Statistical analysis of complex disease phenomenon
 Genetics of Type 2 Diabetes
 Future of genetics in medicine
This module is based around the writing and preparation of an original research project in the form of a Master's Dissertation. Students will be required to plan the research and dissertation from an early stage with ongoing development building on taught modules taken through the degree. The research topic will be defined under the guidance of the student's dissertation supervisor with the support of the Programme Convenor.

Students undertaking the “research pathway” dissertation will receive the same amount of teaching/supervision as those undertaking the “taught pathway” dissertation, however the extended dissertation offers students greater space and time to examine primary sources and texts, investigate a research question in considerable depth, demonstrated superior research skills, and show a highly advanced level of independent thought
This module is based around the writing and preparation of an original research project in the form of a Master's Dissertation. Students will be required to plan the research and dissertation from an early stage with ongoing development building on taught modules taken through the degree. The research topic will be defined under the guidance of the student's dissertation supervisor with the support of the Programme Convenor.
This module consists of a series of lectures examining: roles of interpreters in interaction; interaction management in interpreter and remote-interpreter mediated events; the language product of interpreters; the prosody of interpreting; the pragmatic decisions made by interpreters; register in interpreting; interpreting and cognition; interpreting, fatigue and team working; interpreters and language directionality.
The application of Artificial Intelligence (AI) in Education is of critical importance to the way that both fields of Education and AI evolve in the future as well as to influencing the direction the present debates in an informed way. This module will provide a wide range of students, including teachers, educators and current or potential start-up employees or aspiring entrepreneurs with an opportunity to reflect on their position to key debated topics related to Artificial Intelligence in Education and Data Analytics, and an introduction to fundamental concepts therein, along with an opportunity for practical application of those concepts to specific educational problems. This module may be of interest also to students studying topics in media and education as it will tackle myths, ethical questions and future perspectives related to Artificial Intelligence in general and in Education in particular.
This module serves as an opportunity for newly or recently qualified teachers in both primary and secondary English teaching, to reflect on and deepen their understanding of English studies, including Media and Drama, in light of the changes and challenges posed by the pandemic. It aims to: provide a rich and rewarding experience of continuing professional development so as to enhance understanding of key aspects of the field of study and practice within the professional community of English, Drama and Media teachers across all phases in schools. It promotes habits of analysis and critical reflection on practical teaching and encourage module participants to challenge orthodoxies and critically evaluate the assumptions that underlie policy and practice provide a critical, research-aware and enquiry-led approach to teaching and learning in English, Drama and Media. Individual sessions focus on specific aspects of the English, Media and Drama curriculum, providing knowledge and understanding of the framework of statutory and non-statutory requirements as well as of current developments in the field and the social-political context that teachers navigate at a time of social change. This is a mixed mode module consisting of online tasks and face-to-face sessions to reflect and support early career teachers through the demands placed on them by schools and colleges. 
 

Assessment: One summative assessment (5000-word essay) 
An extended research project designed for Year 4 MSci Biochemistry students in the Faculty of Life Sciences. A range of project titles will be offered by SMB staff in areas that complement the taught material in the Molecular Biosciences degree programmes. Under supervision, students will carry out original experimental, modelling, bioinformatic or analysis work.

During the academic year the students will work full time in the laboratory. They will give a practice oral presentation in either term 1 or 2, present a poster at the undergraduate symposium, write a 5000 word paper detailing their experimental findings and then in term 3 they will be assessed by an oral examination (mirroring a PhD viva).
This module gives students an introduction to the basics of computer programming through simple material related to design and architecture. It’s essentially a 101 crash course to computer science for designers, helping the students understand computational processes that will later help them with complicated design challenges. This covers the theory of computing in addition to mathematics useful to design and computer graphics in general. Students are given the opportunity to write develop a programs to achieve a set goals, with a focus on understanding the programming concepts to be applied. Live computer-based learning sessions consist of a ‘type-along’ lecture, with both students and lecturer using computers. The programming language used for the classes is C#. The tutorials are followed up by a small group tutorial. Students will learn how to write a basic computer program, and gain knowledge of core programming techniques such as loops, functions, arrays and classes.
Module description

The module aims to expand the vocabulary, oral skills and written skills of students who have already gained a high level of proficiency and fluency in their chosen language. It is designed to challenge all students at their individual level and provide a framework in which to develop their own strengths, while at the same time give the opportunity to undertake a longer and more in-depth study of a specific topic that relates to the student’s main language.

The module comprises of individual research work on a topic chosen by the student (with guidance), supported by individual supervision and combined with group sessions and tasks aimed at developing language and research skills with a communicative focus. 

Topics chosen typically include, but are not limited to, current social or political issues, cultural reviews, historical investigations, or philosophical or academic debates, and students are encouraged to approach their topic selection with as broad an imagination as possible. It is also possible to build on experiences of the year abroad, and/or draw on studies undertaken during that year. As the module is run as one seminar group and includes regular sessions with all students, there are also opportunities to engage with and learn about the topics chosen by other students and practice peer review and reflection, while it also provides opportunity for inter-Nordic linguistic practice. One further strength of the course is also the wide range of material types it encourages students to seek out and make use of, beyond academic texts, thus allowing for a wide range of potential aspects of Nordic society to investigate and making the widest possible use of resources for topical enquiry, while giving students the opportunity to build expertise around an issue or topic that concurs with and develops their own profile and interests.
This module address cross-cutting law and policy issues that arise before international courts and tribunals (ICJ, ITLOS, inter-State arbitration, WTO AB, ICC, human rights courts, ICSID etc.). The module addresses certain cross-cutting legal and policy issues that arise before various international courts and tribunals (among other, International Court of Justice, International Tribunal Law of the Sea, inter-State arbitration, World Trade Organization Dispute Settlement Body, International Criminal Court, regional human rights courts, investor-State arbitration). The module does not provide classes that address each court or tribunal on its own in detail, and students are expected to do background reading in the first weeks to acquire basic familiarity with key features of these institutions.
This module will explore how the Fascist period, including the Resistance and the Holocaust, have been remembered and interpreted in Italy since 1945. We will study how modes of remembrance, forgetting and commemoration have shifted and developed over the last 75 years and the role that Fascism has played and continues to play in Italian collective memory. Among the topics to be examined will be the myth of ‘italiani brava gente’ (Italians good people), the ‘difficult heritage’ of Fascist-era art and architecture which is ubiquitous in Italy and the rise of neo-Fascist political parties. We will consider how the Italian public has encountered the memory of Fascism since 1945 by studying its representation in cinema, exhibitions and museum displays. For comparative purposes, we will also study selected exhibitions about Fascism that have occurred outside of Italy and will examine how former the Italian colonies of Eritrea and Albania have confronted and managed the material legacies of the Fascist regime. 

I would propose to teach this module in a mixture of English and Italian. 

Indicative primary sources 


	 Photographs of Fascist-era architecture and memorials to victims of WW2 and the Holocaust;  virtual tours of selected museums 
	
	
	 Exhibition catalogues related to Fascist-era art, e.g. Arte moderna in Italia, 1915–1935 (Florence, 1967) and Gli anni trenta (Milan, 1982) 
	
	
	 Primo Levi, I sommersi e i salvati (1986) / The Drowned and the Saved, trans. Raymond Rosenthal (Simon & Schuster, 2017) 
	

	 Igiaba Scego, ‘Il museo del fascismo a Predappio è sbagliato’, Internazionale, 5 March 2016 
	

	  
	
Indicative secondary sources 


	 Angelo Del Boca, Italiani brava gente? Un mito duro a morire (Neri Pozza, 2005) 
	
	
	 Francesco Filippi, Ma perché siamo ancora fascisti? (Bollati Boringhieri, 2020) 
	

	 Robert S. Gordon, The Holocaust in Italian Culture, 1944–2010 (Stanford University Press, 2012) 
This course examines the history of the First World War through the latest historiographical debates and controversies, providing students with a thorough knowledge of both the war and how it has been interpreted. The first half of the term explores five key historiographical controversies – why war broke out; whether soldiers were forced to fight; how much the home front knew of the war’s horrors; why did the Allies win the war; and to what extent the Second World War – and how it was waged - was due to the First. In the second half, we examine new historiographical themes: race; occupied territories; international law; gender; revolution.
The early modern period was one of immense importance for the development of London, in terms of upheavals in church, state, politics and society, and in terms of its emergence as one of the world’s greatest cities. This course employs an interdisciplinary approach to the study of London’s history during the seventeenth century, in order to appreciate the many facets of the city’s political life. It explores the forces of order and disorder, and the avenues and arenas for both formal and informal political action, as well as the interactions between different groups within the capital, including parishioners, apprentices, and merchants. It analyses the impact of dramatic events from the Civil War to the Plague and Great Fire, and of long term trends, such as the print revolution, and explores a range of sources as diverse as government records, newspapers, and early modern plays.
Feminism of the 1960s and 1970s galvanized profound changes in art and art history. Those changes form the focus of this module. We learn about art informed by feminism and about feminist perspectives on art. Considering influential texts in the fields of art history, cinema studies, psychoanalysis, politics, and gender studies, among others, we examine the pivotal role of art in stimulating and shaping feminist thought. We also consider how feminism challenged the intellectual and institutional traditions of art and art history. Finally, we reflect upon the historical, methodological, and political ramifications of these debates over time.
Module Content and Indicative Topics 



This module will examine four French texts from the twentieth century — two plays, a novel, and a piece of ‘life-writing’. The focus of the module will be on how these texts engage with modern forms of alienation. In so doing, it will explore the implications of their innovation at the level of form for the representation of the self. 



Teaching Delivery 



The module will be taught in a seminar format. Students should read the primary texts, secondary reading as suggested, and should prepare questions and discussion points as posted on the moodle site for each seminar. Students will have the opportunity to write a practice essay in preparation for the exam. In the exam, students will answer one question on one of the texts, and another question on two of the texts together (comparative). 



Enrolment on this module is restricted to second-year students following the post-A-level French route. You will not be able to join the module if you do not meet these criteria. 



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




 Show familiarity with some key twentieth-century authors; 
 




 Be able to analyse different texts with an awareness of their varying forms and contexts; 
 




 Write convincingly in essay form about these texts; 
 




 Draw comparisons between different texts; 
 




 Consider the expression of different forms of subjectivity; 
 






 Make appropriate use of secondary criticism. 
 



Recommended Reading 



In preparation for the module, we advise reading the following core texts. These can be found in the UCL Library: 


Samuel Beckett, En attendant Godot (Minuit, 1952)
 Jean Genet, Les Bonnes (Folio) 
 Annie Ernaux, La Place (Gallimard Folio, 1983)
 Marie Darrieussecq, Truismes (P.O.L., 1996)
This module will provide an in-depth exploration of narrative, fiction and storytelling and a fundamental understanding of image-text relationship in relation in games and immersive experiences. Building on the Making the Media II module, students will develop script writing, creative writing, story development, writing for sequential images and interactive narrative techniques. Building on games theory, psychology of games and the analysis of games in relation to storytelling and immersion students will develop an advanced understanding of workflow from conceptual development to adaption and production. Students will develop a story treatment and its application for a working games prototype. Students will implement practice-based research methods to execute their games projects.

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. 

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules.
This practice-research based module brings together the theories and methodologies of creative media with practice and technical production. Students will make independent projects that engage with critical aspects of media by developing creative artefacts. Combining theory and practice, students will be encouraged to undertake interdisciplinary research that addresses critical enquiry through audiovisual media such as film, interactive application, games, podcasts or other forms of creative media. A practice-based essay will address the theoretical underpinning of their practice, critical reflection of the production process, the wider social, creative and industrial relevance of the work and a description of their process.
This theoretical and practical module provides applied training in doing social research both on and with digital practices and technologies in people’s everyday lives and other anthropological research settings.  Students will learn how researchers plan observations, analyse different aspects of the data collected and design and online platform for presenting the results.  The module will foster reflexivity and creative experimentation with anthropological modes of enquiry, analysis and representation.
The Practice Based Enquiry (PBE) gives participants an opportunity to undertake a piece of small-scale, practitioner-based classroom research and thus to explore 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 (10,000 words) or dissertation (20,000 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. Practice Based Enquiry is a mixed mode module consisting of online tasks and some face-to-face sessions. It is also available as a fully online module for distance learners.
Crowd-sourcing is transforming the way heritage data is obtained. By enabling anonymous citizens or visitors to produce measurements or carry out small tasks, heritage institutions can simultaneously increase data collection rates and engagement levels. These methods are, however, subject to important practical and theoretical problems. This groupwork based module equips you with the tools to think critically about crowd-sourcing methods in heritage and to evaluate the data obtained by them. You will learn how to design a crowd-sourcing exercise, and experiment with appropriate measures to control the quality of the obtained data. The data-gathering methods may be: the use of smartphones to obtain visual information (colour, dimension, area, shape), wearable and low-cost sensors to obtain information that can inform preventive conservation (pollutants, moisture, temperature) or to obtain textual information that can help interpretation (tags, classification of images, transcriptions). You will also develop statistical skills to assess the metrology of the crowd-sourced data. Finally, you will explore the scientific and ethical issues associated with this new type of analytical technique.

 

 
Module Content

This course is intended to provide students taking masters degrees at UCL, who have no prior, university level, social science expertise with an introduction to the history and current pertinence of social thought and the research methodologies associated with different schools of ‘social theory’. The course is, in particular, designed for students taking masters programs which are using a social science perspective or approach in order to broaden and deepen a line of enquiry or practice.

This includes the MA in Ethnographic and Documentary Film and Digital Anthropolog & MA Creative and Collaborative Enterprise; but the syllabus is designed to appeal to a much broader constituency beyond anthropology as well.

Learning Outcomes

As a result of taking this course you will:

- be familiar with a range of fundamental questions within and approaches to social theory. be familiar with the outlines of the historical development of social theory.

- become familiar with some specific disciplinary approaches to and contributions to social research and theory.

- become familiar with a range of methodological strategies for the generation and interrogation of data.

- be in a position to discriminate among some of the major writers in social theory, and to decide for yourself which approach to use when approaching particular social problems.

- have learnt to produce, at an introductory level, critical writing about social theory.

Delivery Method

One 1 hour lecture and one 1 hour seminar per week.
The ‘Revolutions of ‘89’ in Eastern Europe and the USSR have variously been understood as: processes of regime change and democratisation; a new model of revolutionary change; a historical counterpart to the Great Revolutions of 1789, 1848 and 1917; an episode of imperial collapse; the implosion of economically irrational systems; the triumph of Western ideologies of liberal democracy and liberalism; and as a historical moment when lost traditions of critical civil and intellectual engagement were rekindled. This multi-disciplinary module explores the collapse of communism from 1989 in a global, comparative and historical context and from a variety of perspectives. As well as considering the immediate events, institutions and processes surrounding the demise of state socialism, it introduces a range of historical and comparative reference points which can be used to understand the ‘Revolutions of ‘89’ – and considers how the 1989 revolutions themselves can be used as a prism to explore contemporary processes of change and to understand the contingent and potentially fragile nature of all economic and political systems. Its distinct thematic focus allows students to develop a genuinely multi-disciplinary perspective by bringing together and critically contrasting insights gained in the study of economics, history, political science and economic and political ideas undertaken earlier in the HPE programme.
This module trains you in the research and writing skills you need to successfully complete UCL’s MA programme in History. The topics it covers include finding historical materials in London and online, types of primary source materials and methods for using them, framing essays historiographically, structuring historical arguments, designing a dissertation topic, conventions for referencing, and using bibliographic software.  The module may be especially helpful for students who have first degrees in disciplines other than history or have not previously written a dissertation on a historical subject.

 
Taking London as our primary case study this module focuses on understanding how the city’s built environment has been shaped by its global connections and associated population flows, from 1900 to the present. It considers the changing framework of planning and community development legislation at a number of definitive moments, such as the publication of the County of London Plan (1943). The module draws on ethnographic, literary and visual sources to analyse key changes in the built environment in relation to the cultural representation of minority social groups. It will augment understandings of the significance of ‘subaltern’ community identities, ethnicities, cultural practices and intangible heritage in the formation of particular London neighbourhoods and built landscapes during this period, positioning the city’s global histories and diversity as central to a critical understanding of its urban heritage and futures. The module asks students to engage critically with questions such as: how do we assess urban heritage as a social, cultural and economic asset for urban development in complex multicultural/postcolonial cities (UNESCO 2011)? Participants engage with key debates in the history and theory of urban change in relation to theories of identity, critical heritage, and equalities. Part 1 focuses on historical, theoretical and methodological contexts and is combined with Part 2 which focuses on fieldwork at an identified London site and/or archive and production of an appropriate output.
This module delivers an overview of strabismus, neuro-ophthalmology and paediatric ophthalmology. The diagnosis, investigation and management of conditions within these ophthalmological sub-specialties will be covered, with reference to current best practice. The multi-disciplinary nature of these sub-specialties will be highlighted, to give students an understanding of the interplay with other disciplines such as orthoptics, optometry, neurology and radiology. The key link to systemic disease will also be highlighted.

Within paediatrics, areas of study include assessment of vision in children of different ages, refractive error in children, amblyopia, and childhood strabismus. Key ophthalmic conditions such as paediatric cataract, retinopathy of prematurity and nystagmus will be covered.

Disorders of ocular motility in adults will be covered in the strabismus component of the module, including the principles of strabismus surgery, as well as an approach to surgical decision making in patients with strabismus.

The adult neuro-ophthalmology component of the module will give students an understanding of the diagnosis and management of important, as well as urgent, neuro-ophthalmological conditions, including papilloedema, sight threatening optic neuropathy and painful third nerve palsy. The diagnostic tools used to reach neuro-ophthalmic diagnoses will be covered, including OCT of the optic nerve and the role of neuro-imaging.
This module provides an introduction to interdisciplinarity – in particular, its role in breaking down traditional boundaries and creating new kinds of knowledge. 

We examine issues that can impede the integration of different disciplinary perspectives (for example different conceptions of truth and evidence) and we look at ways of overcoming them (for example by means of ‘superconcepts’). 

The module is intended as a pragmatic guide to interdisciplinary life, which focuses on the lived experience of those who work across disciplinary borders.

This is a compulsory core module for students on the Arts and Sciences degree programme, but is open to students on other programmes.
Through interactive on-line resources, seminars with experts in the field and clinical sessions in the hospital, our award-winning teaching team are available to guide your learning on the impact of surgery and anaesthesia on the patient.

By building on your pre-clinical learning, you will gain a detailed understanding of applied physiology, pharmacology and anatomy, relevant for the safe management of patients undergoing anaesthesia and surgery.

We will introduce the concept of risk, why it matters and what we can do about it in the perioperative period. The module has a strong clinical focus and you will develop a framework in some of the fundamental concepts and clinical skills required as a junior doctor, including interpretation of investigation, fluids, pain management, and prescribing.
This course will provide an introduction to some of the key theoretical, historical and contemporary debates around the relationship between citizenship and racialized exclusion. It will set the background by exploring the origins and development of racism, from the Enlightenment to Trans-Atlantic Slavery, the British Empire and beyond, before examining theoretical debates on the relationship between the state, the nation and its citizens. What does it mean to be a citizen? Is it always the same in law and fact? How and why are people stripped of their citizenship? And in what ways are these in/exclusions produced in space and place. In doing so, it will focus on the way that racialized discourses have come to be operationalised in a range of social processes and institutions, examining how the state is implicated in racial definition and racial management, and the role that ‘race thinking’ has played in the production of inequalities and exclusions. The course will also take into account the articulation and intersection of citizenship with other forms of social differentiation such as gender and class. Students will examine racial formations of citizenship in relation to historical and contemporary examples from across the globe.
This module follows on from Research Methods 1, which runs in Term 1. Each teaching session consists of a lecture introducing a statistical test and/or concept, and an SPSS computer workshop.

The main aim of the module is to equip students with understanding of statistics and skill to use the SPSS computer programme, to enable them to plan and conduct quantitative data analysis for MSc research projects, and to be able to understand and critically evaluate analytical methods and results in research carried out by others.
This course will explore a series of questions in moral and political philosophy that apply to persons characterized by profound impairments, including people suffering from advanced dementia and people with profound and multiple learning difficulties and disabilities. Profound impairment raises a series of questions about the content and application of a set of moral and political concepts, including human dignity, respect for persons, personhood, capabilities, dependency, citizenship, rights, caring relationships and moral status. This last includes questions about the status of persons whose capacities and levels of functioning are broadly equivalent to or less extensive than those of other higher primates. Topics to be covered include some (but not necessarily all) of the following: Human dignity; Personhood; Respect for persons; Dependency; Capability and functioning; Citizenship; Rights; Caring relationships; Moral status; Autonomy; Disability (the social and medical models); Wittgensteinian ethics.

The following readings will give students an idea of the sort of literature we will be discussing on the course.

The online Stanford entry on “Cognitive Disability and Moral Status” .

These anthologies:

(Eds) Brownlee and Cureton (2009), Disability & Disadvantage (OUP: Oxford)

(Eds) Kittay and Carlson (2010), Cognitive Disability and Its Challenge to Philosophy (Wiley-Blackwell: Oxford)

(Eds) Francis and Silvers (2000), Americans with Disabilities (Routledge: New York)

Philosophy Area B
This module provides  an up to date overview of cornea, cataract and refractive surgery. In the corneal section you will study the diagnosis and management of external diseases of the eye and the cornea such as keratitis, corneal ectasias, corneal dystrophies, blepharitis, conjunctivitis and dry eyes.

The cataract section will cover the aetiology and management of cataracts, including practical methodologies and approaches to assessment of the vision and anterior segment in respect of indications for cataract.

The refractive surgery section will cover the assessment and management of refractive errors, the laser and intraocular techniques involved and their outcomes and complications. You will be given an insight into the different tools and techniques that can be used in the diagnosis and monitoring of these conditions and will consider the practical methods and current evidence base supporting established and evolving medical and surgical treatments.
This component will introduce a range of problems, their associated mathematical model and solutions. Topics will be introduced covering problems motivated by industry, biology and the environment. The modelling of financial data may also be considered. By referring to texts or papers, the aim is to highlight the modelling approach taken and discuss the appropriateness of the model based on selective analytical or numerical solutions. Where appropriate, students will utilise knowledge and skills developed in the compulsory modules to perform simulations or to visualise behaviour. The detailed syllabus is likely to change from year to year with the use of guest lecturers and visitors.
Specialism grouping no teaching
The Public History Research Project: dissertation/output allows students to combine both their critical and practical training in the creation of a capstone piece of public history research. As distinct from the standard History MA dissertation, the Public History Research Project consists of two elements - a written research report/dissertation AND a public history output. Both elements will be linked and coherent, covering the same topic or theme, but exploring it through distinct approaches.

For their public history outputs, students will be marked according to a) the quality of the historical knowledge that their output delivers, b) their understanding of their target audience and their effectiveness in communicating historical knowledge to it, c) their understanding of the type of public history genre they have chosen, and their creativity and originality in utilizing it d) their capacity to incorporate feedback and develop their project through revisions.

Students will have the opportunity to explore a range of topics through their research project, developing their ideas during Terms 1 and 2 through oral presentations where they will receive feedback from their peers, their programme tutor and other UCL colleagues. A key part of their training in Term 2 will focus on project planning, to ensure that the public history output they decide upon is feasible and deliverable within the set timeframe, and that they have factored in the necessary skills development, approvals and resources (equipment, software, volunteers etc.) to complete it.

Students will be allocated a supervisor from the Department for their project, who will meet with the student to discuss its progress during Term 3 and (remotely) over the summer vacation. They will also have support from a project mentor, during the planning stage of their project (in Terms 2 and 3) who will typically be a staff member with experience as a public history practitioner in a field relevant. 
The module examines the intellectual and political processes behind the transformation of states into nation states in nineteenth-century Europe. Emerging from the period of revolutionary turmoil after 1789 and two decades of brutal warfare under Napoleon, these new states were supposed to be homogenous in their ethnic and linguistic composition, and ideally, include all members of a national community in a single structure. This dramatic transformation of Europe’s political map was based on a teleological understanding of historical time according to which the formation of nation states followed the law of progress and modernisation. This process paid tribute to the role of national movements, most of which considered Europe’s established system of states to be anachronistic and lacking legitimacy. In their view, the formation of “modern” nation states represented an inevitable step in the historical development of Europe, which required a substantial redrawing of political borders and changed the ways in which people and states related to each other. National ideology introduced new notions of identity, as well as creating new mechanisms of inclusion and exclusion within existing states. While this process dominated the so-called ‘age of nationalism’, there existed alternative models. Moreover, not all national movements aimed for independent statehood, especially in the Habsburg monarchy. Multinational empires, federal structures as well as cosmopolitan ideals offered alternatives to the formation of states solely defined on the basis of ethnic homogeneity. Combining historiographical debate with the analysis of selected primary sources, the course challenges orthodoxies that describe the formation of national states as the inevitable outcome of a natural process.
This module is the second of two Applied Statistics for Infectious Disease Epidemiology modules that will provide training in statistical methods and their application to address research questions focused on infectious disease problems. Students will apply concepts in practical sessions, in which they will learn to use statistical software and to critically appraise the methods that they are applying, and interpret results in the context of infectious disease epi knowledge developed through other core and optional modules. 

This module will build on core statistical concepts to focus on more advanced skills in data manipulation and analysis. This will include methods to explore associations with count outcomes, analyse time-to-event data in determining the risk of an event, and understand the complexities of modelling correlated outcomes. It will also cover how to evaluate and manage missing data, conduct sensitivity analyses to evaluate the impact of model assumptions, and build and validate risk prediction models among other topics.

At the end of this module, students will be able to discuss, plan and execute analyses aimed at effectively addressing a specific ID epi research question taking into account limitations of observational data, and to interpret and appraise the results of statistical analyses they encounter in the literature.
 
This module is the first of two Applied Statistics for Infectious Disease Epidemiology modules that will provide training in statistical methods and their application to address research questions focused on infectious disease problems. Students will apply concepts in practical sessions, in which they will learn to use statistical software and to critically appraise the methods that they are applying, and interpret results in the context of infectious disease knowledge developed through other core modules.

This module will develop practical skills in understanding a dataset and preparing it for analysis, along with approaches to displaying and describing data. The module will introduce core statistical concepts of sampling, summary measures and confidence intervals, hypothesis testing and the characteristics of probability distributions. The module will also introduce the use of regression models for continuous and binary outcomes, and explore the interpretation of such models when fitted to real datasets. Material on bias, confounding and effect modification will be closely integrated with epidemiology teaching in other modules.

The applied focus of this module will situate the techniques covered within the need to make reasoned decisions about analysis of a dataset to answer an ID epi question, whilst making critical judgements regarding data quality and the interpretation of analyses performed. The module will also cover the effective presentation of results for dissemination.

Readings from this module will include:

Essential Medical Statistics by Kirkwood and Sterne (2nd edition, Blackwell Science)
	Medical Statistics at a Glance by Petrie and Sabin (4th Ed, Wiley Blackwell)
The aim of this module is to give an introduction to quantitative techniques that are commonly used in education and social sciences research, while using one of the major statistical software packages – SPSS. The module is aimed at students with little or no background in statistics. After an introduction to univariate analysis (one variable) and descriptive bivariate analysis (two variables), the module focuses on regression analysis, which is a powerful method to examine the effect of one or more variables on an outcome variable. We will cover both linear and logistic regression models, regression diagnostics, multilevel analysis and interaction effects analysis. Statistical procedures will be applied to real-world examples to aid our ability to draw conclusions about the social world. Lectures are complemented with computer classes to give 'hands-on' training in SPSS computer-aided statistical techniques for social and education research.
The nature of the human mind is a matter of permanent interest to all those concerned with education. Recent developments in neuroscience have prompted heightened debate on the subject between philosophers, psychologists and sociologists. Similar theoretical and practical complexities arise in relation to the nature of knowledge and understanding. All these matters invite and require philosophical illumination. The course will consider, from a philosophical perspective, major questions regarding the nature of mind, knowledge, understanding and their educational significance. In this process, it will open up presuppositions implicit in both education practice and research. The module will enable students to explore the presuppositions of epistemology and mind involved in a range of educational questions. This will involve consideration of perspectives on the Mind-World issue present in different models of learning (e.g. Information-processing, Piagetian, Vygotskian); the implications of these perspectives for learning, curriculum development and knowledge; different characterizations of concepts and concept formation; the impact of assumptions on practice and on the affective and motivational dimensions of learning. Although the module will approach the area of knowledge, mind and understanding from a philosophical perspective, it will include inter-disciplinary elements. The module is also offered as a stand alone short course.
This course will be in two parts the first will cover the basics of real analysis. This part will begin with the elementary elements of real analysis: sets, sequences, functions and continuity. It will then move on to the properties of Topological, Normed and Metric and Linear spaces. Aspects of this theory that are of particular importance to Economics will be emphasi¿e, notably fixed-point theory, convexity, the maximum theorem, and dynamic programming. The second part of the course will cover the basics of measure and probability theory. It will begin with the basics of measure theory, random variables, integration (Lebesgue and Stieltjes). It will then move on to notions of convergence, sequences of random variables, probability limit theorems (weak, strong, Borel-Cantelli, 0-1 Laws) , conditional expectation and martingales. In future versions it would be desirable to have some treatment of continuous state stochastic processes. This course will be based on two well-established texts. Real Analysis with Economic Applications, Efe A. Princeton University Press, Probability with Economic Applications, Efe A, Online editions of both texts exist. Further reading will include, A Course in Real Analysis, J. N. McDonald and N.A Weiss,Probability and Measure, P. Billingsley.
This module provides an introduction to the principles of treatment for paediatric dentistry.

It assesses graduates' clinical skills at the start of the programme and ensures they are competent to see patients. It also familiarises them with the functioning of the Unit of Paediatric Dentistry and equips them with the basic skills required to book patients etc.
This module is compulsory and needs to be taken by all students completing the MSc in Oral & Maxillofacial Surgery & MClinDent in Oral Surgery.
This module builds on the basic knowledge established in earlier modules (Clinical Science and Research Method Core Modules; Scientific Foundation of Endodontic Practice [basic level])”, where students are guided in the reading matter and lines of discussion. The purpose of this module is to taper down the level of direct guidance and allow greater independence in literature selection, critical appraisal and synthesis. The remit is to pursue the evidence base in greater depth in the following areas:

Pulpal & periradicular disease;
	Diagnosis and treatment planning (Endodontic, Oral & General);
	Root canal treatment (including retreatment);
	Endodontic Surgery
This module considers planning's role in managing a range of rural planning issues and challenges, focusing on the situation in rural England. It begins by considering the relationship between rural and urban areas and how this relationship has created a number of `rural pressures' and urban-rural tensions. Of particular concern is the transition from a countryside of production to one of `multi-functional' economic activity and consumption. This transition is marked by the decline of agriculture in the twentieth century and the search for economic alternatives. The implications of rural restructuring (economic change prompting social and environmental change) for the landscape and for rural communities are of particular concern, as is the role of the planning system in managing this change and creating a more sustainable and equitable countryside.
The module focuses on the nature of `rural areas', the history of the countryside, economic changes, landscape changes, recreation, transport, service provision, communities and housing.
The module aims to provide an understanding of the linkages between town and country, the challenges facing rural communities, and how planning can intervene to assist / enhance both the natural environment and rural communities.
This module will examine the energy, environment and resource issues facing developing countries. It will study trends in energy, environment and resources, including interrelationships with other development issues (e.g. climate, health, poverty). It will use case studies to illustrate the importance of context in shaping the outcomes for people, planet and economy. Lectures will cover:

• Energy, environment, resources and the Sustainable Development Goals

• Key concepts, frameworks and methodologies for energy, environment and resources

• The economics of development

• Sustainable energy for all

• Energy governance, including power sector reforms, technology transfer.
The module will teach the mathematical basis and the application of some of the main methods used in the analysis and use of mathematical models of the built environment. Students will learn about the mathematical methods underpinning (i) the uncertainty analysis (parametric and structural) of models, (ii) the optimization (statistic and dynamic) of models, and (iii) the use of models for decision-support in relation to cost-benefit, cost-effectiveness and multi-criteria evaluation of interventions in the built environment.
The module has been established to ensure that students write at Master’s level and can analyse text to establish relevant content for their individual programme of study. The vehicle for this is an introduction to key architectural design theoretical concepts which can be taken forward in Terms 2, 3, and 4. The course is taught in Term 1.

The module starts with introductory seminars when the programme reading list will be presented together with course requirements. Each of the three Design Workshop leaders curates readings and theory tutors deliver seminars. Students then choose key texts and develop a critical review with their theory tutors. A 1,000-word draft is submitted in Term 1. After feedback, a 2,500-word essay is submitted at the start of Term 2.
Students chose a topic (For example, the design of timber assemblies for robot fabrication). They then work in groups with their specialist design tutor to prepare an initial set of propositions that are first drawn, made and simulated to address material selection and alternatives, material performance and behaviour, and check structural and environmental performance. Further assemblies are then iterated and evaluated for further investigation in module BARC0060. As a strategic concern, at this stage students will be asked to consider such matters as scarcity of materials and available resources to deliver design. i.e. What is it made of, and who makes it?
In recent years there has been growing political and theoretical focus upon the contribution of voluntary and non-profit sector organisations within modern market-based democracies. Increasingly, governments look to non-profit organisations, charities, cooperatives or social enterprises to provide remedies to social problems. At the same time, voluntary organisations within civil society seek to regulate and to change the behaviours of governments and of the market. The shifting economic and policy environment caused by the 2008 financial crisis, austerity programmes, Brexit, and the global Covid-19 pandemic has created further challenges for the societal role and sustainability of civil society organisations.

This module aims to provide students with the necessary analytical tools to understand how the voluntary and non-profit sector functions in developed economies, drawing in particular upon scholarly literature and research from the UK, other European countries and the United States. It seeks to explore the theoretical function and contribution of such organisations, and also the practical challenges of management, governance and accountability. Students are encouraged, where appropriate, to ground their learning in their own experiences.
 
This module aims to provide students with a foundation in practical physics, computing and data analysis. Students will conduct experiments in the laboratory and record, analyse and report on their results. Students will gain practical experience in mapping physics problems onto a computational framework, and will use computers to model, visualize and solve physical problems using Python. In parallel, students will learn data analysis and statistical techniques, and apply them to evaluate data and discover meaningful information.
Specialism grouping no teaching
Specialism grouping no teaching
How did the relationship between faith communities (Christianity, Islam, and Judaism), the state, and society at large change in European history since the early modern period? This module proposes to look into this dynamic from the Protestant Reformation to the rise of so-called Islamic State very recently.

We will reflect on:

changes in the role of religion itself
 confessional conflict and religious warfare
 secularisation, the Enlightenment, atheism
 the separation of faith communities and the state, as well as the establishment of religions
 the definition of religious fundamentalisms
 the impact of religious law (minority legal orders) on European legal systems
 the impact of religious commitment to political transformation
 the accommodation of religious diversity today, e.g. in education
The module combines an overall historical perspective with theoretical approaches including social sciences, (legal) philosophy, and anthropology. It should contribute to a critical and empathetic understanding of the complex European religious and secular legacies. It stimulates debate about past and current developments, integrating theoretical approaches and case studies. All readings provided will be in English, and no prior knowledge of the field is required.
GEOG0125 aims to expand on, GEOG0115 and GEOG0114, in covering advance topics on social and geographic data science. The module will provide a detailed introduction on topics covering statistical inference in geography, Spatial Bayesian modelling, machine/statistical learning, and interactive geographical visualisation. The module will equip the student with the foundations as a data analyst/scientist to tackle future research challenges in the domains of geography & social science.

By the end of the module, the student should:

- Possess a solid foundations and principles of statistical and Bayesian inference

- Applying statistical modelling and machine learning on social and geographic data science problems.

- Produce interactive geographical visualisations

Students are required to have taken GEOG0114 and GEOG0115, since the module requires a foundation in social and geographic data analysis. Knowledge in computing in R and/or Python is a pre-requisite as the module requires a considerable amount of practical programming work.

The course will usually consist of approximately 10 lectures and 10 practical sessions. Please note that the module description is subject to change due to staff changes.
This is a first-year foundational module which introduces students to aspects of the study of language and introductory linguistics, from a social and learner's perspective. Topics include critical discussions of the concept of language and its formal study, the relationship between language and culture, society and the mind. Students are encouraged to explore their own language background in a range of tasks, and will develop an understanding of the academic study of language and its various applications, including foreign language study.

The lectures will introduce and explain concepts and theories, and the small group seminars will offer room for discussion, case studies and practical tasks.
The aim of this module is to provide you with an understanding of the normal structure and physiological function of the auditory and vestibular systems and how pathological processes affect both. This will provide the basis of understanding required in clinical practice and/or research. Lectures will first cover the gross anatomy of the ear proceeding to the detailed structure of the cochlear and vestibular systems and of the relationship of structure and function in the transmission and processing of external stimuli from the periphery to the cerebral cortex.

This will be followed by topics that discuss how pathological processes affect the structure and physiology of both systems, and of how repair, regenerative and protective methods may ameliorate these affects. The module will also provide information concerning the normal embryological development of the auditory and vestibular systems and how genetic defects may affect these processes.
Module Content and Indicative Topics

The module focuses on key themes from Dutch and Belgian history since 1945 with emphasis on events that shaped identities in both countries. Four different topics are covered, dealing with such matters as cultural geography of the Low Countries, the aftermath of colonisation, political and economic culture and forms of public remembrance. Students from outside the Dutch Department are welcome. Some knowledge of Dutch is desirable but no prerequisite. 

Recommended Reading

There is no set textbook for this module. Readings and handouts will be provided in class and on Moodle. However, you may find the following textbooks (a standard history of the Low Countries, and a more popular volume on Dutch culture and society) useful for background information (several copies of which are held by UCL library):


	Blom, J. C. H. and E. Lamberts (eds.), History of the Low Countries (New York/London: Berghahn Books, 1999) (DUTCH H32.51 BLO).
	
	
	Besamusca, E. and Verheul, J. (eds.), Discovering the Dutch: On Culture and Society of the Netherlands (Amsterdam: Amsterdam University Press, 2010) (DUTCH H32.513 BES).
	
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 examines the politics of representation and the power relations involved in producing knowledge about gender. The course questions what it is to ‘do’ gender studies, exploring the methodological approaches and forms of critique that gender theory makes possible. The first half of the course provides an introduction to feminist epistemology and the ethics of representation, before going on to look at a range of innovative forms of enquiry. Drawing on a variety of approaches, from poetry and auto-ethnography, memoir and drawing, to photography and archives, the course explores alternative techniques for capturing the complexity of gender relations in research. Concerned with intersecting axes of social belonging such as race, class and sexuality, the course encourages discussions of subjectivity and the place of the ‘self’ in feminist research, embracing the complexity – and contradictions – of researching, reading, writing and performing gender politics. Preparatory Reading

Alcoff, L. and Potter, E. eds (1993) Feminist Epistemologies. New York: Routledge.
The second year project draws together the skills learned on the programme to produce a practical outcome (e.g. film, website, app or game) and a critical reflective essay. The lab provides a dynamic environment that guides students through holistic approach to creative media where technical expertise is coupled with robust conceptual development and critical enquiry. Students will learn the full workflow of a media production and gain a good understanding of intellectual property and how to compete in the media market with innovative work. A pop-up exhibition will showcase student work.

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.

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules.
This practical module applies the skills, knowledge and expertise gained in the first year both on and with digital practices and technologies in people’s everyday lives and other anthropological research settings. Students will find a small “field” where they will undertake repeated observations of digital practices engaging with a group of at least two people. They will plan observations, analyse different aspects of the data collected and design and online platform for presenting the results. The module will foster reflexivity and creative experimentation with anthropological modes of enquiry, analysis and representation.

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.

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules.
This module offers acritical perspective on the relationship between environment and developmentthrough the lens of ‘political ecology’. The focus is on the dynamics of socio-environmental change brought about by complex and contradictory development processes in Latin America.Itprovides an introduction to ‘political ecology’as a field of enquiryand activism, emphasising the potential synergies between the anglophoneand Latin Americanpolitical ecology traditions. The modulethen uses this lens to analyse the material, political, and ideological dimensions of key development themesincluding extractivism, resource disputes, agribusiness expansion, food sovereignty, environmental conservation, social movements,and urbanization. It exploresthese analytical themestheoreticallyand throughemblematic case studies in different parts of Latin America.

 
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0650, 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.
Module content

This module introduces core concepts, frameworks and theories of transformative entrepreneurship. As part of this module, you will: consider the core ideas of ‘prosperity thinking’ in relation to contemporary responses to socioeconomic and environmental crises (such as green growth, degrowth, sustainable development goals); learn about the emergence and forms of social entrepreneurship; understand entrepreneurship as an institution, intervention, policy and practice; study concepts and theories relevant for analysing the transformative potential of entrepreneurship (such as community-based enterprise, effectuation, frugal innovation, institutional theory, social movements); explore the promise and limits of transformative entrepreneurship to provoke institutional and structural change in different settings, including extreme and diverse global contexts (e.g. displacement, migration, poverty, violence); and finally, how to evaluate the potential of transformative entrepreneurship to both advance more equitable, inclusive societies and address global challenges. The learning process includes a range of online materials, classes, teaching cases, as well as individual and group research work.

Illustrative module outline

Introduction: Concepts, definitions, emergence, forms
	Why transformative entrepreneurship? Global challenges and prosperity
	Entrepreneurship: Institution, intervention, policy or practice?
	Entrepreneurship: Innovation and transformative change
	Social entrepreneurs: Metaphors and motivations
	Social innovation and measuring social impact
	Transformative enterprise: Inclusivity, poverty and prosperity
	Extreme contexts and the limits of transformative enterprise
This module covers the basics of research design with an emphasis on comparative case study method. The first part of the module is devoted to developing a research question, constructing testable theories, understanding the advantages and disadvantages of comparative case studies, and concept formation. The second part of the module focuses on specific research tools used in comparative studies (e.g. historical analysis/process-tracing, field research, archival research) and their relative strengths and weaknesses. The final section of the module addresses the ways in which scholars combine different methods to study political phenomena.

The readings address purely methodological issues as well as show how choosing or failing to choose the right research strategy has crucial implications for how we address vital political and socio-economic questions.
This module considers theoretical and historical approaches to understanding individual differences for education, as well as evolutionary and cultural perspectives. We introduce students to theory and empirical research in individual differences and their influence on educational outcomes both directly and indirectly via factors such as emotion regulation, motivation, and theory of mind. Aspects of personality and prosocial and antisocial behaviour are critically discussed, as well as social cognition, self-identity and attitudes. We also consider the influence of constructs such as attachment and parenting on these constructs, as well as the importance of social networks and peer relations both generally and in the context of education.
This module provides students with an understanding of human development from birth to old age. We address important concepts such as mental health in childhood and adolescence, atypical developmental trajectories such as language development and mathematical learning difficulties. Specific populations such as people with visual impairment, autism or attention deficit hyperactivity disorder are examined; and the implications for child development and learning are considered. Experimental methods related to cognitive abilities such as problem solving, multi-modal communication are evaluated.

The aims of the module are to:


	Provide knowledge of the key concepts in human growth and cognitive developmental trajectories in typical and atypical populations
		Create understanding of the cognitive profiles of atypical populations (e.g. autism and ADHD).
		Review and evaluate the literature regarding development as it relates to cognitive abilities (e.g. language, and mathematical learning and scientific thinking)
		Examine the relationships between cognitive development and mental health
		Provide understanding of neurocognitive research related to the impact of domain general abilities (e.g. vision or multi-modal processing) on domain specific outcomes (e.g. language or mathematics) and how these differ in atypical populations from typical populations.
A literature review is an essential part of research. A good review can be used to identify and communicate the state of the art in a topic, reveal gaps and contra-indications in understanding, and place the investigator’s own contributions in the context of existing literature. This module aims to equip you with the experience and skills necessary to undertake and present your own critical review in a scientific field of study. After completing the module you should be able to:

Identify and develop a review topic in consultation with UCL academics
	Interrogate appropriate research databases using search terms to find relevant literature
	Critically assess the literature and make judgements about research quality
	Plan and time-manage your review independently
	Develop a professional researcher-researcher relationship with a supervisor
	Write a fully referenced review describing a research topic
	Construct and present an oral presentation for a scientific audience
	Communicate scientific concepts to experts and non-experts alike
 
Dissertation module for the MA Education (Literacy) route.
This module is compulsory and needs to be taken by all students completing the PG Certificate in Special Care Dentistry.
This online module will aim to introduce learners to the key debates and discussions surrounding global citizenship education (GCE) within existing research and policy, as well as to explore examples of practice from around the world. It will provide students with an opportunity to explore and critique the relevant academic literature, and to consider how their learning might inform their own professional practice. This will include a focus on specific areas of GCE research, such as learning in the classroom, learning through personal experience (e.g. volunteering), and engagement in social action. Upon completion of the module, participants will have developed:

• a solid theoretical/ conceptual understanding of GCE and related issues through engagement with relevant academic literature

• an understanding of the diverse range of current GCE policy in formal and non-formal education around the world

• a broad knowledge of, and critical perspective on, the current state of research on GCE

• an understanding of current practices of GCE around the world

• the skills to critically assess approaches to GCE, and relate them to their own perspectives and experiences

Assessment of the module includes a collaborative, small group presentation and a 4,000 word written coursework assignment.
Each student who is registered for the MRes in Urban Sustainability and Resilience is required to carry out an individual research project as part of their programme of study on a topic of their choosing related to urban sustainability and/or resilience. There are many different kinds of project that can be undertaken by students on the MRes. Some of them will involve field work. Others will involve laboratory experiments or other forms of data collection such as interviews, questionnaire surveys, or observations. Some may involve developing a theoretical framework. Some may be a state-of-the-art review. If you intend to continue on to study for an EngD or PhD the MRes project may be designed to inform the direction and/or scope of your doctoral research as well as providing some reportable results. Students are encouraged to publish the results of their research project.

Learning Outcomes

Enhanced, knowledge of a particular area of study relevant to urban sustainability and/or urban resilience A deep understanding of a chosen subject area at a higher level

Ability to design and conduct a small piece of research effectively
	Demonstrable ability to think originally and critically about problems in your subject area, to synthesize ideas from current literature, and identify a gap in knowledge for further research
	Knowledge of how to apply a systematic approach to research
	Ability to communicate your research in a concise and organized manner
	An ability to reflect on the quality of a piece of research
 

Reading List:

Bell, J. (2005) Doing your Research Project. Open University Press, Berkshire.

Hart, C. (2005) Doing your Masters Dissertation. Sage Publications, London.

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

Thody, A. Writing and Presenting Research. Sage Publications, London.
This module explores the politics of Central and Eastern Europe (CEE), focusing in particular on the interaction of democratization processes with the building of a market economy, state building and integration into the EU. These will be examined from mid/late-1990s to the present with a stress on recent political developments, but will also with an eye to setting the post-communist democratization of CEE in longer term historical perspective. The module will also familiarize students with comparative and theoretical frameworks for understanding political change in the region including ideas relating to democratisation, "democratic backsliding" European (dis)integration and the development of market economies and societies. Countries principally covered by the module are Bulgaria, the Czech Republic, Hungary, Poland, Romania, Slovakia, and Slovenia.
This course provides a thorough introduction to the General Linear Model (GLM), which incorporates analyses such as multiple regression, ANOVA, ANCOVA, repeated-measures ANOVA. We will also cover extensions to linear mixed-effects models, and Bayesian hypothesis testing. All techniques will be discussed within a general framework of building and comparing statistical models. Practical experience in applying the methods will be developed through exercises with statistical software, with a choice of either R or JASP.
Module aims: This module is intended to give a more advanced and flexible understanding of the statistical methods to analyse experimental data. The aim is to give students with the skills and confidence to analyse their own data, even in complex and non-standard cases.
Module objectives: Through the course, students are expected to develop the ability to: - structure and summarise quantitative data - construct appropriate statistical models - analyse data with the General Linear Model and extensions into mixed-effects models - test hypotheses through comparing statistical models -- use statistical software for data visualisation and analysis
Key skills provided: Flexible statistical thinking - modelling data with linear models - applying and interpreting statistical hypothesis tests - use of statistical software (R or JASP).
In this module, you will work in groups to develop your communication and collaboration skills by designing a science outreach activity.

You will be working to develop:

- an individual reflective portfolio based on lectures and site visits related to widening participation and public engagement.

- a group portfolio for the public engagement session.
Module description

Drawing on the research expertise of two members of staff, this advanced comparative module will provide you with an introduction to important works of experimental film, essay film and artist’s film screened in the cinema, on the internet or in art galleries. The filmmakers to be studied will vary from year to year, but may include Danièle Huillet and Jean-Marie Straub, Chris Marker, Harun Farocki, Hito Steyerl, Ursula Biemann and Phil Solomon. Set viewings will be interspersed with set Film Studies readings on topics such as essay film, documentary art and gallery film, and with theoretical readings on themes such as war, image capitalism, technology, the Internet, video games and the archive.

 

Recommended preparatory reading

Alter, Nora M. and Timothy Corrigan (eds). (2017). Essays on the Essay Film. New York: Columbia University Press

Balsom, Erika. (2013). Exhibiting Cinema in Contemporary Art. Amsterdam: Amsterdam University Press.

Elsaesser, Thomas (ed). (2004). Harun Farocki: Working on the Sight-lines. Amsterdam: Amsterdam University Press.

Elwes, Catherine. (2015). Installation and the Moving Image. New York: Columbia University Press. Rascaroli, Laura. (2017). How the Essay Film Thinks. New York and Oxford: Oxford University Press.

Rodowick, D. N. (2007). The Virtual Life of Film. Cambridge, M.A.: Harvard University Press.

Steyerl, Hito. (2012). The Wretched of the Screen. Berlin: Sternberg Press.

Steyerl, Hito. (2017). Duty Free Art: Art in the Age of Planetary Civil War. London: Verso.
The development of smart energy systems will bring about opportunities to achieve environmental and social goals, but bring challenges to the way we build, renovate and operate properties and the systems within them. The introduction of smart energy systems has the potential to transform the way that we consume energy and generate electricity, forging a new relationship between demand and supply. This module will draw together the key concepts of smart energy and the built environment, putting them into the context of the current energy system and built stock. It will introduce key policies and regulations, and emphasise the potential role heating and cooling play within a smart energy system. The module will explore the performance of the built stock, and how this may be improved to support system operation, reduced costs and better services to occupants.

The module will be taught through lectures, flipped lectures and hands-on workshops, enabling students to develop an understanding of the physical effects associated with energy and buildings, their potential role in a smart energy system, and the policy landscape. No prior knowledge of physics or social sciences will be assumed; reasonable numeracy skills are expected.
A module of human anatomy, histology and embryology that covers the structure and development of the cardiovascular, respiratory, digestive and urinogenital systems. Clinical and comparative aspects are introduced as appropriate, so as to draw out the relationship between structure and function. This module comprises lectures mainly, but it is hoped that optional laboratory classes can be offered (in the Anatomy Laboratory). The module aims:

1) To provide a detailed overview of the structure and embryonic development of the human body.

2) To provide a foundation from which to develop an understanding of clinical problems relating to human anatomy and development of the thorax, abdomen and pelvis.

3) To provide a strong anatomical foundation from which to explore issues relating to developmental biology and evolutionary morphology in relation to the regions covered.

The module is open to any interested Year 2 or Year 3 student but is not appropriate for iBSc medical students as it covers topics in the Year 2 MMB module. It helps if you have taken the first year module ANAT0001 Introduction to Anatomy and Development, but this is not essential provided you are willing to put in extra work. Affiliate students and students without any Life Sciences background should contact the module tutor in advance. Year 4 students interested in taking the course should contact the module tutor.

Indicative lecture topics:

Introduction to anatomy and embryology

Introduction to histology

Introduction to the nervous system

Anatomy of the thorax – thoracic walls and diaphragm; lungs and breathing; heart and heart development

Anatomy of the abdomen – abdominal walls and inguinal region; anatomy and histology of the gut tube; posterior abdominal wall and kidneys

Anatomy of the pelvis – bony pelvis and pelvic diaphragm; anatomy and development of the male pelvic viscera and perineum; anatomy and development of the female pelvic viscera and perineum.
With current advancements in technology and data analysis techniques, psychologists need to understand both small and simple datasets as well as large and complex datasets. The ability to collect this data, process it, gain psychological insight from it and be able to disseminate that insight to stakeholders and wider society is pivotal for psychologists. This module aims to provide students with: An overview of a wide range of new technologies to collect data, An understanding of which data collection modalities are most appropriate for the theories and models they are trying to test, A discussion of the benefits and limitations of these technologies and the types of questions they can and can’t answer with data, An overview of a wide range of advanced statistical analysis techniques, An understanding of which analysis techniques are most appropriate for the questions they are trying to answer, A discussion of the benefits and limitations of these analysis techniques, An introduction to a range of data visualisation techniques, A discussion of how to tell a compelling story with data, An understanding of the applied outputs of the technology and analysis techniques.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0083, 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 course examines the recurring conflicts between British governments and colonial North Americans between the conquest of French Canada and the Declaration of Independence that created the United States. The teaching is based on consideration of primary sources that illustrate the breakdown in the relationship. On the British side, we follow the formulation of new policies and the debate stimulated by American resistance. From the colonial perspective, we see how grievances were articulated, how the colonies mobilized to oppose British measures, and how Americans eventually made claims to a new status.

Though the focus of the course is political culture and political conflict, students may write their dissertations on any aspect of the American Revolution.
This course examines the recurring conflicts between British governments and colonial North Americans between the conquest of French Canada and the Declaration of Independence that created the United States. The teaching is based on consideration of primary sources that illustrate the breakdown in the relationship. On the British side, we follow the formulation of new policies and the debate stimulated by American resistance. From the colonial perspective, we see how grievances were articulated, how the colonies mobilized to oppose British measures, and how Americans eventually made claims to a new status.

Though the focus of the course is political culture and political conflict, students may write their dissertations on any aspect of the American Revolution.
This module offers an in-depth study of the Rassemblement National (formerly called the Front National) and far right politics in contemporary France. It starts by mapping out the origins and different strands of thought within the French far right from the late 19th century onwards. It aims to identify the core values and ideas of the far right, as well as the extent to which it forms a consistent political ideology. Then, the course concentrates on the Front National (FN), the most successful far right party in contemporary France. It pays attention to the FN’s most underlying political features; its sociological transformation over time, notably from the mid-1980s up to now. Other aspects of the study include: sociology of party membership and electorate, and main policies and ideas. The module eventually addresses more topical issues such as: is the FN still a “far right” party or has it morphed into a more mainstream party of the “national right”, as Marine Le Pen insists on? Are FN policies compatible with the French constitution and republican polity? Is it pertinent to label the FN a “populist” or “national populist” party?
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0187, 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 will enable participants to learn about diverse perspectives and methodologies of the learning and teaching for disaster preparedness within two broad international discourses in relation to risk and disaster. One is the interconnectedness of Disaster Risk Reduction (DRR), Sustainable Development Goals (SDGs), Climate Change and Global Health agendas, and the other is the growing necessity to live with risk and disaster. The module reimagines ‘disaster education’ by taking critical stances to conventional ‘knowledge transmission models’, treating the notion of ‘education’ broadly, which encompasses formal and informal, as well as lifelong and lifewide approaches. The module is not necessarily about the introduction of curricula and tools, although they are discussed in relation to the perspectives and methodologies explored. There will be inputs from guest lecturers, who propose emerging perspectives and undertake pioneering research in the field. Each session also includes a range of participatory activities.
COURSE OUTLINE

The module introduces students to the main theories and concepts in International Relations. In particular, this module will cover debates such as Liberalism, (Neo)Realism, Marxism and critical theory, Constructivism and new-constructivism, Gender and IR, Postcolonial approaches to IR, Ethics in IR and the role of theory in IR.

Lectures/tutorials will make extensive use of real-world examples as illustrative examples. Empirical case studies will be used to teach students about the real-life applicability and impact of the different concepts and ideas covered in the course.

COURSE AIMS

The aims of the module are:

To introduce a number of theoretical perspectives for understanding events in world politics;
	To introduce the broad trends in the historical evolution of contemporary international relations;
	To demonstrate the relationship between world politics and theories of International Relations;
COURSE OBJECTIVES

By the end of this course students should be able to:

Identify, describe, understand and critically assess the main theories of International Relations;
	Understand the global dimensions of politics from a variety of perspectives;
	Investigate and understand the breadth and diversity of concepts and perspectives in international relations.
	Use critically concepts and theories when interpreting contemporary issues in world politics;
	Provide examples of the relationship between theory and practice in world politics;
	Construct reasoned argument, synthesise relevant information and exercise critical judgement;
	Work in a team within a tutorial framework to present their views and opinions about different topics in international politics;
	Use library and media resources to research seminar topics;
	Grasp what constitutes a well-written, well-researched, and well-argued academic piece of written work.
The module aims to explore common psychiatric disorders of childhood from a range of perspectives. Different speakers are invited to speak to their understanding of each disorder from the position of their own discipline or theoretical framework, including psychiatry, neuroscience, CBT and psychoanalysis among others. This provides a unique opportunity to reflect on what it means when we speak, for example, about PTSD, ADHD or autism. Key aims are to encourage students to question and engage with different perspectives on psychiatric disorders and to reflect on the opportunities and limits of combining them in our understanding of mental health.
This module covers a number of key questions related to research in developmental disorders of communication and cognition. Each lecture will consider how researchers attempt to answer these questions, using a different developmental disorder to illustrate the approach. The module is situated in the causal model approach to understanding developmental disorders, focusing on biological, cognitive and behavioural levels of explanation and how these interact with each other and with the environment to yield a heterogeneous clinical profile.
Disorders covered include Developmental Language Disorder, Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Down syndrome, William syndrome and Reading Disorders. We will address questions such as ‘how are language and non-verbal cognition related?’, ‘why is language ability so variable in autism?’ and ‘why do children with the same condition have such variable outcomes?’

Aims

Convey the major theories (historical and current) of developmental disorders of communication and cognition
	Consider the brain systems which may contribute to atypical development of communication and cognition
	Discuss the relevant methodologies in this area
By the end of the module the students will be able to demonstrate knowledge and understanding of:

The alternative types of research methods used to explore atypical development of communication and cognition
	Theories of specific development disorders of communication and cognition
Undergraduate enquiries to d.newton@ucl.ac.uk
Postgraduate enquiries to pals.langsci@ucl.ac.uk
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 Biomaterials and Tissue 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.
Specialism grouping no teaching
The aim of this module is to provide module participants with deeper insights into learning and teaching in engineering by:

Exploring the historical shifts in thinking on engineering practice during the 20th and early 21st centuries and their impact on approaches to engineering education and pedagogy so as to provide a historical context for learning, teaching and assessment in engineering;
	Introducing and critiquing current learning, teaching and assessment practices in engineering education, and bringing out their main advantages and disadvantages with a view to identifying the opportunities and challenges for their successful deployment;
	Introducing current debates and issues on the use of technology in engineering education, and exploring and identifying the opportunities and challenges for technology enhanced learning in engineering;
	Exploring current debates and issues in engineering curriculum design, and identifying the opportunities and challenges relating to engineering curriculum transformation;
	Fostering engagement with the current scholarly literature on learning and teaching in engineering and exploring evidence-based approaches for the critical and reflective evaluation of own learning and teaching practice.
The module provides a critical reflection on the recovery phase of disasters and conflicts in a time when dispossession, displacement and reproduction of vulnerabilities as well as structural societal inequalities are exacerbated. More broadly, it will contribute to your abilities to assess critically the ways in which actors are engaged in recovery processes through interactions of the physical environment, policy frameworks, governance and community action and how different responses are shaped and shaping particular constellations of mobilities and immobilities regimes. The strategic significance of recovery planning will be reflected through the prisms of displaceability and (im)mobility to develop a renewed vocabulary and new territories of investigation across several disciplines. Leaving in the background the pure emergency phase and its problematic governance, the module will focus on issues as migration, deportation, diaspora, border regimes, ecology, land and planning as well as infrastructures of support, activism, care and cultural heritage and how such dimensions are shaped by discursive practices as “just recovery”, “built, back better” and the conventional language of sustainability and resilience. Open to a plural series of case studies and connected with current research in Europe, Middle East and South East Asia, recovery planning will be framed with mobility (in)justice, critical border studies, camp studies and other critical frameworks to highlight how disempowered, marginal and racialized subjects are experience forced displacements, evictions and expulsions and how rights to mobility and inhabitations are shaping territories, landscapes and development opportunities.
This is a compulsory module that must be taken by student in Year 3 of the MClinDent Periodontology programme.

This module recognises the importance of clinical practice in developing the skills required. The clinical care programme, which runs alongside the taught modules, develops as the student progresses through to MClinDent and specialist status, so that each module in sequence builds upon the knowledge, experience and expertise from that which has gone before.

There is teaching of graduates through treating patients in a supervised learning environment, together with seminars on multi-disciplinary treatment planning.

To continue the development of knowledge and skills required to plan and undertake treatment in a periodontal setting, building on those skills acquired in Clinical Care 3.

On successful completion of the module, students will be able to demonstrate the continuing ability to plan and deliver more complex care than in Clinical Care 3.
Aims:

The module will present the foundations of approximate inference and learning in probabilistic graphical models (e.g. Bayesian networks and Markov networks), with particular focus on models composed from conditional exponential family distributions. Both stochastic (Monte Carlo) methods and deterministic approximations will be covered. The methods will be discussed in relation to practical problems in real-world inference in Machine Learning, including problems in tracking and learning.Learning outcomes:

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

Understand how to derive and implement state-of-the-art approximate inference techniques and be able to make contributions to research in this area.
Content:

Nonlinear, hierarchical (deep), and distributed models.
	Independent component analysis, Boltzmann machines, Dirichlet topic models, manifold discovery.
	Mean-field methods, variational approximations and variational Bayes.
	Expectation propagation.
	Loopy belief propagation, the Bethe free energy and extensions.
	Convex methods and convexified bounds.
	Monte-Carlo methods: including rejection and importance sampling, Gibbs, Metropolis-Hastings, anealed importance sampling, Hamiltonian Monte-Carlo, slice sampling, sequential Monte-Carlo (particle filtering).
	Other topics as time permits.
Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; and (2) have taken Probabilistic and Unsupervised Learning (COMP0086).
This module introduces graduate students to the principles of the Vitae ‘Researcher Development Framework’ (RDF). It shows how the principles of the RDF can be applied in bioprocess research and development either in academia or the international bioindustry. The course content is aligned with the four Domains of the RDF and will embrace the increasingly important area of Responsible Innovation (RI):

A. Knowledge and intellectual abilities
B. Personal effectiveness
C. Research governance and organisation
D. Engagement, influence and impact

In each we have established a number of content-rich case-studies that drawn specifically on Biochemical Engineering/Bioprocess relevant material/contexts. These are complemented by a number of career sessions involving presentations and panel interviews with early career academics and industrialists across a range of sectors and job types.

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

Evaluate their own skills portfolio in different development areas
	Carry out a skills audit and create a personal development plan (PDP)
	Appreciate opportunities for engagement with different stakeholders
	Evaluate the impact of their research
	Appreciate networking opportunities
Looking for meaning in the world, creating societies and communites are inescapable parts of being human. It is through language that ideas of identity, meaning and value are articulated. But the degree to which words are able to give precise meanings is open to dispute, as feelings, emotions, pre-conceptual thought exist independently of language. Attempts to quantify and measure come up against particular problems when dealing with human society and everyday life, rather than the rest of the natural world. This course will introduce to qualitative methods, cultural analysis and value judgement by studying a variety of cultural and social phenomena. 

The module is divided into two blocks. The first, is an introduction to central methods and concepts in qualitative and cultural analysis: how do we chart, analyse, evaluate cultural phenomena and events in our world? Here we will draw on sociolinguistics, critical discourse analysis, and multimodal analysis, among other approaches. The second part of the module will present a series of case studies in cultural and qualitative analysis that make use of and relate to the methods and issues introduced in the first half of the module, and that draw on themes such as equality, diversity and inclusion in local and global communities, health and wellbeing, and artistic responses to current affairs.
The module works as a preparatory period for the main Integrated Research Project 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 laboratory tests that inform the main Research Project. During this period lectures, seminars and Laboratory work will allow student to gain additional skills that are necessary for the Final Thesis.
Module Content

This course provides advanced training in the use of digital media and provides students with a final year opportunity to produce quality documentary filmmaking. The course will expand students’ critical skills of film analysis through the practical application and experience of creating a short film and manipulating digital media and equipment to that end. The course is designed for students who have already taken introductory and intermediate film by practice courses. As the entry requirement stipulates, a certain level of technical proficiency is assumed. The focus will be on the development of ideas and developing students' storytelling abilities. The emphasis will be on narrative structure and progression. The goal is to try to create a story that has some development.

Learning Outcomes

The technical skills needed to complete a video project using digital video cameras and simple editing programmes.
	Practical, analytical and intellectual skills in using moving image and sound recording equipment and begin to understand how new technologies create new methodologies.
	Through the hands-on experience of producing a 3-5 minute video project, as well as the preparatory work carried out towards this end during the first part of the term, students will obtain a comprehensive insight to the use of documentary as a form of storytellling.
 

Delivery Method

2-hour group sessions each week usually reviewing camera and editing practical exercises.
	3 hour session usually divided between lecture/screening of clips and discussion that relates to Reading List and practical equipment training.
 

Additional Information

Students will make films in pairs using DSLR cameras and edit using Adobe Premiere Pro.
The aim of the research module is equip students with the knowledge and skills to develop their questions and ideas in the field of sport and exercise medicine into original research. You will learn to critically review published research; to plan and start a research project; to collect and manage data; to analyse and explain results; and to present your data in a publishable format.
A research project designed for those final year MSci students on the Natural Sciences programme taking the major stream in History, Philosophy and Social Studies of Science. The project will be of the student’s own design supported and advised by the academic staff of the Department of Science and Technology Studies. The department will provide a variety of key skill workshops to support the journey of asking a research question, developing a suitable methodology, seeking access to subjects and materials, analysing the data and writing up a compelling and original piece of research. The dissertation should represent the very best research and analysis a student can produce.
Summary 

This module is designed to be of relevance to all professionals who have an interest in and the responsibility for the assessment, resuscitation, stabilisation and transport of the critically ill child. The course will use a variety of learning modalities to develop the necessary knowledge and skills to feel more confident in the stabilisation and transport of the critically ill child. It will cover the underlying physiology of common paediatric presentations, an evidence based approach to their management along with the appropriate technical skills required. The course will explore the physiological and logistical challenges that paediatric critical care transport involves.

Learning Objectives and Outcomes:

After taking this module, you should be able to:

Recognise the critically ill child in the context of the pathophysiology and physiology of the disease.
	Apply the most evidence based approach to the acute management of critically ill children including the application of appropriate technical and non-technical skills.
	Recognise and manage the physiological and psychological impact of critical care transport.
	Understand the logistical challenges in facilitating paediatric critical care transport and the necessary governance and safety provisions required
Who is this module for? 

This is a core module for the MSc Paediatrics and Child Health: Intensive Care and an optional module for all other MSc Paediatric and Child Health pathways.

Teaching and Learning Methods 

You will receive 5 days of lectures/workshops, and will supplement learning through self-directed study.

Assessment 

You will need to create a poster on a topic relating to transport of critically-ill children and including an up-to-date literature review. You will also be assessed by an oral presentation of the topic to examiners and student group.
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 experience of the year in industry will be summarised in a written report. The report will help the student to review the learning outcome of his time in industry. The report will be as well a measure for the industrial and the departmental supervisors to fully recognise the understanding for the learned skills and knowledge.

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 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 putting it in context with the economic and scientific background and relevant research
	Present complex contexts clearly in writing
The module gives an introduction to some of the world's historic civilizations.  Discussion of the nature of urban societies, states and empires is combined with the study of archaeological examples from Mesopotamia, the Greek and Roman world, Southeast Asia, Sub-Saharan Africa, China, Central and South America, and Viking Europe. Emphasis is placed on comparative approaches. 

Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/world-archaeology-early-states-globalization
Module description

This ab initio ten-lesson course provides theoretical as well as practical advice on how to create an eight-minute documentary. It begins with five individual film exercises based on the five building blocks of a documentary, including (i) the self-portrait, (ii) the protagonist, (iii) tension within the frame, (iv) mood, and (v) stages of a process. Students then form groups and create their documentary in five stages, based on (i) research, (ii) the treatment, (iii) the storyboard, (iv) the shoot, and (v) editing and post-production.

Short Bibliography

Aufderheide, Patricia, Documentary Film: A Very Short Introduction (Oxford: OUP, 2008).

Brown, Blain, Cinematography: Theory and Practice (London: Focal Press, 2002).

Figgis, Mike, Digital Film Making (London: Faber and Faber, 2007).

Glynne, Andy, Documentaries and How to Make Them (London: Creative Essentials, 2007).

Katz, Steven D., Film Directing Shot by Shot: Visualizing from Concept to Screen (London: Michael Wiese Productions, 1991).

Murch, Walter, In the Blink of an Eye: A Perspective on Film Editing (New York: Silman-James Press, 2001).

Nichols, Bill, Introduction to Documentary (Bloomington, IN: Indiana University Press, 2002).

Parker, Nathan, Short Films: How to Make and Distribute Them (London: Creative Essentials, 2007).

Rabiger, Michael, Directing the Documentary (London: Focal Press, 2004).

Thurlow, Clifford, Making Short Films: The Complete Guide from Script to Screen (London: Berg, 2008).

Wohl, Michael, Final Cut Pro 6: Beyond the Basics (London: Peachpit Press, 2007).
This module begins with the birth of modern Hungarian nationalism at the end of the eighteenth century when a rift first emerged between the Hungarian political elite and their Habsburg ruler. It then proceeds to examine how these tensions played out through the long nineteenth century, explores the contested efforts to modernize Hungary in the twentieth century and concludes with the fall of communism in 1989/1990, when new rifts emerged between competing visions for a post-communist future. The course is structured chronologically, thus each weekly topic will examine a particular period in Hungary’s history, beginning with the status of Hungary within the Habsburg Empire at the end of the eighteenth century and concluding with the fall of communism in Hungary in 1989 and the first free elections in 1990.
The course explores concepts of crisis and future in European thought during the long nineteenth century. The age of revolution started as an era widely associated with the liberation and emancipation of humankind, with technological progress, national aspirations and constitutional promises. How then do we explain that since the second half of the nineteenth century, and in particular during the Fin-de-siècle, concepts such as ‘alienation’, ‘degeneration’ and ‘decay’ started dominating European thought? We might find an answer to this question in the ways people related their pasts to future expectations. Throughout Europe, the experience of modernity led to changes in the semantics of historical time. The past had lost its power to explain the present and as a consequence, it became difficult to predict the future. A profound consciousness of crisis marked the new concepts of historical time, permeating the philosophical, political and scientific discourse of nineteenth-century Europe.
This course examines thematic and formal developments in Spanish filmmaking from the late 1990s, focusing on issues such as family, gender, migration, racism, queer identities, social problems, national identity, genre, and the increasing globalisation of the Spanish film industry. There will be five lectures and five seminars structured around five films. Lectures will be given each alternate week and there will be seminar discussions the week after each lecture. Each follow-up seminar will consist of informal, 10-minute student presentations on a set text, which will serve as preparation for the essay. 

 

Films: 

Solas (Benito Zambrano, 1999) 

Todo sobre mi madre (Pedro Almodóvar, 1999) 

Flores de otro mundo (Icíar Bollaín, 1999) 

The Others / Los otros (Alejandro Amenábar, 2001) 

Aguaviva (Ariadna Pujol, 2005) 

 

Suggested Background Reading: 

Jordan, B. and R. Morgan-Tamosunas. 1998. Contemporary Spanish Cinema (Manchester: Manchester University Press). 

Kinder, M. 1993. Blood Cinema: The Reconstruction of National Identity in Spain (Berkeley: University of California Press). 

Labanyi, J. (ed.). 2002. Constructing Identity in Contemporary Spain: Theoretical Debates and Cultural Practice (Oxford: OUP) 

Marsh, R. and P. Nair. 2004. Gender and Spanish Cinema (Oxford & New York: Berg). 

Santaolalla, I. 2005. Los “Otros”: etnicidad y “raza” en el cine español contemporáneo (Saragossa & Madrid: Prensas Universitarias de Zaragoza & Ocho y Medio). 

Stone, Rob. 2002. Spanish Cinema (Harlow: Pearson). 

Triana-Toribio, Nuria. 2002. Spanish National Cinema (London & New York: Routledge). 
This module will look at the autonomic control of the cardiovascular and respiratory systems. The module will cover the anatomy of the autonomic nervous system (introducing the relevant peripheral and central areas that are involved in homeostatic control), the sympathetic nervous system and the parasympathetic nervous system (specifically how they interact to control the activity of the cardiovascular system), the central respiratory network and how it establishes normal breathing patterns, and finally how the activity in these pathways changes in response to exercise and disease. Practical sessions will give you hands-on experience of performing and measuring autonomic reflexes. This will be accompanied by a mini-project comparing the sympathetic/parasympathetic balance in different exercise paradigms. You will learn to read physiology research papers and write lab reports in the same style.

This module is a recommended option for BSc and iBSc Physiology and Physiology and Pharmacology students and Biomedical Sciences student on the organs and systems streams. It can be taken by students on other degree programmes with a strong physiology background.

Indicative lecture and journal club topics (based on 2021/22 syllabus)

Anatomy of the Autonomic Nervous System
	Exercise Physiology
	Parasympathetic Control of the Cardiovascular System & Reduced Baroreflex
	Sympathetic Control of the Cardiovascular System & Forebrain Projections to Sympathetic Preganglionic Neurones
	Autonomic Reflexes
	The Role of Non-Neuronal Cells in Cardiorespiratory Control
	The Nucleus of the Solitary Tract: An Integrator of Autonomic Function
	Automonic Contribution to Heart Failure
	Neurogenic Contribution to Hypertension
There will be journal club sessions on:

Baroreflex sensitivity in ageing
	Forebrain projections to SPN
	Vagal nerve stimulation in heart failure
	Neuromodulation in the treatment of hypertension
An introduction to questions in applied ethics and philosophy of law about human and animal dignity, and the prohibition on degrading treatment and punishment.

We explore conceptions of dignity and degradation, and examine the characteristics and any wrong inherent in degrading treatment and punishment, as imposed upon prisoners, people held in detention centres, people with dementia and other disabilities, and non-human animals.

The course includes readings in applied ethics, jurisprudence and international human rights law.

The course will include lectures on the following ten topics:

Distinctions: torture, inhuman and degrading treatment and punishment
	Degrading treatment and punishment
	Corporal punishment and bodily searches
	Kantian dignity and respect for persons: Korsgaard, Wood, Parfit, Kerstein
	Contemporary accounts of dignity: Waldron, Rosen, Hill
	Advocates of human dignity: Velleman, Nussbaum, Margalit
	Scepticism about human dignity: Sangiovanni, Rosen, McMahan
	Unawareness: the dignity of people with advanced Dementia
	Dignity and disability
	Non-human animals: the ethics of captivity
Philosophy Area B
This is the dissertation module for the MA Literacy Learning And Literacy Difficulties.
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.
Module summary: The topic for the dissertation, which is supervised by a member of the Bartlett staff, is selected by the student in agreement with the Course Director. It can be taken from a wide range of subjects related to the main themes of the course and may be selected to assist career development or because of its inherent interest. Where appropriate, students are encouraged to select dissertations which are relevant to real-world problems.

Assessment summary: One dissertation (10,000 words)
Students will complete a graduation film for the MFA across the course of the second year, completing it at the end of June. Throughout this period, students will be mentored by industry professionals.

Learning Outcomes

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


	Devise, pitch and produce a ‘feature length’ creative documentary
	
	
	Research, create a proposal and treatment, pitch a long form creative documentary
	
	
	Use advanced narrative techniques for creating long form creative documentary
	

	Employ advanced editing, sound design and immersive storytelling techniques, appropriate to their chosen project.
	
	
	identify and deal with complex problems in media production workflows and identify possibilities for creativity
	
	
	identify, select plan for, use and evaluate different technologies and tools to enhance the achievement of the filmmaking project
	
Delivery Method

This is an independent research project guided by your industry mentor and supervised by the course leader/s. Masterclasses and screenings across the period of your study will contribute to your success in this module. Alongside your graduation film you will produce a text (maximum 4,00 words) documenting the process of making the film, lessons learnt and critically reflecting on the outcome of your work.
This module will:

address leading and co-ordinating Special Education Needs (SEN) provision within schools, specifically 'The principles and practice of leadership in different contexts'
	reflect upon the SEN Co-ordinator (SENCo) role in working with pupils, colleagues, parents/carers and other agencies
	develop theoretical understanding of management of change and how to apply this to practice.
	There are multiple cohorts of this module - class size of each cohort is approx 35
Modern computers are incredibly powerful and fast, capable of executing many billions of operations each second. Although fast, they are not intelligent: computers need to be told exactly what to do in order to carry out their job correctly. Programming is the process of creating a set of instructions that tell a computer exactly how to perform a given task. The ability to program is becoming increasingly important for speech and language researchers, and experience with programming substantially increases one’s marketability to potential employers both in academia and in industry. This module provides an introduction to programming methods and practices in R, a powerful computing language that is used by scientists throughout the world. Rather than learning programming principles through working with generic data sets and seeking research goals that may not be applicable to speech science (as might be encountered in introductory programming modules in external faculties), PALS students will learn programming fundamentals through the lens of speech science research. By working with a wide range of speech data and tackling real problems faced in analysing such data, the skills gained in this module will be immediately applicable to research in the field of speech science. Topics will include an introduction to the R environment; variables, functions, and classes; statements; parametrization; and data wrangling. The course is designed for psychology and linguistics students with little to no prior programming expertise.

 
In this module, we will cover a number of aspects of brain function and relate them to the workings of the mind. This will include how damage to the brain improves our understanding of brain function, looking at mental processes and how they are related to observed changes in brain function using functional neuro-imaging, how hormones and transmitters and the brain interact to affect mental function and the impact of genes and treatment on mental function. The aim is to give an overall view of brain function and how it relates to the mind.

The aim of the module is:

The overall aim of this module is to provide students knowledge and understanding of how brain function, the conscious mind, sleep and behaviour interact.

To provide students knowledge about how changes in brain function due to disease or trauma affect these functions.

To reveal the relevance of the main concepts of psychiatry and build on their functional knowledge developed during year 2 neuroscience module.

To provide an introduction to the treatment of mental illness with particular focus on healthy physical, social and emotional functioning.

To give students practice on core evaluative skills to analyse relevant published data and disseminate the emerging findings through effective communication
Topics vary each year - please contact the department for more information.
This module will introduce students to the ideologies and histories of the fascist movements of the region between 1918 and 1945. It will also cover the authoritarian regimes which frequently appropriated the symbols and rhetoric of fascism while remaining essentially conservative (e.g. King Carol II’s dictatorship in Romania). The module will open with an exploration of the origins and ideology of nationalism and fascism and then proceed to look at the fascist ‘debate’ i.e. the various definitions of fascism and causal theories regarding the rise of fascism which have been put forward by historians and political scientists over the decades since the Second World War. The module will then proceed with a country-by-country study of Austria, Czechoslovakia, Hungary, Poland, Romania and Yugoslavia. During the module, students will consider the extent to which fascist and authoritarian movements in Eastern Europe were influenced by the Italian Fascism and German National Socialism or whether they were home-grown and ‘native’.
The purpose of this module is to explore media education, new literacies, and learning with digital media in schools, with a specific emphasis on film-making. Lectures introduce theories and practices related to: digital shifts in the socio-cultural and textual landscape, critical approaches to literacy and learning with/about the moving image, and relationships between creativity, social and collaborative meaning-making and the affordances of digital media. You will learn how to analyse, create and edit moving image texts on iPads by manipulating video clips, sound & music. There will be separate practical media-making workshops in which we will watch clips, reflect on film language and put theory into practice through short production tasks. You will work in groups to make your own short film, which will be screened to a wider audience.
For the Certificate in Advanced Aesthetic Dentistry, you will be expected to register and complete the following modules DENT0003 - Science and Properties of Dental Composites and Ceramics DENT0004 - Interdisciplinary Clinical Dental Aesthetics.

The programme’s objective is to provide dental clinicians with the theoretical background and the clinical skills to incorporate aesthetic elements into their daily patient care, within traditionally sound restorative principles. With the current technological and research advances, dental restorations meet the requirements of biocompatibility, function and longevity, contributing also in the patient’s overall well-being.
Aims:

You will develop your understanding of the cultures and histories of London school students and engage with issues of culture, continuity and change in English classrooms.

Outcomes:


You will demonstrate this research and engagement by completing an assessment titled: 'Language, Culture & Learning'

You will:

consider the diversity of pupils by asking the question, 'Who are the learners and what do they know?' and understand how this diversity affects teaching and learning.
	learn theoretical perspectives on the role of language in learning, the teaching of literacies and literature, the principles of syllabus design and evaluation, and the assessment and recording of learners' progress.
	reflect critically on your own experiences as learners and teachers
	engage with recent and relevant research and theories of learning and teaching as they relate to the broad field of English studies including drama
	critically and constructively engage with policy contexts and initiatives.
	assemble, over the first two terms of the programme, a portfolio of pieces of writing that address issues of language, culture and learning
 
In order to understand the workings of the pre-clinical and clinical developmental stages of cell and gene therapies, it is necessary to understand the process by which all therapeutics are characterised during their developmental procedure. This module aims to impart this knowledge into students by covering the key concepts of pharmacokinetics and pharmacodynamics and demonstrating how information around these topics is gathered in order to instruct on the efficacy, toxicity and dosing of a new therapeutic agent. The pharmacokinetics teaching will address the mechanisms governing absorption, distribution, metabolism and excretion (ADME) of small molecule drugs and contrast how ADME applies to novel cell and gene therapies.

The pharmacodynamics teaching will illustrate how efficacy and toxicity is characterised pre-clinically using in vitro and in vivo disease models and introduce students to the type of data produced at this stage of development. Finally, the module will cover the clinical stage of development by explaining the clinical trial design process and the routes, approaches and strategies required for clinical trial creation and management (with a link to the regulatory demands made during the development of a novel cell or gene therapy).

On completion of this module, students will be able to:

Demonstrate the difference between pharmacokinetic and pharmacodynamic principles and illustrate how these principles link to efficacy, toxicity and dosing
	Evaluate the key purposes/goals and associated design aspects to both pre-clinical and clinical studies
	Evaluate the importance of disease modelling in therapeutic development and demonstrate how disease models are created.
	Analyse pre-clinical and clinical efficacy and toxicity data
	Infer how information from pre-clinical and clinical studies will impact on commercialisation prospects.
This module provides an overview of the key institutions of the US political process. It surveys the development of political institutions over time, with emphasis on the constitutional foundations of the broader system. Looking at both theory and practice, students will examine each primary federal institution (Congress, the executive, the courts) and consider how they interact with each other and with state and local governments. It will also analyse the role of non-governmental entities such as parties and interest groups influence policymaking, and consider the role of race in the political process. It assumes a working knowledge of the principles of comparative government.
Covering the period from the 1960s to the present day, this course examines key issues and events that have shaped the modern Caribbean – from the victory of the Cuban revolution in 1959, to recent climate-related disasters that have highlighted the extreme vulnerabilities of the region.

The study of Caribbean small states offers a different perspective on politics, society and development: countries which in some cases measure less than ten miles across clearly face different challenges to those in the vast expanses of South America, though in many cases, they are subjected to similar pressures. Issues for analysis include the struggle for Caribbean sovereignty; the place of the Caribbean within global economic systems; colonial and neo-colonial relations with both Europe and the United States; legacies of a diverse racial heritage and the complex relations between ethnicity and power; the contemporary challenges of development in a region at the sharp end of globalisation; and the rich texture of Caribbean cultures whose influence has been felt as much in London and New York as in Kingston and Port-au-Prince.

The course draws on the rich debates that have emerged from within the region itself, emphasising specifically ‘Caribbean’ approaches to the issues at hand. All the main cultures of the Caribbean (Anglophone, Francophone and Hispanic) will be considered within a flexible format that combines both case study and thematic approaches.
This module is offered only to MA students.

The module will examine the process of creating open economies in former communist economies. The module will cover the costs and benefits of creating open economies in an international perspective and the application of this experience to transition economies. The module will analyse the forms of exchange rate mechanisms available to transition economies and their implications for entering monetary union in the EU; the major factors determining international trade flows and their implications for international income distribution and their application to transition economies. Students will analyse the redirection of trade flows away from the CMEA region towards the EU and its implications for the geographical dispersion of industry in an expanding Europe.



The aim of this module is to analyse the economic effects of integrating Central and East European as well as CIS countries into the global economy. The module will combine international economic theory with empirical evidence and will address the changing nature of international economic relations during and after the transition period. Both lectures and tutorial will try to provide a coherent framework to understand the determinants and implications of international trade and factor movements for the region.



The first part of the module will cover international trade issues while the second part will consist of topics related to international production fragmentation, foreign direct investment and international migration of labour.
The objective of this course, organised by the Centre for Law, Economics and Society at UCL, is to introduce the economic theories that underlie competition law. It will also introduce the methods that are used to assess whether business practices are nefarious, benign, or healthy as well as to examine the methods and procedures devised by regulatory authorities and courts in order to evaluate and use this economic evidence. The course will have a strong practical component as it will examine through case studies the interaction of lawyers and economists in the implementation of competition law.
The objective of this course, organised by the Centre for Law, Economics and Society at UCL, is to introduce the economic theories that underlie competition law. It will also introduce the methods that are used to assess whether business practices are nefarious, benign, or healthy as well as to examine the methods and procedures devised by regulatory authorities and courts in order to evaluate and use this economic evidence. The course will have a strong practical component as it will examine through case studies the interaction of lawyers and economists in the implementation of competition law.
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.
‘Research methodology and generic skills’ will provide you with knowledge and understanding of research study design and the skills that you will need to gather and analyse information and report findings to an audience. You will be taught how to use scientific databases to find information relevant to a specific topic and introduced to software for managing the information you retrieve. You will learn about the importance of generating a hypothesis for research studies and different approaches (research study design) you might use to test your hypothesis. You will learn about different types of data and receive training in data analysis including basic statistical analysis. In this module you will also develop your skills in scientific writing and oral presentation. This module will build the skills required to undertake your own research project.
Infrastructure is an increasingly prominent topic in public policy, as governments face the urgent need mitigate and adapt to climate change and support sustainable development. The Foundations in Sustainable Infrastructures and Public Policy module will provide an introduction to different types of infrastructure (physical, environmental, social) and help students to explain how their governance has evolved over time with technical, social and economic shifts.

The module will begin to examine the institutional arrangements and governance of infrastructure systems considering the range of stakeholders that can be critical in shaping infrastructure supply and demand including local, regional and national decision-makers, architects, engineers and planners, local community groups and individual users. It will also begin to consider how technical and non-technical expertise is mobilised to plan and deliver effective, appropriate and sustainable infrastructure.

The module engages with real-world examples of infrastructure projects, from local to international scale, and encourages students to share and develop their own knowledge in areas of topical interest. It introduces key issues for contemporary infrastructure policy through a set of ‘challenge’ topics including: affordable and clean energy; a connected planet; responsible consumption and production and; green and ecological infrastructure.

Students will be supported to develop strong analytical skills, to begin to critically evaluate the range of technical, policy and regulatory solutions that can be used to identify, understand and address current and future infrastructure challenges.
This module will look at important networks in early work, liaising between health visitors, GP, therapists, nurseries, social workers, child psychotherapists, parent-infant psychotherapists etc. The module will introduce students to the ways different professionals approach work with parents and babies in the early years and the importance of developing and maintaining communication between professionals. The module will also include discussion of some of the challenges and approaches used when working with families. Students will hear about the importance of fathers in children’s development, diversity in children’s environment including culture, family structure, caregiver roles, and some of the difficulties faced by adoptive, foster, single-parent, blended families and young parents.
This module provides students with the opportunity to develop critical and transferable skills in research presentation and writing.

This module introduces students to written and spoken presentation of research findings and theoretical ideas in an academic setting in the broad field of management. It will draw on multiple formats. A series of lectures will introduce students to the inner workings of academia and the publication process, how to position one’s findings within the literature, and how to highlight their novelty and significance. Interactive discussion sessions will encourage students to reflect on the practice of academic writing, and to provide feedback to one another, with the aim of gradually refining their writing skills and continually improving their own writing practice. Students will be asked to attend to research seminars, as well as to debriefing meetings to reflect upon and discuss what makes for effective academic presentations.
This is a two week Introduction and Orientation Module to Integrated Clinical Care in year 4 followed by Trust site inductions.

The introductory course in clinical methods is followed by three, twelve-week integrated modules of clinical attachments each preceded by a related core teaching week.

The clinical attachments are largely, but not exclusively, spent at the three main University NHS Trusts and in the community. The clinical attachments for all students address integrated clinical care and cover acute care and hospital admissions, hospital based care, outpatient care, & community based care in medical and surgical domains.

The vertical modules include teaching and learning sessions in a wide range of topics relevant to integrated care and clinical and professional practice and include a patient-based cancer patient pathway throughout the year.
The course will introduce protein biochemistry, with related analytical and molecular biology techniques, specifically tailored for biochemical engineers. Fundamentals of protein expression, purification, structure, folding and stability will underpin case studies in protein manufacturing, including purification, formulation and associated problems such as aggregation.

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

Become familiar with different protein types and structures used as therapies
	Understand different expression and purification methods for therapeutic proteins
	Familiarise with techniques available for modifying protein expression constructs and an understanding of how these may improve bioprocess manufacturing
	Evaluate the factors that influence protein stability, structure and functions
	Discuss the analytical tools available for measuring quality attributes of proteins during bioprocessing and product formulation, and appreciate their strengths and limitations in the regulatory context of pharmaceutical manufacture
This module will explore how imaging methods are developed and applied to preclinical models of disease. This module will firstly introduce animal models of disease and how they are used to advance clinical research, and will then focus on the application of preclinical imaging to specific disease models and how this can be used to improve understanding of the underlying mechanisms of pathology. A journal club focusing on preclinical imaging applications in disease models will run in tandem with lectures and will include unassessed, but compulsory presentations.
The module will map the literary landscape of contemporary Italy by focusing on four novels that provoked powerful and polarizing responses. These literary causes célèbres offer a prism through which to analyse the refracting political stakes of aesthetic continuity and rupture. We begin with a reading of Carlo Emilio Gadda’s modernist masterpiece Quer pasticciaccio brutto de via Merulana, a key point of reference in post-war debates about the novel. Less controversial than exceptional, Quer pasticciaccio earned the admiration of writers as antithetical (and antagonistic) as Alberto Moravia and Giorgio Manganelli. Other literary controversies—involving the reception of Giuseppe Tomasi di Lampedusa’s Il gattopardo, Elsa Morante’s La storia, and Elena Ferrante’s L’amica geniale—will prompt discussions about the ideological work done by literature, whether through the content or the form. We will ask, with critics, polemicists, and manifesto-writers: Are plot-driven narratives necessarily escapist? Does emotional investment preclude rigorous reading and aesthetic appreciation of a work of literature? Can a text narrated from the perspective of an aristocrat with little interest in the lower classes ever awaken class consciousness? How does our knowledge of biographical detail about an author affect the way we read a work of literature?  

In addition to the four novels named above, lectures will cover realism, experimentalism, the neo-avant-garde, and New Italian Epic, as well as works by Italo Calvino, Primo Levi, Carla Lonzi, Luigi Malerba, Giorgio Manganelli, Pier Paolo Pasolini, Luisa Passerini, Roberto Saviano, and Igiaba Scego.  

 

Learning Outcomes  

By the end of this final-year module students will have developed advanced knowledge of key literary debates of post-war Italy. They will have gained proficiency as readers of literary fiction and criticism in Italian and will have improved their skills in academic research and writing. 

 
Summary

This course provides a molecular overview of normal human development, working systematically through the organ systems and highlighting mechanisms by which congenital malformations arise. Topics covered in earlier years have included: nervous system, spina bifida; endocrine system, pituitary dysplasia and tumours; heart, structural abnormalities; bone, skeletal dysplasia and dysmorphology; eye, retinal degeneration; kidney, cysts and obstruction; adrenals, cortical and medullary defects; and gastrointestinal tract, innervation and Hirschsprung's disease. The aim of this module is to provide you with knowledge of normal embryology and disorders arising from abnormal development.



Leaning Objectives and Outcomes

After taking this module, you will be able to:

Gain specialist knowledge in embryology and developmental biology
 Increase familiarity with key developmental genes and gene-families
 Describe abnormal development in congenital malformations
 Explain the underlying genetic and molecular pathology of isolated malformations and
syndromes

Outline future potential intervention strategies for these malformations
 Appreciate diverse approaches to therapy development
 Stimulate further research into developmental biology and birth defects
Who is this module for?

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

Any Level 7 students interested in taking this as an optional module, please contact the Module leader.



Teaching and Learning Methods

This module will be delivered by lectures, tutorials and laboratory demonstrations[PE1] [AP2] .



Assessment

This module will be assessed by a 3,000 word essay.



Selected Reading List

Schoenwolf, G.C., Bleyl, S.B., Brauer, P.R. and Francis-West, P.H., 2014. Larsen's human embryology. Elsevier Health Sciences.
 Ferretti, P., Copp, A., Tickle, C. and Moore, G. eds., 2006. Embryos, genes and birth defects. John Wiley & Sons.
Summary 

Adolescent Mental Health is a key area of concern for young people, parents, teachers as well as clinicians. There is increasing concern in the rise in mental health problems experienced by young people and how best to offer help and support.

This module explores models of adolescent development and then considers common mental health difficulties that present in adolescence and how they can be treated and managed. Depression, Anxiety, Psychosis, Eating Disorders as well as the Neurodevelopmental disorders are all considered.

Different models of service delivery are discussed as well as the issues that occur in the transition from CAMHS to Adult Services and how the interface and barriers between services can be negotiated and managed.

Learning Objectives and Outcomes:

The aims of this module are:

To explore adolescent models of development
	To consider common mental health difficulties that present in adolescence and how they can be treated and managed.
	To explore different models of services available to adolescents and young people with mental health difficulties.
	To explore and understand the barriers to smooth transition at the interface of services between CAMHS and AMHS.
Who is this module for? 

This is an optional module for the MSc Child and Adolescent Mental Health.

Teaching and Learning Methods 

Where possible all teaching materials including PowerPoint’s and PDFs of key articles will be available on Moodle. Sessions will include a mixture of lectures, seminars, research paper discussion and small group work.

Selected Reading List 

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

Child Psychology and Psychiatry: frameworks for Clinical training and Practice Wile Blackwell 2017 Edited by David Skuse, Helen Bruce and Linda Dowdney.
This module focuses on trends and policies regarding transport-related issues, with examples from around the world. The module draws on the debate over how policy can stimulate sustainable travel patterns (e.g., shorter and non-motorised trips) and improve the interaction between transport and land use. This module provides international case studies on topics such as transit-oriented development, road pricing, cycling policies, and new forms of mobility.
This module covers experimental economic theories and evidence in relation to the environmental field, using game theory and behavioural economics tools. The aim is to provide students with a comprehensive understanding of how to tackle cases of asymmetric information, cooperation and bounded rationality from an economics perspective, and to give them familiarity with most used research tools and methods that a larger number of organizations and companies are currently using in their investigations into environmental and energy fields.

The module will therefore be divided in three parts:

1. Deviations in preferences, choices and beliefs (Behavioural Economics)

2. Cooperation and Asymmetry of Information (Game Theory)

3. RCT: theory and applications
Pre-requisites: Excel skills, general knowledge on resource use, nexus.

This module gives an understanding of the processes that are required to design and build a quantitative model for research for resource nexus. The choice of model paradigm is discussed in terms of understanding data and metrics as well as modelling techniques and developing scenarios. The module identifies fundamental analytical techniques and computational methods used to develop insights into system behaviour, and introduces a range of models that are used to examine the resource nexus and their trade-offs (e.g. energy-water, energy-materials) through use of case studies. The module has a series of hands-on workshops in which you will learn how to analyse the trade-offs between resource use (e.g. energy-water, energy-materials, energy-land-food), how to identify indicators and metrics, develop scenarios, visualise them and understand potential impacts of new technologies, policy changes, market changes.
This module contests biomedical understandings of the body by exploring power and context in health science, policy, and culture. We will explore health (and its absence, or antithesis) as a product of systemic forces, a site of contested meaning and vested interests, entangled with the ‘natural’ world, and implicated in all sorts of political struggles.



After laying some groundwork, the module proceeds through a series of ‘visits’ to contemporary issues in health, medicine, and wellness. Questions for consideration include: Are racial disparities in health adequately addressed by claims that race is socially constructed? How does the production of knowledge about illness in the Global North and the Global South differ? Is ‘biosecurity’ the best approach to emerging infectious diseases like Covid-19? How do borders shape the commodification of the body in global surrogacy and tissue markets? What is at stake in the claim that medical research is constructed and partial? How are climate change and environmental toxicity shifting the racial and sexual politics of health? How could mental health be(come) part of anti-racist, decolonial, or feminist action?



We will historicise and engage with each of these matters using tools from geography, anthropology, critical race theory, postcolonial studies, science studies, and feminist theory.



At the heart of these struggles is the body, which, with its varied links to race, gender, sex, dis/ability, work, the nation-state, and the environment, is a site of intense political debate. This module does not stop at unravelling the human body as social and historical instead of genetic or natural—though that is certainly one of our principal tasks. We also try to understand how racial, gender, and colonial violence may in fact register on the body biologically.
The aim of the module is to develop your understanding of the processes responsible for improvement of communication skills following brain injury. The module focuses on aphasia, an acquired neurologic disorder that impairs an individual's ability to use and/or understand spoken and written language. It commonly occurs after stroke or other injury to the brain's language network. Improvements in communication skills arise from both spontaneous recovery and therapeutic rehabilitation, although many individuals will continue to struggle with some aspects of communication for the rest of their lives. Living with aphasia affects life participation and often has a negative impact on quality of life for the individual and their significant others. A better understanding of how the brain processes different aspects of language, adapts to brain injury and responds to experience are needed if we are to develop more effective methods for enhancing language recovery after stroke.
The module explores how frameworks, theories and models from a number of different areas, including cognitive neuropsychology and psycholinguistics, can inform clinical assessment and remediation of aphasia. Findings from basic science, neurophysiology, imaging, and speech and language therapy are linked to increase our knowledge of the effects of the rehabilitative interventions at the level of the brain as well as their functional impact. Both emerging and established rehabilitative approaches are highlighted.

By the end of the module the students will be able to demonstrate knowledge and understanding of:

the brain mechanisms involved in the recovery process
	theories of single word, sentence and text level processing
	approaches that are helpful in rehabilitation of different levels and domains of processing
	factors that may influence outcome
Undergraduate enquiries to d.newton@ucl.ac.uk
Postgraduate enquiries to pals.langsci@ucl.ac.uk
Why do people participate in fascist movements? Why are some people generous to refugees and migrants in times of need while others are not? What is the experience of a factory worker in 21st century China? Why do fewer women run for political office? Can you go "undercover" to do research political science? What is a “natural experiment” in politics? How do I conduct an interview that generates interesting information?

This module will not necessarily tell you all the answers to these questions, but it will help you understand how researchers have gone about trying to answer them and how you could try to answer similar questions about politics using observations, interviews and other data generated in the world. You can often do this sort of research in your own community.

By the end of this module, you should be able to understand a range of techniques for setting up your research and generating data. This includes asking relevant research questions, selecting a research site, conducting observations, interviewing, and writing survey questions. If you are interested in learning how to collect data in the world this module will spend time exploring how to do this ethically and the steps required to conduct high quality research.
The module draws on global experience, exploring different approaches to housing provision and settlement upgrading. The roles played by state, market and civil society are examined. Land, finance, infrastructure, organisational capacity and governance receive particular attention. Participants also work in groups to track and analyse the historical development and implementation of housing policy within a specific country and also to research (or develop) and pitch an innovative housing intervention designed to promote adequate, affordable housing in a context of their choice. They also produce a personal housing story showing how interaction(s) between personal and political contexts result in differing housing outcomes.

The module is delivered jointly by Ms Ruth Mcleod and Mr Tim Wickson
'Mathematics education' is an umbrella term that encompasses all aspects of learning and teaching mathematics in schools and in other settings. This mathematics education course is for undergraduates who are interested in how people learn mathematics and how to develop good approaches to teaching maths. It is a highly relevant course for those considering teaching as a career.

The module is taught over 10 weeks in the autumn term at UCL Institute of Education campus.

This module has been designed for undergraduates who are in their third or final year of their degree, but it is open to second year students and also available as a module for part-time students.

Pre-requisites: you will require A level mathematics (or equivalent) for the course.
The field of neuromuscular diseases has been revolutionized in the last 10 years by the application of genetic technologies that are rapidly evolving. This revolution has changed how we diagnose, clinically classify and treat neuromuscular disorders. Therefore, it is important that professionals in neuromuscular diseases understand and are able to utilize these methods in their prospective future career. This module aims to give you a sound understanding of the genetic technologies used in clinical research for neuromuscular diseases. It covers research technologies from classic Sanger sequencing to next generation sequencing and genome wide association studies that are used to identify novel disease-causing mutations and disease modifier genes. These methods are crucial for understanding the potential and significance of genetic research into neuromuscular diseases, over 60% of which are hereditary diseases. The course also covers new genetic technologies developed for the treatment of neuromuscular disorders including gene therapy and RNA-based therapies. Ethical considerations in the context of genetic research and genetic counselling will be introduced. Finally, the module includes a grant writing workshop with practical guidance on how to formulate your research ideas and develop them in the form of a grant application.
This optional module explores theoretical and practical approaches for ensuring the sustainability of heritage buildings and collections. Like its sister module, Strategies for Sustainable Heritage Landscapes, it takes its cue from the definition of sustainable development as 'meeting the needs of the present without compromising the ability of future generations to meet their own needs' (Our Common Future, United Nations World Commission on Environment and Development, 1987, commonly known as the Brundtland Report).

The aim of this module is to enable you to develop an integrated understanding of buildings and collections, in consideration of their contexts and environment. This will include teaching the design of sustainable strategies for conservation and reuse of heritage, their implementation and funding/economic considerations. It will refocus the balance between traditional preservation and conservation approaches and use, leading to sustainable solutions within the broader context of environmental sustainability.

The module will explore the following:

• Environmental sustainability of heritage buildings and collections, including control of environmental conditions, energy performance, natural vs. electric lighting, use of renewable energy.

• Physical sustainability of heritage buildings, including causes of decay and maintenance plans.

• Developing integrated sustainable strategies that address physical, environmental, social and economic sustainability of heritage buildings and collections in their contexts.

• The teaching will be delivered through a combination of lectures and seminars, supported by case-study learning and field trips to heritage sites inclusive of buildings and collections.
This module will expose students to a broad set of concepts associated with the commercialisation of a highly regulated therapeutic product and the foundation and growth of a business including the requirement to raise significant funding. It will also address in detail the regulatory environment for advanced therapeutic medicinal products (ATMPs) and provide an understanding of the ethical issues associated with advanced therapy development. Students will develop and implement entrepreneurial, managerial and communication skills through the commercialisation and biotechnology business plan activities with the goal of devising a realistic commercial proposition for the advanced therapy sector.

On completion of this module, students will be able to:

Understand the commercial and business processes for ATMP development, including the key cost drivers and quality requirements
 Evaluate the business plans of others and formulate their own for the development of an ATMP and articulate this to experts within the field
 Conceptualise and communicate the positive and negative attributes associated with an ATMP in order to secure investment for commercialisation
 Specify the business context of scientific work and understand the commercial skills required for clinical and commercial development. Appreciation that successful commercial and business development is equally as challenging as scientific development.
 Understand and communicate the ethical issues associated with stem cell and gene therapies.
 Evaluate and identify the complex regulatory processes that control ATMP development, including understanding of the key aspects to regulatory affairs and the differences between the major regulatory bodies (such as the European, U.S. and Japanese regulators).
The module provides students with an engineering foundation in the principles of engineering analysis and design. Focus is on the introduction to relationships between material properties and behaviour in (bio)process environment. The cover concepts are key to the understanding of the performance of processes for the manufacture of biologically-based products and for the specification and design of overall process sequences.

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

Mathematically analyse and interpret given experimental data analysis of a fluid in a viscometer and provide a physical explanation of the results obtained.
	Design a generic pipe network based on specifications and constraints and verify the assumptions made and quantify the pump requirements.
	Analyse and design a complete chromatography system based on fluid flow specifications.
	Calculate the power input required for agitation in a stirred-tank fermenter under a range of operating conditions.
	Define conditions for the successful scale-up or scale-down of a fermentation process for different biological systems.
	Characterise the different stages of a fermentation process and execute simple mass and energy balances.
	Perform simple mass balances around key unit operations.
	Analyse the major mechanism of chromatographic separation used at industrial scale.
This module will explore how advanced imaging methods are used to develop and test novel therapies in preclinical models of disease. Experimental therapies for cancer, cardiovascular and neurological diseases will be discussed, and the opportunities for using imaging to monitor and guide optimisation of therapies will be presented. An overview of how these methods and approaches have been translated to the clinic will also be provided. A journal club focusing on preclinical imaging applications in development of new therapies will run in tandem with lectures and will include unassessed, but compulsory presentations.
This module aims to give all students on it an introduction to the study of literature which is written in Old and Middle English, and predates the period of Narrative Texts. By the end of the module students will have an acquaintance with the range and variety of this literature and some fluency in reading it. In addition to completing the chronological range of English literature, this module prepares students for the study of Chaucer in the second year and for the optional medieval modules.
This module covers applied sciences necessary to understand the clinical aspects of Endodontics.

This module provides opportunity for critical review and synthesis of classical and contemporary scientific literature on:

Diagnosis of endodontic problems;
	Decision–making in Endodontics;
	Rationale for management of pulpal and periradicular diseases;
	Inter-relationships of Endodontics with other specialities including prosthodontics, periodontology, orthodontics and special care dentistry.
This module covers basic sciences necessary to understand the clinical aspects of Endodontics. The subject matter spans: Cell Biology; Anatomy and physiology of the orofacial complex; Inflammation, wound healing and Immunology; Microbiology and pathology of orofacial diseases; Effect of traumatic injuries to alveolus and teeth; Aetiopathogenesis of endodontic problems; Epidemiology and its relevance to endodontics; Basic materials science relevant to endodontics.
This module covers the specialist interest practicing skills as defined in the competencies for Dental Practitioners with a Specialist Interest. Through supervised mentoring on a teaching clinic and record keeping and discussion relating to endodontic surgery and trauma management in external practices, the graduates will gain the confidence and practical skills to deal with endodontic surgery and trauma cases of moderate difficulty.
Summary

This module will equip you with the skills you will need as a doctor to confidently read medical literature and practice Evidence Based Medicine. The aim is not to teach you how to perform advanced statistical analysis but to ensure you can use papers to answer clinical questions when you are deciding how best to manage and treat patients.

Learning Outcomes and Objectives

1) You will develop the skills to be able to assess the strength of evidence that any particular study provides to answer questions.

2) You will understand the differences between primary (eg. original randomised controlled data) and secondary (eg. Cochrane systematic review) sources of evidence.

3) We will build on your understanding of key design characteristics, and the interpretation, of the main types research.

4) You will gain knowledge of the tools available to approach critical appraisal.

Who is this module for? 

This is a core module for the iBSc Paediatrics and Child Health.

Teaching and Learning Methods

Weekly online sessions with a practical critical appraisal day
The module provides an intensive graduate-level induction to archaeological theory, research issues and reasoning.  The 15 credit module comprises ten seminars in archaeological theory which are taken by students from a wide range of postgraduate courses and provide a firm methodological foundation for archaeological interpretation, as well as a global perspective on the discipline. Set readings and case-studies will be used to evaluate the analytical processes developed by different schools of archaeological thought, and the range of approaches currently available in studying material culture, social complexity and differentiation, concepts of agency, and long-term cultural change.

Aims of the module

The module, which consists of a seminar framework based on set readings, aims to review the recent history of archaeological ideas and to examine key general themes in current archaeology from a theoretical and comparative perspective.

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 - they 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-foundations
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 is the first of three modules on the current state of knowledge in the field of cognitive neuroscience. This module focuses on our understanding of lower-level, fundamental cognitive processes. Examples include perception, attention, action, vision, audition, motor control, and object processing. 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.

Module Leaders: Professor Tamar Makin and Dr Benedetto de Martino

Assessment: 3-4 minute Poster Presentation
Telling stories about oneself and expressing intimate emotions, desires and experiences has become a defining feature of modern life. This course will explore the historical development of this urge to confess in twentieth-century Britain. We will examine a range of forms of personal testimony from letters, diaries and autobiographies, to medical case histories, documentaries and oral histories. Each of these media allowed the narrator to shape their stories in particular ways and offer specific challenges and opportunities to the historian. How, for example, did letters home from the Front in the First World War provide possibilities for certain types of narrative while inhibiting others? Could soldiers tell their families about their experiences of fear and physical discomfort or did they construct accounts of courage and patriotism? We will consider the historical conditions which prompted a culture of personal testimonies and how the telling of intimate stories has facilitated the development of a politics of identity in modern Britain. The accounts we will study demonstrate the diversity of experience and identity in twentieth-century Britain, exploring accounts of sexual marginalisation, racial discrimination, feminist activism and ‘ordinary’ working-class life. The Special Subject will prepare students to develop dissertation topics on Modern British History and using a variety of written, oral and visual sources.
This module aims to explore ‘materials’ of education as a way to understand politics, histories, and cultural practices that shape education around the world. The module will follow object-based learning. After an introductory framing session, each week is organized around one object/artefact of education such as pencils, textbooks, uniforms, walls etc. Using these objects as a lens, we will explore how education is created and transformed through a variety of material practices. A key question is how are materials involved in the creation of education and what does uneven material provisioning reveal about the politics of education. We will pay particular attention to the context where the uneven provision of materials marks social inequality, thereby, opening up possibilities to rethink both education governance and education experiences. On the successful completion of this module, the students will understand theoretical and methodological frameworks to approach ‘materialities of education’ and appreciate the socio-political context within which education is provisioned, experienced, and reimagined by various social actors. This module is assessed through two written essays.
This is the dissertation module for the MA Education, Gender 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).  

Please note: EGID dissertations must combine a focus on education and gender and international development. You will have plenty of opportunity to discuss your topic ideas during the taught elements in term 1 and in term 2. 

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 aims to establish the correlation of language and culture and identity in language learning setting whilst also considering inclusive practice. We explore explicitly how to nurture intercultural communicative competence with learners at various stages of their learning journey. We experiment with virtual communication and digital resources, and the individual, community and collaborative pathways these facilitate, in order to transform the language learning experience and ensure we have the opportunity to develop meaningful intercultural experiences. 

As part of this, the module explores the interface between language learning theory and research, language teaching policy and practice, with a particular focus on interculturality across themes and that go beyond national borders. We will experiment with how to design a truly intercultural language teaching curriculum that allows learners to become both linguistically and interculturally competent, while also developing and broadening theoretical and practical understandings of language teaching and learning so as to develop innovative professionals who are equipped to transform their practice.
The aim of the Critical Issues in Infrastructure Funding, Financing and Investment module is to impart knowledge regarding the different infrastructure funding and financing options (e.g. public finance, public–private partnerships, user charges and land value capture policy tools) and the various debt and equity capital sources for infrastructure financing (e.g. bonds, loans and infrastructure funds). The module also examines the role played by governments, banks, institutional investors, international financial institutions and other public and private actors and institutions in infrastructure investment. Finally, it also explores the main issues associated with the current transition from a state- to a more market-oriented approach to infrastructure provision and the global trend towards the financialisation of infrastructure.
Module Content

In regular consultation with their supervisor, students undertake a systematic literature review of the ethnographic area where they plan to conduct research; or if in biological anthropology on relevant topics related to the area they wish to focus on. The student should acquire an excellent knowledge of the contributions of the key researchers working in their ethnographic area or field, and have developed a solid understanding of the previous debates and key current issues discussed in the literature. This will include an understanding of the theoretical underpinnings of these debates and approaches to the subject. In biological anthropology this should also include a review of the key experimental approaches applied by researchers examining this topic.
This is the dissertation module for the MA Sociology of Childhood and Children's Rights.
In preparation for starting this module, students are strongly encouraged to attend a live trial to gain first-hand experience of the court environment. This module will then introduce students to a variety of crime scene investigative practices and techniques via lectures, workshops and practical sessions. On completing this module, students will - Understand the basic strategies of crime scene investigation and how to develop an appropriate strategy - Understand the theory behind searching a crime scene and how to identify potential exhibits - Be able to complete an Examination Report and Decision Log and package exhibits appropriately to maintain continuity and integrity - Be able to recover DNA, blood, and fingermarks within limited scenarios and understand the processes behind the analyses of these types of evidence - Be aware of the cognitive issues associated with crime scene investigation - Understand the basic approaches to giving oral evidence at court This material will be partly delivered by in-house and guest experts, including a half-day workshop with Bond Solon, the leading firm in training expert witnesses, and a lecture from a Metropolitan Police Officer. This lecture will round up the course by giving an example of all practices coming together in the investigation of high-profile crime and bomb explosion scenes, including the 7/7 London bombing. Students will then be assessed by putting into practice these principles underpinning crime scene investigation and expert testimony by examining a mock crime scene and providing oral testimony of that examination in a mock courtroom setting.
The purpose of this module is to explore the relationship between bioscience and society with a particular emphasis on the key and inter-related areas of funding, public engagement & policy.   Ambitious scientific endeavour requires public confidence and financial support. This course will draw on a range of case studies and contemporary examples to enable students to understand the need for biomedical scientists to engage with the wider world, the different ways in which scientists fund their work and how government policies can have major effects on scientific progress. Examples of the case studies include the work of organisations such the Francis Crick Institute, The Wellcome Trust, The Royal Institution and the Natural History Museum. There will also be an in-depth focus on topics such as understanding different types of grant funding; evaluating the impact and quality of science; the challenges and opportunities for public engagement; how scientists can influence and advise government policies, and an overview of emerging trends in all of these areas. This module has been designed to develop students’ abilities for deep thinking, critical analysis and debate. A range of teaching styles will be used to deliver the module including in-person lectures, online learning material and visits to relevant institutions in central London. 
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.
This is the Report module for MA Education (Science). In this module you work towards completion of a report, 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 report.
The overall aim for the module is for students to understand cancer from a population and patient perspective including:

Patient presentation, diagnosis and staging
	Treatment including chemotherapy, surgery, radiotherapy and novel agents
	Quality of Life and Palliative Care.
Students will learn about cancer epidemiology and prevalence, and the risk factors influencing cancer development. They will also consider the approaches for cancer diagnosis and staging. Students will also assess the clinical management of patients in terms of appropriate treatments and the use of palliative care. This module will focus on the journey of the patient from initial presentation through to treatment and students will apply their understanding of this journey to specific case studies.

Students will undergo a quiz at the beginning of the module to explore their perceptions of cancer and will have an opportunity to compare and reflect upon their quiz results at the beginning and end of the module.

Group based discussions will take place through the module based on patient case studies. Each student will perform a literature review to the determine evidence-base for an aspect of management and at the end of the module will deliver a power point presentation.
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 (1500 words) plus report (8,000 words). 
This module draws on the fields of the management of innovation in firms and projects in the built environment context. It will review the theoretical concepts related to innovation, and empirical insights from engagement with innovation managers and leaders and longitudinal research. We will discuss how firms and projects respond to the global challenges and goals through innovation.

The module will utilise industrial experience of innovative firms and projects through case studies and integrate multiple stakeholder perspectives on innovation. This course is practical and applied, and it is hoped that you will acquire advanced skills and competencies in facilitation, management and innovation leadership.

Aim: To equip you with an understanding of theoretical and practical knowledge of the ways innovation is managed in firms and projects, including different strategies, approaches, practices and processes. The role of innovation champions and their narratives are to be discussed.

Learning Outcomes:

- To critically evaluate different theoretical perspectives on innovation;

- To examine innovation strategies, practices and processes at firm and project levels and their differences in scope and nature;

- To analyse how innovation is practiced in firms and projects and the role of innovation managers and champions;

- To develop innovation management and problem-solving skills necessary for triggering innovation at firms and on projects;

- To apply analytical innovation management methods within the context of changing environment
The course is designed for advanced level students requiring the language for general vocational and professional purposes. It teaches specialised vocabulary to enable participants to use their language skills in a more professional environment, such as meetings and interviews, as well as covering related topics such as current affairs and the latest trends in German society. The course will enhance knowledge of German life, society and business culture using complex and linguistically accurate structures (different types of discourse, register). The course covers day-to-day issues a medical professional might encounter and current issues relevant to the medical profession.

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/language-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 French society.  The course will enhance knowledge of French 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
This module explores the ways in which law and legal regimes worked to create, regulate, challenge and change British colonial societies. Adopting a thematic and comparative approach, it extends chronologically from the eighteenth through the twentieth century. Each seminar is designed to introduce a specific aspect of legal regulation and to examine within a comparative framework the ways in which that phenomenon shaped life across a range of British colonies, using both primary and secondary readings. The first five weeks of the module focus on aspects of law that relate to crimes against property and the person and to regimes of coerced labour; the second half focuses on social and cultural aspects of colonial law, particularly the perceived violation of British behavioural norms. Geographically, the course explores legal developments in colonial contexts that stretched from Canada and the Caribbean to sub-Saharan Africa, Australia and the Indian Ocean world.
History and Representation: The Holocaust as a Case Study

The Holocaust has often been seen as in some sense ‘beyond representation’; yet, at the same time, the sheer enormity of the mass murder of more than six million Jews, along with Roma and Sinti, the mentally and physically disabled, and other victims of Nazi persecution, elicits a widely felt need to explore, and to try to understand and convey a sense of what happened. The very term ‘Holocaust’ – which only came into widespread usage following an influential TV series by that name, first aired in 1978 – itself constructs a unifying concept encompassing quite disparate events at different times: from innumerable killing sites along the eastern front, through the notorious death camps in occupied Poland, to ghettoization, exploitation, brutality and death right across Nazi-dominated Europe; and, on some views, extended back to encompass persecution in the years before the outbreak of war in 1939 or the switch to genocide in 1941.

Those seeking to represent the Holocaust face a variety of choices and challenges: how to evoke and convey almost unimaginable horrors; how to explain violence that may feel beyond understanding; how to combine a broad historical analysis of structures, policies and practices with a wide range of individual experiences. This course will examine some of the ways in which the Holocaust has been represented, focusing on selected works by historians, as well as memoirs, works of creative literature, films, and exhibitions in museums and memorial sites.
The module provides participants with the opportunity to explore a range of literature for children and young people. Participants are invited to critically reflect upon their own experiences of literature in different settings, from picture books to reading or teaching novels and poetry to the affordances of other media to tell and transform stories. They will consider the ways in which reading is conceptualised in different spaces and have opportunities to explore ways of responding to texts. They are encouraged to interrogate the social, historical and ideological factors that have shaped writing for children and young adults over time. Participants will explore a range of theoretical perspectives as applied to particular texts and experiences of these texts. They will critically consider the representation of children and childhood in fiction as well as broader issues of representation and voice in publishing. This module offers the opportunity to find out about approaches to research within the field and for participants to develop their own investigations to interrogate curricular and pedagogical choices, learner experiences and their own personal responses to literature for children and young people.
Assessment: One summative assessment (either essay or oral presentation plus written reflection).   
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0802, 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 introduces students to the Mediterranean world in the Age of the Crusades (c.1100-c.1500) and to the diverse Muslim, Christian and Jewish societies that populated this region. No prior knowledge is required and students who are new to this period and region have always enjoyed this module as an introduction to medieval European and Islamic history in a crucially formative period.

The Age of the Crusades is commonly associated with the fierce clashes between Christian and Islamic states in the wake of the crusades, but in this module we also explore how Mediterranean societies were themselves divided into multiple social, political and religious communities whose relationships stretched from co-existence to conflict.

In Term 1 we travel across the Mediterranean world. We encounter different societies from Jerusalem and Cairo across the Sahara desert to the Atlas Mountains, and from Andalusia across the Italian peninsula to Istanbul. A wealth of surviving evidence – from chronicles and literature to material sources and buildings – will allow us to look inside these divided and potentially fractious societies.

In Term 2 we look thematically across these various societies and examine the roots of their divisions. We study their ways of governing themselves and disagreeing with each other, their complex social structures and their multiple religious and legal systems. We look for similarities as well as differences and ask whether there was a Mediterranean civilisation beyond the clash of Islam and Christendom that the Age of the Crusades is so well-known for. 
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0079, 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 will introduce you to both qualitative and quantitative research methods and data analysis. The course focuses on how to design and conduct a research project and so you will learn to formulate research questions and link them to appropriate methods. You will conduct interviews and focus groups and you will learn the preliminary steps of qualitative and quantitative data analysis including the use of the software SPSS. You will also engage with relevant scholarly work to be able to critically evaluate your own research practices. As part of the assignment you will design and conduct a research project including primary research and secondary data analysis. You will then prepare an outline of your research project and produce a paper where you will bring together the experiences of data collection and analysis gained during the course. The module comprises lectures, seminar groups and IT workshops.
Although crimes committed in the course of violent conflict have traditionally remained uninvestigated and unaddressed, the International Military Tribunals established at the end of the Second World War have led to greater demands for domestic and international responses. Following on that conflict, the adoption of the Genocide Convention and the Universal Declaration of Human Rights marked turning points in the adoption of standards and the generation of means for their enforcement. The first international criminal tribunal was established in 1993 to prosecute violations committed in the wars of Yugoslav succession, followed by the establishment of a number of other ad hoc tribunals and the International Criminal Court in 2002. This seminar seeks to explore issues of prosecution and punishment of crime, of the construction of public memory and forgetting, and alternative strategies to criminal prosecution. We will both explore and interrogate the emerging category of transitional justice, and consider research on the consequences (or lack of them) of efforts to generate a social confrontation with the past.
This is the third module on the current state of knowledge in the field of cognitive neuroscience. This module focuses on our understanding of translational research. Examples include cognitive neuropsychiatry, recovery and rehabilitation after neurological damage, cognition across the life span, genetic underpinnings of cognition, and language use in deaf people. 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 is aimed at both practitioners and non-practitioners (e.g. parents, class teachers, teaching assistants, SENCoS, school leaders, Speech and Language therapists, Occupational Therapists, and other professionals) with an interest in how to support children and young people with Specific Learning Difficulties (with a focus on dyslexia) using an evidence informed approach. You will develop skills in evaluating and synthesising evidence, theory and practice.
By the end of this module you will have developed critical understanding and knowledge from research and theory to analyse and evaluate the implications for intervention for learners struggling with literacy and/or Specific Learning Difficulties (SpLD) dyslexia. You will learn about key principles of effective interventions and how to critically evaluate intervention. The module will include an exploration of evidence informed approaches to supporting language, reading (accuracy, fluency and comprehension), spelling, handwriting, writing and mathematics. You will be able to demonstrate your knowledge and understanding of key principles of learning and reflect on aspects underpinning varied teaching approaches and identify potential barriers that may be faced by learners. You will consider an evidence informed approach to assessing and identifying appropriate support/intervention to improve outcomes for learners up to age 18 with dyslexia/ SpLD. SpLDs may impact upon learner self-esteem, motivation and metacognitive skills. You will learn to apply theoretical understanding and critically evaluate quality of evidence and potential impact on teaching and learning. You will learn how to use your newly acquired skills to plan personalised intervention for varied learner profiles.
A research project conducted in a laboratory within the UCL School of Pharmacy Department of Pharmacology or UCL Biosciences Department of Neuroscience, Physiology and Pharmacology (NPP) of the students’ choice.  Both departments are historically and currently internationally leading in this field of Pharmacology. The students are expected to work for two days per week in the laboratory in Terms 1 and 2 and then full time in the laboratory in term 3 after the examination period in (April and May). A written dissertation in the form of a research article that could be submitted to the British Journal of Pharmacology or equivalent pharmacological and therapeutics journal.

Module Aim - For students to carry out novel, cutting edge research using a variety of different methodologies to attempt to answer a clearly defined question in fundamental or clinical Pharmacology.

Module Objective - Knowledge of various research methods in pharmacology, understanding of controlled experiments, understanding of the challenges of working within a team, preparation and presentation of research data to peers, preparation of a research article that could be submitted to an international pharmacology research journal.

Summary of Method of Delivery - A research project is selected by students from a wide range of labs carrying out research in pharmacology at the UCL School of Pharmacy and UCL Biosciences department of Neuroscience, Physiology and Pharmacology. The student carries out experiments under the supervision of one (or two) members of their chosen lab. 

 
The research project forms the major part of the MRes Experimental and Translational Immunology; it provides the students with the opportunity to spend nine months undertaking an extensive, original research project in one of the Divisional /IIT laboratories. The student will undertake a project supervised by a research-active scientist to investigate a problem of biomedical interest. The choice of project will be made in discussion with the module lead at the beginning of the Autumn term. Students will start their projects in November; the project will be part- time for five months (until March) then full –time for the remaining four months (April until August).

Aims

The aim of the module is to provide first-hand experience of the cutting-edge biomedical research and training in:

Critical reading of scientific literature, and the ability to synthesise the current state of the field in written form
	Ability to produce a research hypothesis and a series of research questions that can be used to test it
	Ability to design and perform experiments
	Analysis and interpretation of their own data obtained through the research project and to place the research project in the context of current literature
	Ability to present their research project in the written form as well as orally
Learning outcomes

Students will be trained in scientific method, interpretation and presentation of experimental data and will gain the following skills to carry out laboratory research:

Generate a plausible research hypothesis and design a series of well controlled experiments to test it
	Generate, present, analyse, interpret and discuss scientific data
	Identify the key primary scientific papers in a field of research using appropriate bibliographic tools
	Critically read the relevant scientific literature, and be able to synthesise the current state of the field in written form
	Write a succinct scientific dissertation
	Present the results of a research project in written and oral form
This module introduces the principal issues surrounding sustainable resources. Lectures examine basic issues such as `limits to growth', `equity' and geopolitics. The roles of a range of actors are considered, particularly businesses (with a focus on decision-making), and this forms the basis of a structured group exercise. This module includes an overnight field trip to give first-hand experience of some of the key issues.
This module has been established to ensure that students can write at Masters Level and can analyse texts to a sufficient depth as to establish relevant content for their individual programme of study. The vehicle for this is an introduction to key architectural design theoretical concepts so that these can be taken forward in Terms 2 and 3. The course is taught in Term 1. These concepts are varied but specific to the cluster’s research for that year.

This module provides students with an introduction to the skills required to undertake a theoretical, cultural and historical study at postgraduate level into the issues that underpin the study of architectural design, and to introduce them to appropriate lines of investigation.

On successful completions of this modules student should gain a knowledge of the theoretical and historical issues that underpin the study of architectural design. They should also gain an understanding of the skills required to undertake a theoretical and historical study at postgraduate level, specifically how to undertake a literature search and how to construct an appropriate bibliography.

The module begins with introductory lectures in week 7 of Term 1. These lectures are given by the student’s Lab/Cluster design leader(s) and by the lab/cluster theory tutor. The Lab/Cluster theory tutor presents the lab/cluster reading list. An individual research topic is set for every student and this forms the basis of the literature review. The Lab/Cluster theory tutor gives weekly seminars and tutorials and a 1,000 word draft is submitted in week 14 of Term 1. After feedback, a 2,500 word essay is submitted at the start of Term 2.

This module is taught through lectures and weekly tutorials throughout Term 1. Tutors are allocated to individual student clusters (groups). An essay is submitted at the begining of Term 2.
This module will:

reflect on professional knowledge and understanding, specifically 'How Special Education Needs (SEN) and disabilities affect pupils' participation and learning'
	reflect upon the SEN Co-ordinator (SENCo) role in regards to the strategic development of policy and provision within the school as well as the day-to-day operational responsibility for the co-ordination of SEN provision
	provide participants with a theoretical framework for assessment, teaching and learning as a basis from which to offer professional guidance to colleagues
	develop skills in the use of quantitative and qualitative data analysis of pupil progress and the effectiveness of provision.
	There are multiple cohorts of this module - class size of each cohort is approx 35
This course uses a case study of citizenship, memorialization and modernity in Berlin to address wider, interdisciplinary questions about the significance of the past for citizens in shaping a later present and envisioning a better future. Berlin, with its lengthy cultural traditions, its diverse history and changing constructions of citizenship - from the ambiguous legacies of the Prussian Enlightenment and militarism, through imperialism, modernism and failed democracy, to the doubly dictatorial past, and a pivotal role in both the divided Cold War world and the current European Union - provides a fascinating basis for discussions in the increasingly multi-cultural and mobile society of 21st-century Europe. This course focuses on the relations between politics and culture, aesthetic issues and historical representations, multiple identities and ‘citizenship’ in all senses of the word.
London is truly a global city. An international centre of culture and art, business and finance, education and research and tourism; the city is also home to people from all over the world who help shape and characterise its diversity. Despite its status as a global city, London must also be understood as an ordinary city; one of the hundreds of large cities around the world where people negotiate their daily routines of living, studying, working, travelling and sharing space with others. A key aspect of life in global cities is the internationalised experience of higher education, and students will be encouraged to reflect on their own experiences of London in relation to academic scholarship.

This course will use London as a springboard to explore ways that contemporary cities are being theorized, experienced and understood, particularly in their educational dimensions. Consideration will be given to how cities are conceptualised in and through the context of globalisation and international student mobility. The concept of ‘global cities’ will be contrasted with perspectives that emphasise the ‘ordinary’ quality of cities, to allow students to engage analytically and critically with the complexities and diversities of urban life and experiences.

A mixture of lectures, seminars and fieldwork will introduce you to a range of interdisciplinary themes within urban studies and education studies, and will provide you with the opportunity to encounter and learn from what the city of London has to offer, as well as the contradictions it produces. Whether you are from London, the UK or anywhere else across the globe, this course will give you the opportunity to think critically about London, challenging you to consider your own relations to, and place within, an increasingly urbanised world.