This module aims to provide a competent reading knowledge of Bulgarian and basic communicative skills in the language. Students who complete the module successfully will be able to assure both potential employers and academic supervisors that they possess the necessary foundation-level Bulgarian language skills to work with original Bulgarian texts and to enable them to undertake study and/or research in Bulgarian. The module provides an intensive introduction to Bulgarian grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Bulgarian in straightforward situations, translation and information retrieval skills, using Bulgarian texts in Bulgarian and international cultural, political, and social themes. The module is designed for beginners. It requires intensitve study including learning and practising independently beyond the contact hours.
Description to be added.
The module will examine society and culture in Scandinavia in the period ca. 800-1100. Geographically the module will encompass Sweden, Denmark Norway, and the Norse colonies in the North Atlantic (the Faroes, Iceland, and Greenland). In the case of Iceland the time-span will extend to the end of the Commonwealth period (ca. 1262). The principal themes that the module will cover include: the causes of the Viking Age; the development and emergence of the three Scandinavian kingdoms; the nature of the pre-Christian religion; the conversion to Christianity; the development of Church organisation; relation with Europe, in particular the Insular world and the beginning of written culture. Particular emphasis will be placed on presenting and analysing the various source-categories relevant to Viking-Age Scandinavia. These include, for example, runic inscriptions, place-names, archaeological evidence and saga literature.
This module will build on ‘An Introduction to Old Norse’; and will continue to familiarise students with the language and literature of Viking and medieval Scandinavia.
Aims: To explore some of the biological bases of behaviour. Objectives: Students should be able to describe aspects of selected behaviours using multiple levels of description, ranging from molecules to behaviour. Summary of module content: The module is oriented around learning and memory, mainly using spatial and episodic memory as a model system with which to explore issues such as how neurons represent information, and how this representation is modified by experience. We will use multiple levels of description ranging from the genes contained within the neurons, through the proteins they make, the dynamical functions carried out by neurons (e.g., synaptic transmission, modification of connections etc.), the interactions of groups of neurons in circuits to form cognitive representations, and all the way up to the animal's macroscopic behaviour and how this interacts with the environment. By the end of the module students should have an understanding of how (relatively!) simple low-level processes create and interact with high level processes to produce the complex behaviours (such as navigation) exhibited by animals and humans.
This module explores how the human mind and brain is able to understand and produce language in order to communicate. In addition to looking at the language abilities of healthy adults, we also look at language processing within bilinguals and within patients with language deficits and at the theories and models that have been developed to explain these remarkable abilities. We explore how these linguistic abilities relate to our other cognitive and social abilities and examine topics such as how concepts and categories are represented, both within language studies and from a more general perspective.

Its objectives are to ensure that participants both know the key theories in the field and can assess the evidence for them and so improve their skills in formulating and evaluating psychological arguments

The module aims to convey the results and implications of recent research on central cognitive processes involving language and thinking and the brain systems involved; and to describe and to discuss the relevant methodologies.
This module will investigate the politics of social movements and revolutions. To understand why people participate in protests and how they overcome coordination problems, we will consider examples of protests and revolutions from democracies and electoral autocracies around the world. The module will also study the relationship between the state and social movements, and the conditions under which protesters can gain the support of public opinion and influence government policy. Finally, we will examine the legacies of revolutionary success and failure, and how social movements can have persistent impacts on a country’s politics.
Clinical placements form an essential and integral part of the degree programme by allowing you to develop and apply theoretical knowledge learnt in lectures and from their own further reading. These placements encourage students to apply their academic knowledge to clinical Orthoptics and general ophthalmology. Students will rotate to different accredited clinical placements sites over the 2-year programme to ensure a good balance and breadth of clinical experience is achieved. Within the clinical placement an opportunity to visit other sub-specialty areas directly relevant to the course will be included i.e. theatre, stroke wards, screening, imaging departments.

This module will enable students to put into practice theoretical knowledge gained from the full 2-year programme.
The anatomy and physiology module will allow you to gain a comprehensive understanding of anatomy and physiology of the eye drawn from scientific knowledge of biomedical, optical and refractive principles. You will learn the fundamental principles of biomedical science which will enable you to determine factors that influence ocular health. You will apply scientific knowledge to gain an in-depth understanding of the aetiology of a range of ophthalmic conditions, which will give you insight into the visual and structural processes in ophthalmic diseases. This knowledge will equip you with a better understanding of the conditions that patients present with, which will enable you to deliver optimum ophthalmic care.
The content of this module provides the essentials of accounting and finance which any manager should understand when working in a business, be the manager employed or a business owner. It has a role as a standalone module but also provides an underpinning for any further study in subsequent finance-related studies.
The accounting element of this module provides an introduction to core accounting principles and their applications both internal and external to business organisations. The finance element of the module considers a range of major strategic financial issues of importance to managers, helping them to make better financial decisions and communicate and work with Finance and Treasury departments, and financial analysts. It covers issues concerned with the raising of finance and its investment.

Aims of the module:
The accounting element of this module aims to develop students ability to read and interpret financial statements and associated financial data, based upon an understanding of the theoretical underpinnings of the construction of core financial statements. It also enables students to deploy a range of models and frameworks for using accounting information in investment and managerial decision-making.
The finance element of this module aims to provide students with a theoretical and practical understanding of corporate strategic and managerial finance. The focus is on learning through the analysis of corporate finance in companies that illustrate theoretical concepts and frameworks.
The module will introduce the students to the concepts of normal growth and development throughout the life-cycle and the impact of deficiencies at critical stages. The effect of epigenetic changes on growth and development will be examined. Some of the areas covered include: energy balance and body weight regulation, nutrition in pregnancy, nutrition and the skeleton, women health, effects of dietary deficiencies on growth and development and role of nutrition in the prevention of age-associated diseases.
This is the written component of the end of year 5 summative assessments.
This is the written component of the end of year 4 summative assessments.
This is the written component of the end of year 2 summative assessments.
This is the written component of the end of year 1 summative assessments.
This is the written component of the end of year 6 summative assessments.
The aims of the course are: (i) to give students the chance to work in depth on an advanced mathematical topic (ii) to give students an introduction to the methods and experience of research, and so make them better prepared to start a research degree or to work in a research-related job (iii) to develop students' ability to organize their work on a substantial project iv) to develop students' ability to present their work, both in written and oral form. The course will be taken as a compulsory unit in the final year of the 4-year MSci in single or joint-honours Mathematics degrees.
This course continues from the course MATH0016 (previously MATH2401) and aims to introduce further tools required to solve the partial differential equations which arise in applied mathematics. It first looks at the application of the separation of variables method in cylindrical and spherical coordinates. This necessitates a study of Bessel's and Legendre's equations and their solutions. This is done via a combination of the Frobenius method of series solution of ODE's together with generating functions. The course then moves on to study transform methods of solving PDEs, complementing the method of separation of variables and concentrating on the Fourier and Laplace transforms. The necessary techniques of integration in the complex plane will be reviewed.
In the majority of problems arising in applied mathematics, integrals and differential equations occur which cannot be evaluated or solved exactly and/or expressed in terms of known functions. The aim of this course is to develop analytical techniques which enable insight into the structure and properties of solutions of differential equations and the values of integrals to be obtained and thereby provide analytical support to direct numerical evaluation.
This module consists of two parts: first an introduction to programming for the mathematical sciences (4 weeks) and then an introduction to multivariable calculus (5 weeks). Programming is becoming an increasingly important tool for mathematicians both in industry and in research. In view of this, some elements of basic scientific computation should be part of any modern undergraduate curriculum in Mathematics. Multivariable calculus on the other hand is of fundamental importance in a variety of fields of pure and applied mathematics such as electromagnetism, fluid mechanics, differential geometry and integration theory. The aim of the first part is to introduce the students to the ideas of computer programming and its uses in scientific computing for science and its applications. The programming language Python will be considered in the course, but the underlying principles are general. Students should learn how to write accurate programs for the computational solution of mathematical problems. The aim of the second part is to introduce the students to the ideas of the calculus of several variables, and to develop their understanding of functions of several variables, their derivatives and integrals.
This module surveys key themes in philosophy of medicine. We examine foundational issues in method, such as the use of randomised control trials as a gold standard. We also explore core decisions in metaphysics, such as classification. Our approach develops largely from case studies drawn from contemporary medical practice that speak to fundamental themes in conceptual analysis. Examples include: questions of discovery (of diseases and treatments), causation, modelling, complexity, well-being, cure, and evidence-based medicine.
How can we approach Hebrew and Jewish Studies? What does it mean to study this topic as a critical thinker? This module offers a survey of the most relevant methods of academic inquiry and argument in an academic field. Students will be introduced to the traditions and practices of the historical method, literary criticism, the learning of languages, and the analysis of visual materials including film. We will hone skills for undertaking written assignments as well as oral presentations, explore library resources and the appropriate use of the internet and online resources, and examine the ongoing transformation of academic research through digital humanities.

The class will be structured around discussions of selected primary source materials and secondary reading, as well as developing methodological approaches and assessing requirements in the above-mentioned disciplines. Students will gain familiarity and exposure to undergraduate level research and writing in Hebrew and Jewish Studies while broadly sharpening their critical faculties across the humanities and social sciences. We will also consider why this undertaking matters so much in our 21st century world.
This module is designed as a challenging introductory course and is specifically for non-History of Art students. The specific content of these modules changes each year but the aim is to introduce students to various themes and issues in architectural practice and patronage from the medieval period to the present day, focusing on buildings and sites in London such as Westminster Abbey, St Paul's Cathedral, Chiswick House, the South Bank Centre, the Barbican and Canary Wharf. It is assessed by two essays, of 2,500 words, equally weighted.
This module is designed to give you an introduction to the key economic concepts  and principles of public health. In the first week, topics such as scare resources, efficiency vs. equity, markets elasticity of demand, costings production, marginal analysis, externalities and opportunity cost will be introduced. You will also learn about market failures and the application of economics principles for evaluating healthcare.

In week two of this module, you will begin to consider how sustainability fits into the decisions organisations make.  The link between grand challenges and corporate sustainability will be addressed particularly in regards to public health practices and behaviours.  You will learn how organisations operating in the healthcare and pharmaceutical industry can integrate sustainability into their competitive strategies and value creation processes. There will also be an opportunity to critically reflect on socio-technical challenges in different contexts.

You will also learn how to present economic and health data.  You will explore fundamental concepts for analysing and visualising data.  Graph and text data analysing techniques for web and big data and reporting the results and presenting the data with visualisation techniques will be learnt.

This module involves online preparation and reading prior to a four week block along with lab time for the data analysis and visualisation component:
Week 1 – Economics of Health
Week 2 – Integrating Sustainability into healthcare strategies
Week 3 – Tools for Visualising and Presenting Health Data
Week 4 – Wrap up 

Wrap up week is dedicated to engaging with health professionals who work in the various themed areas that you have been discussing and evaluating over the previous three weeks. They will take you through real world case studies that solidify the application of these themes to health and healthcare.
Love in the Renaissance

In this module, we will work on Renaissance discourses of love: we will read the love poetry of Pierre de Ronsard (Les Amours, 1552-84) and Louise Labé (Sonnets, 1555), as well as Marguerite de Navarre’s collection of short stories, the Heptaméron (1559). (We will start with Ronsard, followed by Labé, and then Navarre.) This will be an opportunity to explore key aspects of the period: love, of course, its different conceptions, themes and rituals; but also sex; eroticism; the representation of women and the body; poetry and the visual arts; imitation; petrarchism; neoplatonism.

In doing so, we will pay particular attention to three questions: How is it possible for a poet to do new things by imitating other poets, and to express something apparently as intimate and subjective as love by repeating familiar forms, words and images? What happens when women write in forms that had traditionally been used by men, and from passive objects of desire, suddenly become the active subjects of an erotic and artistic discourse? What do these literary texts tell us about the social and cultural history of love and sex in the Renaissance?

This module is delivered partly in French and partly in English.
Module Content and Indicative Topics

This is an intermediate module which introduces students to the interdisciplinary field of critical heritage studies. Its primary focus are the varied uses of the past – as (re)presented in different physical sites as well as other material and embodied forms – in the present day. The module will focus on a number of key issues and case studies which will vary from year to year. However, core issues explored in depth are for example:

collectors and the ‘collected’;
 trauma and memorialisation;
 culture and conflict;
 heritage and the imperial city;
Teaching Delivery

The core lectures introduce the broad parameters of the topic/events being studied, contextualizing debates and primary materials and providing indications of ways of thinking through materials being studied. Small group seminars are based on focused analysis and student discussion of close readings of materials and evaluation of varying kinds of evidence in the context set out by lectures. Details of which specific topics and/or events may comprise the primary focus and materials may vary from year to year. Field trips to selected memory sites in London accompany the lectures and class room seminars.



Recommended Reading

There is a vast scholarly literature on the themes covered by this module. The module readings will be made available online and introduce you to the most important scholarly contributions to the topics. We will also make use of high-quality online resources like podcasts, web databases, and discussion forums. A comprehensive reading list for preparing your essays will be posted on Moodle.



Please note: This module description is accurate at the time of publication. Amendments may be made prior to the start of the academic year.
A greater understanding of the biology of cancer has led to the development of specifically targeted interventions and advanced therapies (gene, cell and tissues) to treat cancer, and to the possibility of personalised (also called stratified or precision) medicine which is impacting on cancer trial methodology. 

This module will provide you with knowledge of the development pathway for new cancer interventions, from first-in-man studies to licensed product, through to clinical practice.  You will learn about the different phases of cancer clinical trials and the main design and practical issues associated with conducting, interpreting and reporting cancer trials. You will receive grounding in how these complex and closely regulated studies are performed by researchers active in, and at the forefront of, the field, and you will gain an appreciation of how to interpret clinical trial data and recognise their limitations. You will also understand some of the regulatory policies and processes required to ensure the ethical nature, legal compliance and quality assurance of clinical trials. Although the focus is on cancer trials the skills gained are transferable to other disease areas.
Aims:

This course is designed to convey the fundamentals of particle technologies and fluidization, and their applications to industrial scale units and sustainable development.

Learning Outcomes:

On completion, students are expected:

to be able to formulate mathematical models for the description of fluid-particle technologies and fluidized bed reactors, making reasonable assumptions;
	to understand the two-phase nature of gas-solid fluidized beds and how to apply their basic quantitative features to the design of reactors;
	to be able to analyse the characteristics and performance of fluid-particle systems and to scale up fluid-bed reactors;
	to understand the impact of process design on the structure and optimal operation of fluid beds in industrial applications 
Synopsis:

Fundamentals of gas-solid and liquid- solid systems. Fluid-particle interaction.
	Fluid-bed stability theory. Bubble dynamics. Particle mixing and segregation. Heat and mass transfer. Elutriation. Scaling rules.
	Mass transfer (by convection and diffusion) with chemical reaction in porous media. Catalytic fluidized bed chemical reactors. Fluidized bed combustors.
	New developments and innovations of fluidized beds in industry. Analysis of industrial applications for biofuel production and sustainable development.
Aims:

To convey advanced concepts and their application to problem solving in the areas of fluid dynamics, transport phenomena (with focus on mass and linear momentum transport), non-Newtonian flow and mass transfer with chemical reaction.

Learning Outcomes:

On completion of this module students will be expected to:

be able to apply the mass and linear momentum balance equations to analyze simple flow problems;
	be able to interpret the physical meaning of transport equations and estimate the relative importance of the terms featuring in them;
	be able to apply scaling and order-of-magnitude arguments to simplify transport equations before attempting to solve them;
	analyze problems involving diffusion of mass, linear momentum and energy;
	be able to analyze turbulent flows using simple modelling approaches;
	be aware of non-Newtonian fluid behavior and how to model it;
	analyze simple problems involving mass transfer with chemical reaction
Synopsis:

Mass and linear momentum balance equations (Eulerian and Lagrangian forms)
	Stress within a fluid and problem of closure
	Scaling of transport equations and order of magnitude analysis
	Penetration theory (diffusion of mass, linear momentum and energy)
	Boundary layer theory
	Turbulent flow (characteristics of turbulent flows, averaged transport equations, Reynolds stress, problem of closure, mixing length theory, Kolmogorov theory)
	Non-Newtonian fluids (shear thinning, shear thickening, Bingham fluids)
	Mass transfer with chemical reaction (film and penetration theories)
The Masters level (level 7) version of the module (CENG0019) has a stronger focus on unseen, and more open ended, problem solving.
Aims:

To provide an understanding of the principles of fluid separation processes;
	To develop skills in the design of practical fluid separation equipment in the context of sustainability and sustainable development;
	To provide a basic understanding of process simulation
Learning Outcomes:

On completion of this module students should:

be able to understand the mass and heat transfer phenomena involved in fluid processes;
	be familiar with the procedures for the design of fluid separation equipment in the context of sustainability and sustainable development;
	be able to select an appropriate fluid separation process to meet a required separation performance;
	be able to simulate simple steady-state process flowsheets and mass transfer operations
Synopsis:

Fundamentals of mass transfer including driving forces, the ideal stage, mass transfer units, stage efficiency; and methods of two-phase contacting for the purpose of mass transfer;

With a focus on distillation, absorption and extraction consider:

Estimation of thermodynamic properties
	Design and analysis methodologies
	Graphical methods for analysis
	Equipment design including column design and column internals
	Fundamentals of process flowsheeting and mass transfer simulation
The module aims to engage students critically in key questions relating to and dimensions of (1) curating and education in museums, galleries, and heritage (2) by curators, educators, artist-educators, and (3) for diverse visitors, audiences, and communities. It will provide students with:

systematic overall understanding, and a critical awareness of, current issues/new insights into how and why curating is central to our understanding of what museums, galleries and heritage sites ‘do’ when they ‘do’ education, learning, and pedagogy
	a conceptual understanding that enables them to evaluate critically current research and advanced scholarship on contemporary sector practices, and also historical trajectories in galleries, museums and heritage sites
	a comprehensive understanding of ‘research methodologies’ appropriate for advanced scholarship on/in museums, galleries, and heritage, alongside the capacity to evaluate such methodologies used in order to develop critique
	originality in the utilisation of diverse knowledges, together with a practical understanding of how established research techniques and enquiry are used to create and interpret knowledges in the relevant academic disciplines and professional domains
	the ability to investigate critically (a) current (and historical) academic debates (in Curatorial Studies, Museum Education, Radical Pedagogy, Exhibition Studies, and Artistic Research) (b) the practices of artists, designers, and architects, and (c) art, museum, gallery, and heritage sector education/curatorial/policy professionals
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 explores the management of real estate assets from the perspective of the various stakeholders (owners, tenants and occupiers). It examines how managers can enhance the value of real estate as an investment asset, and also how occupiers can maximise the benefits of the space they occupy - considering property as a factor of production. It aims to provide the student with an understanding of the role, responsibilities and skills required of asset managers, property managers and corporate real estate managers. The module will also cover aspects such as corporate social responsibility in property management, environmental issues and facilities management.
Students are required to demonstrate a capacity for in-depth critical thinking through an exercise of applied research. This will take the form of a written major research project. It will draw on available theories and academic debate more generally, and also practice-based debates, submit them to a critical analysis based on primary and/or secondary data and on a review of the literature. From this, students will put together a conceptual framework and design tool kit, to be applied in a design exercise(s). The Major research project will conclude by offering reflections on the process of researching by design, and offer conclusions and offer recommendations. A major research project offers the opportunity to integrate design/project work within the research.
A personal study project, to be taken in the place of two 15-credit modules. It consists of a longer piece of work of around 5,000 words on a topic agreed with the Supervisor and Course Director and to be agreed by November. There is no taught element for this module, and students are expected to work independently and progress their own work, as well as attend occasional meetings with their supervisor.
This module, which is delivered through a mixture of lectures from academic staff and industry practitioners, introduces students to commercial real estate investment markets. The module will develop knowledge by considering the qualities of real estate as an investment, direct and indirect real estate investments, the global real estate market and cross-border investment, multi-asset portfolios and the role of real estate within them, performance analysis and investment strategies.
This applied module will see you implement your skills within a group dynamic as you integrate
learning from 'Technology fro Nature' and 'AI for the Environmenta' to address a real-world biodiversity
and environmental problem with an internal or external industry partner, develop its solution, and
manage the whole process from conceptual design to pitching your solution to an invited Nature-
Smart audience. Teamwork and communication are important skills that require experience and
practice and you will explore roles, responsibilities, and how to work effectively as part of a group,
while developing your understanding of project planning, funding, legacy, and science
communication. Building upon the 'Technology for Nature' and 'AI for the Environment' modules, you
will further develop and integrate the hard and soft skills required to solve complex problems in
biodiversity and environmental monitoring. Lectures, problem classes and workshops will cover:
Teamwork and leadership
Project management
Funding
Science communication
Sustainability
This module will provide the opportunity to make meaningful contacts in research and industry from
both UCL and via external partners, through which in may also be possible to develop ideas and
collaborate for your Term 3 research project.
Module Content

Throughout the process of developing your graduation film you will be mentored by some of the most renowned documentary filmmakers in the UK. The subject and style of the film will be completely free of choice but should be approved by the mentor you will be working with and although you will pitch your graduation film in March you should work throughout the year on developing the idea and gaining access to your story. Every film that you make should be seen as an opportunity to explore your voice, develop your storytelling skills and push the boundaries of the medium. The graduation film is no exception.

Learning Outcomes

 

Students will: 

Building on the skills acquired in ANTH0111, students will complete their ‘Graduation Film’. Greater in length than the films produced in ANTH0111, this film will allow students to demonstrate how they have developed their ability to sustain narrative, reveal character, and explore ideas in audio-visual form. 
	Have acquired the skills of creative collaboration, specifically working alongside an industry mentor throughout the production of their Graduation Film. 
	Have been introduced to the skills of writing concisely about their film work in a manner which is appropriate to Film Festivals that may be suitable for the distribution of their work. 
This module provides an overview of the Haitian Revolution of 1791-1804, the only successful slave revolt in world history. It considers alternative explanations for this remarkable outcome, centring variously on slave leadership, pre-existent traditions of resistance, the French Revolutionary context, the power of ideas, and disease. It also examines the complex impact that the Haitian Revolution had in the United States, the Caribbean and Latin America. On the one hand, it helped to inspire slave revolts in the United States, Cuba and elsewhere, gave inspiration to European and U.S. abolitionism, and is seen by some as having played a role in Latin American independence struggles. On the other hand, it made slavery more profitable in Cuba, dimmed the anti-slavery sensibilities of the Framers of the United States, and resulted in Napoleon’s selling the vast Louisiana Territory—paving the way for the expansion of the U.S. across the Continent and for the expansion of slavery
Aims: 1) Introduce key questions and theories in modern sensorimotor neuroscience 2) Link these questions to psychological study of the human mind 3) Familiarise students with diversity of methods and approaches in modern neuroscience.

Objectives: 1) To critically read and evaluate neuroscience research 2) To use data describing brain processes to tackle questions about the human mind 3) To integrate and compare experimental results obtained by multiple scientific methods.

Summary: This module aims to introduce students to the psychological and neurological processes that generate human actions, and action decisions. The module covers the neural circuits and mechanisms of decision-making, metacognition, and neural control of action. The module will introduce students to recent research literature using a wide range of research methods: behavioural, computational, neuroimaging, neurostimulation, electrophysiological and patient studies. It will therefore suit students who feel comfortable with somewhat technical material.
This module is one of three rotating Life Cycle modules taken in year 5 and comprising core teaching and clinical placements. This particular module includes Psychiatry, Care of the Older Person (COOP), Palliative Care, Cancer Medicine and Ophthalmology. You will have had exposure to patients with the illnesses commonly treated by some of these specialties in year 4, and this module will build on this learning.

The overall aims of the module are: to develop your clinical reasoning and diagnostic skills in relation to the core presentations linked to this module;

to understand how the core conditions covered by this module present;
	to be able to take a full history, including collateral and social history;
	to conduct a clinical examination from a patient with any of these core conditions and presentations.
This module is one of three rotating Life Cycle modules taken in year 5 and comprising core teaching and clinical placements. This particular module incorporates Obstetrics and Gynaecology (O&G), Sexual Health and HIV Medicine, Dermatology, Urology and Breast disease. You may have encountered patients with conditions commonly treated by some of these specialties in Year 4 and this module will build on this learning. Many of the areas you will learn about can be sensitive subjects to address, both in terms of verbal discussion and clinical examination of patients and you will be taught skills to help you navigate these areas during the module.

The overall aims of the module are:

To develop your clinical reasoning and diagnostic skills in relation to the core presentations linked to this module.
	To understand how the core conditions covered by this module present; to be able to take a full history, including collateral and social history.
	To conduct a clinical examination from a patient with any of these core conditions and presentations.
	To develop an understanding of the principles of assessment and management of common and important disorders within these specialties;
	To competently examine the female and male pelvis and reproductive tract organs;
	To understand issues relating to public health medicine which affect the population perspective of women’s and men’s health;
	To develop knowledge of common and important skin disorders with emphasis on diagnosis and management.
This module is one of three rotating Life Cycle modules taken in year 5 and comprising core teaching and clinical placements. During this particular module you will spend most of your time learning about Child Health and General Practice and, in addition, cover related aspects of Child and Adolescent Mental Health (CAMH). As with all modules, there will be Clinical and Professional Practice (CPP) related teaching (see separate CPP guide on Moodle for details).

The overall aims of the module are:

To develop your clinical reasoning and diagnostic skills in relation to the core presentations linked to this module. To understand how the core conditions covered by this module present; to be able to take a full history, including collateral and social history.
	To conduct a clinical examination from a patient with any of these core conditions and presentations; To learn the knowledge, clinical skills and attitudes needed to manage children and their families as patients in hospital and community settings;
	To gain experience and understanding of the care of individuals and families in primary care and awareness of the holistic nature, scope and limitations of the discipline of general practice; To understand the principles of child and family mental health and the relationship between physical, psychological and social factors in health and illness;
	To experience working with multidisciplinary teams in child and family health care;
	To have the opportunity to integrate knowledge of basic sciences and pathology with clinical practice; To develop knowledge of common and important skin disorders in children with emphasis on diagnosis and management.
	To have the opportunity to continue learning related to all elements of Clinical and Professional Practice.
This is a module about art, sex, and violence. It begins with art produced in response to, or as part of, social and political events from the 1960s to the present in which sexuality and violence--including symbolic and imaginary violence-converge: the sexual revolution, the civil rights movement, the women's liberation movement, the American war in Vietnam and the anti-war movement, the gay liberation movement, the abortion rights movement, the anti-nuclear movement, the AIDS crisis, 'culture wars' of the 1980s and 1990s, the first Gulf War, terrorism and the 'war on terror', and the recent wars in Afghanistan and Iraq. Of equal significance for this special subject are bodies of work that reflect on sex and violence more obliquely, by troubling the conventional split between the psychic and the social in political discourse, for example. The module draws on the literatures of psychoanalysis, feminism, and gender studies, as well as on critical and historical texts. It is structured around case studies and aims to respond to current exhibitions and events.

Among the artists whose work we may consider are: Eleanor Antin, Louise Bourgeois, Valie Export, Felix Gonzalez-Torres, Mona Hatoum, Jenny Holzer, Mary Kelly, Silvia Kolbowski, Yayoi Kusama, Louise Lawler, Glenn Ligon, Lee Lozano, Ana Mendieta, Yoko Ono, Adrian Piper, Yvonne Rainer, Martha Rosler, Carolee Schneemann, Nancy Spero, Kara Walker, and Carrie Mae Weems. Among the critics and theorists whose work we may discuss are: Ariella Azoulay, Leo Bersani, Wendy Brown, Judith Butler, Douglas Crimp, Rosalyn Deutsche, Hal Foster, Chantal Mouffe, Jacqueline Rose, and Slavoj Žižek. Among the classic psychoanalytic texts we may study are works by: Franco Fornari, Sigmund Freud, Anna Freud, Melanie Klein, Julia Kristeva, Jacques Lacan, Juliet Mitchell, Hanna Segal, and D.W. Winnicott. Among the classic political texts we may read are works by: Hannah Arendt, Angela Davis, and Virginia Woolf.
Each student produces an appraisal of their Project Portfolio design proposals, describing the impact of the physical and cultural context of the site location and analysing the relevant design precedents.

Through seminars across all design modules, students develop an overall understanding of the theme and site location and how to develop structural, environmental and building envelope proposals in a sustainable manner.
This is a module for students who have successfully completed Czech Language Level 1, or who can demonstrate equivalent competence in Czech. The module consists of two components, comprehension and production, each of which has the value of 15 credits. Both components are taught in conjunction...
Our aim is to create an introductory psychology course that develops psychological literacy through the cycle of enquiry and evidence. Students will be introduced to key conceptual issues, methodological approaches and significant findings in scientific psychology, their historical background, and the kinds of empirical evidence on which these findings are based. Students will be encouraged to think critically and evaluate their own behaviour through in-lecture experiments. A scientific approach will be developed through an appreciation of how empirical data can be used to test competing theories. We will take simple questions, and cut across traditional disciplines looking for answers. Experiencing this cycle of enquiry and evidence will give students the psychological literacy to integrate knowledge across psychology and apply it to the world around them. Each lecture we will take an everyday question about human behaviour, and examine how the tools of psychology can provide answers. Activities related to this module will also take place within the Psychology seminar system. 
Our aim is to create an introductory psychology course that develops psychological literacy through the cycle of enquiry and evidence. Students will be introduced to key conceptual issues, methodological approaches and significant findings in scientific psychology, their historical background, and the kinds of empirical evidence on which these findings are based. Students will be encouraged to think critically and evaluate their own behaviour through in-lecture experiments. A scientific approach will be developed through an appreciation of how empirical data can be used to test competing theories. We will take simple questions, and cut across traditional disciplines looking for answers. Experiencing this cycle of enquiry and evidence will give students the psychological literacy to integrate knowledge across psychology and apply it to the world around them. Each lecture we will take an everyday question about human behaviour, and examine how the tools of psychology can provide answers.
Overview:

This module applies the theories of statics to the analysis of the mechanical behaviour of basic deformable structures subjected to external loads.

The module is a natural continuation from the modules MECH0003 Introduction to Mechanical Engineering and MECH0006 Engineering Dynamics, which are studied in the first year of the Mechanical Engineering undergraduate programme. It aims to provide students with an engaging theoretical foundation enabling them to determine the response of engineering structures to external mechanical actions, the resulting deformations and the state of stress and strain produced into the structure’s components. Students will also acquire the ability to predict and prevent common forms of structural static failure in basic engineering components.

Topics covered:

Topics covered in the module include:

Bending of beams
 Plastic collapse
 Energy methods
 Beam buckling
 Principal stresses and failure criteria
 Axisymmetric stress and strain
Learning outcomes:

Upon completion of this module students will be able to:

Demonstrate knowledge and understanding of the essential concepts, theories and principles underlying the mechanics of solid bodies.
 Analyse the response of beam structures to lateral and axial loads; plastic theory of collapse; asymmetric bending of open sectioned thin beams; energy theorems and methods of analysis; buckling of elastic beams; axisymmetric stresses and strains; torsional stresses; and introductory ideas in structural design.
 Apply appropriate quantitative science, engineering and mathematical tools to the solution of problems in structural engineering.
 Demonstrate creative and innovative ability in the synthesis of theoretical solutions, and linking them to the design of real-world structures.
 Solve structural engineering problems, communicate and effectively source background resources and materials required for self-learning.
In recent years, historians of the United States have come to pay increasing attention to feature films as a means of commenting on and interpreting the American past. This course will analyse the representation of American historical themes and periods in a selection of Hollywood films. It will involve the close analysis of a number of film texts and the study of critical commentary on the films themselves. Emphasis will be placed on answering the following questions: what is the interpretation of history presented in the film? Does that presentation grow out of or differ from prior historical scholarship? How does critical commentary on the film, both at the time of its release and later, illuminate contemporary historical debates? Does the film itself have any historical consequences? What particular factors, both internal and external to Hollywood itself, contributed to the view of history offered in the film? Does the representation of history in the film accord with traditional or current historical scholarship? Themes and issues to be dealt with in the course include the American Revolution, slavery, Civil War and Reconstruction, Native Americans, immigration and urbanization, problems of the 1920s and 1930s, HUAC and McCarthyism, the civil rights and women’s movements, the war in Vietnam, and the Watergate scandal.
This module is an introduction to comparative politics: the study of domestic politics in different countries. Comparative politics emphasises the similarities and differences between states' political systems, both as important content about how politics is conducted around the world, and as a method for understanding general political processes. The module will cover formal political institutions and aspects of civil society, public attitudes and political culture, and how they interact to produce political and policy outcomes. Institutional topics include the nature of states and their development, democracy and dictatorship, and variation in democratic institutions and decision-making processes.

The primary objectives of this module are: to introduce students to the variety of political systems around the world, including both in-depth attention to one specific country, and larger scale global trends and cross-national comparisons. The module will also introduce students to core questions in comparative politics, and to the comparative method and subfield within the discipline of political science.

By the end of this module students will:

have an in-depth understanding of the politics of a country other than their own;
	have a broad understanding of the variation in political systems found in different countries worldwide, including regime types, policy-making institutions, and the organisation of political competition;
	understand variation in political culture, attitudes and preferences of individual citizens, and how these affect political outcomes;
	understand how comparison and comparative methods help answer descriptive and causal questions about political phenomena.
The formulation and processing conditions employed in the manufacture of medicinal and biological products have a significant effect upon their safety, quality and efficacy. Even apparently minor changes to the incoming materials and/or processing conditions can have a significant effect on content uniformity, stability, bioavailability, and other critical quality attributes which are not detectable by routine Quality Control testing. The Qualified Person (QP) must understand all aspects of pharmaceutical manufacture.
This module will focus on teaching theoretical basis and traditional and advanced experimental approaches in pharmacology. It will introduce quantitative principles that underlie the study of the action of drugs through receptors. The molecular nature of receptors will be considered in detail and a critical and quantitative approach to the analysis and interpretation of pharmacological data will be developed. Further, application of modern cell biological and fluorescent techniques in receptor pharmacology will be considered. Finally, neurotransmitter release mechanisms, calcium homeostasis  and      secondary messenger cascades will be examined experimentally.

This module aims to provide extensive training in theoretical basis and traditional and advanced experimental approaches in pharmacology. The goal is to allow students to learn about topical areas of pharmacology and therapeutics from scientists who are leaders in their field and to critically appraise current literature. Specific aims are to develop a critical and quantitative approach to the analysis and interpretation of pharmacological data, written and verbal communication of science, reference retrieval and management and graphical processing.

Intellectual (thinking) skills: ability to disseminate complex data and concepts, critical thinking, problem solving, creativity.

Practical skills:(i) in-depth understanding and application of classical and contemporary pharmacological and therapeutic techniques; (ii) literature search-based data acquisition and analysis; (iii) manage and design a project, manage time efficiently, learn techniques and methodologies in current pharmacology/therapeutics research; (iv) presentation of ideas, concepts and original research in a clear and concise manner.
In recent years many developments, such as the use of levo dopa in Parkinsonism, the manipulation of excitation in epilepsy and the discovery of endogenous opioids, have brought basic neuropharmacology and the successful treatment of disorders of the C.N.S. much closer together. It is likely that future prospects for drug therapy in neurology and psychiatry will depend very much on a better understanding of neurotransmitter function and manipulation. This neuropharmacology course tries to provide a basis for such an understanding. The evidence for different transmitters (from morphological, electrophysiological, pharmacological and biochemical studies) is evaluated so as to build up a picture of their pre- and post-synaptic actions and their interactions in specific pathways and brain areas. This knowledge is then applied to a consideration of various disease states and drug action. Special emphasis is given to neurotransmitter function and malfunction in epilepsy, Parkinsonism, memory, cell death and pain states and to the mode of action of drugs in these conditions. Students attend a comprehensive series of lectures given by experts in the field. The evaluation of published work and a proper appreciation of the problems facing research workers is helped by practical experience of the methods used. Note- this module has the same content as PHAR0010 with an extended assessment. 
This module provides the opportunity for you to undertake a narrative review of published literature on a specified ophthalmic topic of your own choice, supervised by a UCL academic or senior ophthalmologist from Moorfields Eye Hospital.

The module is delivered in Terms 1, 2 and 3 of this 1-year course.

To prepare for the dissertation you will develop academic skills in the Research in Ophthalmology (RIO) course. During face-to-face weekly 2-hour tutorials, you will develop your skills in searching literature databases, reading and critically evaluating published work, presenting oral work, and undertake training in medical statistics to allow you to evaluate ophthalmology research papers.


Indicative RIO lecture topics:

Statistical tests and their application
More advanced statistical pitfalls in ophthalmic research
Patient Public Involvement: an NIHR perspective
Oculomics - linking systemic disease and the eye
Quantitative image analysis
Global eye health: Research in low and middle-income settings and conducting population-based eye surveys
Academic writing, plagiarism, academic ethics
Health Economics: The societal cost of vision loss, and critical appraisal


In addition, there are dissertation writing workshops that will help you understand the dissertation module and prepare you to ask the question that you will answer with the literature review. You will present your ideas in oral format, a written abstract of the proposal (20% marks) and the final 10-12,000 word dissertation (80% marks) of the work.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

This course is designed to develop core enterprise skills whilst providing an insight into how individuals and organisations create and capture value through entrepreneurial activity.

It is intended to provide the skills and knowledge work more entrepreneurially in a range of entrepreneurial contexts including established businesses as well as new start-ups.

The course focusses on innovation in the design and development of new products, processes and markets. In doing so it seeks to develop an understanding of how personal, technical and market factors influence successful outcomes along with strategies to secure the resources to move from idea to action.
The course aims at an introduction to combinatorial algorithms and to the theory of efficiency of algorithms. One main topic is network flows and extremal problems on graphs, including minimum spanning trees, shortest paths, and maximum flows. Another main topic is the theory of combinatorial algorithms, including Turing machines and NP-completeness. Various examples will illustrate the difference between polynomial and exponential time algorithms.
This module gives an introduction to the history and culture of Yugoslavia. Created in a relatively small area, characterised by great geographic, religious, linguistic and cultural diversity after the break-up of the Austro-Hungarian and the Ottoman Empire, Yugoslavia’s political elites had throughout its existence struggled for a viable and lasting model for a common South Slavic country as desired by the great majority of its inhabitants. Their failure resulted not only in the disintegration of Yugoslavia and its reconstitution into yet more ‘nation-states’ but was also followed by bloody inter-ethnic wars. The module concentrates on the political history but also looks at economic, cultural, religious, linguistic and other related issues which influenced the history of Yugoslavia. The aim of the module is to give the student a framework for understanding modern Yugoslav history and culture and the reasons behind its two creations and collapses during the short twentieth century that historian Eric Hobsbawm famously called ‘The Age of Extremes’. Students with an interest in complexities of national identity and nationalism will have a chance to deepen their knowledge studying a specific country where these issues played the major role behind all recent historic development. There are weekly lectures and classes.
Aims: The goal of this module is to provide students with a thorough understanding of a variety of econometric methods that economists use for empirical microeconomic research. The module will focus primarily on the theoretical properties of such methods. Attention will also be given to the application of these models to economic data in contemporary empirical research, in order to illustrate how they can be employed to answer real-world questions of economic interest.

Prerequisites: ECON0064
Summary of the content of the module / component:

1. Development, anatomy and biomechanics of hip, knee, ankle and foot

2. Arthritis and soft tissue conditions in the lower limb

3. Principles of arthroplasty design and tribology

4. Surgical techniques and complications

5. The National Joint Registry, Outcome Measures, and quality assurance

Intended learning outcomes:

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

2. Be able to describe and discuss the surgical techniques available for treatment and the provision of a high quality lower limb orthopaedic services in the NHS.
Summary of the content of the module / component:

1. Development, anatomy and biomechanics of shoulder, elbow, wrist and hand

2. Arthritis and soft tissue conditions in the upper limb

3. Surgical techniques and complications

Intended learning outcomes:

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

2. Be able to describe and discuss the surgical techniques available for treatment and the provision of a high quality upper limb clinical services in the NHS.
This module aims to assist Technology Management students to learn about the New Product Development process, giving them practical experience that builds on learning they have previously received in taught modules. These being; The Business Environment (SPCE0002) and Technology Strategy (SPCE0032). The focus on practical application of creativity and entrepreneurship will complement well the more abstract and theoretical concepts they have previously received.

The students will experience hands-on approach to the development of a new product of their choice, from idea to market, over the course of a week. Working in group, the students’ projects will culminate in a presentation in which students pitch their business plans and show prototype products to a panel of external experts.
Written summary of your activities, both current and planned, at the host institution and country.
This module examines the principal motivations, interests, dynamics, and debates that shape U.S. foreign policy in the contemporary world. The module also contextualises US foreign policy in the broader study of global politics and international relations. It explores theoretical explanations and empirical examples of U.S. foreign policy, as well as impacts of U.S. foreign policy in different contexts. Topics might include U.S. foreign policy history; the instutitions and actors involved in the making of U.S. foreign policy; theories of the policy-making process; and contemporary issues in U.S. foreign policy, including terrorism, human rights and democracy promotion, nuclear non-proliferation, and relations with other major states and regions.

On successful completion of this module, students will:

Understand the core theories, concepts, issues, and debates about US foreign policy.
	Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
	Communicate ideas to others in a clear and concise manner through oral communication and written work
Skills in self-directed learning (utilising Problem Based Learning)

This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
A Report on Direct Intervention Work (Cognitive Behaviour Therapy

This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
Case Study 2, A Problem Analysis for an Individual Child or Young Person (assessment, case conceptualisation, intervention and evaluation)

This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
Case Study 1 - An Evidence-Based Practice Review Report (a systematic review of relevant research)

This module is only available to students on the DDYPSYSECP06 Doctorate in Educational and Child Psychology programme.
Therapy requires the clinician’s capacity to understand and make appropriate assessments and to link such assessments to case conceptualisation and treatment planning. This module, which is both theoretical and practical, covers some of the key topics related to assessment and planning therapeutic interventions with children and families, from a multi-theoretical perspective.

The module focuses on the process that a family experience on referral in to a child and adolescent mental health service (CAMHS) through to planning an intervention. The teaching in this module considers what impacts the onset of difficulties in children and families and assessment of these difficulties across different contexts. Students will be required to engage in group activities and role-plays in order to develop their assessment and formulation skills.
Aims: To discuss research that throws light on the psychological processes underlying decision making in a number of different applied domains. Objectives: Students should come to appreciate both processes that are common to decision making in different domains of application and those that are specific to each domain.  They should be aware of recent developments in general theories of decision-making and of the manner in which these theories have been applied in different specific contexts.  Summary of module: The module covers major issues that are relevant to different domains (e.g., expertise; methods of improving decision making, advice giving and taking).  Lectures on specific applied domains (e.g., medical decision-making, legal decision-making, policy making, financial decision making, consumer decision making) are also included.
This module equips students with core knowledge in economics relevant for study in political science and public policy. How should policymakers use the insights of economics to solve social problems? The aim of the module is to provide students with the ability to answer this question. It is taught through a mixture of lectures and case studies to provide practical as well as theoretical understanding to students with little or no background in economics. Students with little experience in economics can regard it as an introduction to "thinking like an economist". The module surveys theories and concepts on the interplay of politics and economics. At the end of this module students will be able to:
• explain central principles and theoretical concepts of economics;
• explain the distinctive role that economics plays in understanding politics and evaluating public policy;
• apply central economic principles and tools of economics to a variety of pressing debates in politics and public policy;
• understand the rationale and the economic implications of government policy.
The emphasis of the module is on the conceptual and methodological toolkit needed to understand the economic approach to policy. The module covers markets and market failures, efficiency and equity, valuation, taxation, trade, and more recent advances in public economics. The goal is to develop some analytical capacity and an intuitive understanding of economic issues.
This is an introductory level course for which there are no prerequisites.
Guided, critical reading and discussion of selected literature in syntax, aimed at honing theoretical and research skills and fostering original research.
We will read papers and chapters of books published in recent years. The topics may include questions regarding the nature of practical reasons and their relation to values, what it is to act for a reason, and how doing so relates to acting intentionally, as well as questions about the nature and the normativity of practical rationality.

Philosophy Area B
This course will introduce students to some central topics in feminist philosophy. Topics will include oppression, misogyny, sex and gender, intersectionality, pornography, sexual consent, beauty norms, and work and the family. Through consideration of both classic and contemporary feminist writing, students will be asked to think carefully and critically about feminist approaches to these areas of significant moral, political, and social concern.

Philosophy Area B
When we open our eyes and look about the world, we often assume that what we see is what we get. We assume that grass really is green, and that violets are blue, in more or less the way they visually appear to be. And similarly for the other senses. In the early modern period (roughly, the 17th and 18th centuries), European philosophers increasingly problematize this assumption. Some philosophers—such as René Descartes, Nicolas Malebranche, Robert Boyle, and John Locke—argue for a radical disconnect between the world presented by our senses and the way it really is. These figures argue that the colourful, smelly, tasty, and noisy world with which we are all familiar is a grand illusion, and that physical reality is in fact colourless, odourless, tasteless, and silent, composed of purely quantitative objects. Other philosophers—such as Margaret Cavendish and George Berkeley—try to rescue something of our naïve understanding of the world, and to save the greenness of grass and the blueness of violets, though they twist themselves into metaphysical knots in the process. This module will investigate the thorny early modern debate between these two camps. By the end of this module you will have gained knowledge of some of the key arguments and theories of early modern philosophy, developed your skills in reading, discussing, and writing critically about challenging texts—and you will be a much better position to decide whether a tree falling in a forest makes a sound. 

Philosophy Area C
This module will provide you with an introduction to research methods and statistics. It is essential for any health care professional to be able to perform basic research and be able to interpret results from empirically-based peer reviewed journal articles. The module will also enable you to develop critical evaluative skills and facilitate thinking about research questions and experimental designs.
The module on advanced energy storage includes the comprehensive exploration of batteries, supercapacitors, fuel cells, and redox flow cells technologies. It provides students the essential electrochemistry and materials science knowledge for designing and characterising energy storage solutions. The students will learn about the relationship between the material’s chemical composition/structure and the electrochemical performance, the role of electrolytes, and the charge transfer mechanisms. Both the fundamental and applied aspects of energy storage will be introduced, with a state-of-the-art overview of the trends in the academic and industrial sectors. The applications of fundamental knowledge of energy storage to tackle the energy and environmental challenges will be demonstrated through case studies.
This module provides students with an introductory level orientation to core accounting principles and their applications, both internal and external, to a business organisation. It aims to provide students with a good grounding in and an appreciation of the financial accounting essentials that any analyst, manager or business owner should possess.

Financial Accounting is concerned with accounting for the financial transactions and activities of a business, in a particular financial period, building the financial story of that period through the subsequent construction and publication of core financial statements: Balance Sheets, Income Statements, and Cash Flow Statements. In so doing it explains why profit and cash measurements of the same transactions and activities differ, and how Income Statements and Cash Flow Statements are constructed. The Accounting Equation of Assets = Liabilities is applied to the construction of the Balance Sheet. Contextually issues in revenue recognition and expense identification, and in the valuation of assets and liabilities are explored. The module shows students how to calculate financial ratios to analyse and interpret the core financial statements to gain insights into financial health and performance, insights managers and other interested stakeholders, especially shareholders, are particularly interested in. The module also explores core aspects of Corporate Governance and their implications for corporate reporting.

This module (MSIN0004) is delivered in both Term 1 and 2 with the final examination to take place in the Summer term for both instances.
The purpose of this module is to provide students with general knowledge of statics, dynamics and materials such that they can apply it in a range of real life situations, with focus on the biomedical engineering applications. The module has a strong laboratory element that is carefully designed to link with the concepts discussed in lectures, and that will challenge the students’ understanding and put it in practice. Upon completion of this module students should be able to: 1.Obtain free body diagrams of various systems; 2.Analyse forces in cantilever and simple supported beams and obtain sheer stress, bending moment and maximum bending moment; 3.Analyse simple structures using the method of the joints and the method of the sections and obtain the ground reactions and internal forces; 4.Describe material testing techniques, and analyse the stress versus strain curve; 5.Define and apply terminology and relationships related to 2nd moment of mass, 2nd moment of area and radius of gyration; 6.Compare different materials according to a wide range of properties, select a given material(s) for a specific application, and discuss the reasons and implications for their choice; 7.Describe different failure modes of materials; 8.Define and apply terminology and relationships related to Newton Laws, translational and rotational motion, work, energy, momentum and impulse; 9.Understand the principles and need of Finite Element Analysis, and analyse simple shapes with the relevant software; 10. Understand different types of mechanical testing of materials, plan and run experimental data collection using Instron equipment and associated software, analyse results and present results in a professional poster; 11.Apply knowledge of mechanics and materials to biomedical applications;
In this module we will explore the human senses in both health and disease. We will cover the anatomical and physiological functioning of the human senses as well as other abilities considered to be a ‘sense’ such as equilibrioception. We will also investigate the different pathologies related to the senses and discuss their treatments. Through a series of workshops you will learn how to assess the various senses with the methods used in clinical practice and will have the opportunity to apply your knowledge to clinical cases.

Overall, this module aims to provide you with a fundamental knowledge and understanding of the senses we all use to navigate the world around us and in doing so will enable you to achieve the following learning outcomes:

• Describe the anatomy and physiology underlying each human sense

• Identify pathology related to each human sense

• Outline how to examine each human sense in the clinical environment

• Effectively communicate research to a lay audience through a written piece of work
In this course, we will aim to develop aspects of the theory of matrices with real number entries and give an introduction to the theory of real vector spaces. During the course, we are also due to see examples of techniques which illustrate the use of matrices.
Literature both explores and exerts enigmatic forces of attachment. For Max Weber, ‘charisma’ represented a source of authority that inheres in neither rationality nor tradition but in the mysterious attraction exerted by an ‘extraordinary’ individual, and was thus close to notions of grace and the sacred. Literature provides a particularly apt medium through which to depict and analyze the subtle power of charisma, which so often resists precise definition.

The course will examine a variety of modes and paradigms through which charisma has featured in European literature from the Medieval period to the 20th century. Particular attention will be paid to ‘dark’ charisma, which, figured variously as corruption, seduction, or hypnosis, has often lured individuals and communities to act in contrast to the dictates of reason or morality.

Reading List/ Suggested Reading

Primary works read will include:

Chretien de Troyes, The Knight of the Cart
	Dante, The Divine Comedy
	Goethe, Faust (Part I)
	Charlotte Bronte, Jane Eyre
	Bram Stoker, Dracula
	Viktor Dyk, The Ratcatcher
	Hermann Broch, The Spell
Theoretical works will draw upon Immanuel Kant, Critique of Judgment; Samuel Coleridge, Biographia Literaria; Thomas Carlyl, On Heroes, Hero-Worship, and the Heroic in History; Max Weber, 'The Sociology of Charismatic Authority'; and Elias Canetti, Crowds and Power.

Please note: This module description is accurate at the time of publication. Amendments may be made prior to the start of the academic year.
The selling and purchasing of goods across territorial borders isan ancient yet sophisticated commercial activity. International trade involves interlocking contracts, including letters of credit and contracts of sale, carriage and insurance, all of which concern the minds of traders whilst performing this activity forprofit. In pursuit of certainty and predictability in their affairs, traders around the world typically refer to English law in their sale contracts as the governing law.

This module offers a study of the rights and obligations of buyers and sellers under contracts for the international sale of goods, focusing particularly on the English Sale of Goods Act 1979.
This course introduces and applies some key approaches towards analysing qualitative and quantitative data. It is comprised of a series of workshops and online activities which introduce and offer practical experience of a range of qualitative and quantitative research and analysis frameworks. While primarily providing a generic introduction to qualitative and quantitative analysis, the module will also facilitate students' capacity to applies these methods in social science research. A range of qualitative analysis techniques including transcription, grounded theory, thematic analysis, and introducing students to concepts in narrative and discourse analysis methods. The use of qualitative and quantitative software for analysis such as NVivo and SPSS. Foundational concepts and techniques in quantitative research including summarising data, levels of measurement and sampling, confidence intervals and normal distribution as well as data presentation, summarising data, comparing populations. The formulation of hypotheses and hypothesis testing.
The aim of this 15-credit module is to develop your skills and confidence as a writer. It will help you to understand the differences between school and university study. You will have the opportunity to discuss with a tutor and with a small group of fellow students how best to approach research and writing at university, and will learn how your work will be assessed. The module is taught in small-group tutorials over the first half of the first term and assessed by a 2,500-word essay (100%).
The Aramaic language emerged from the Mesopotamian steppe, with the tribes that spoke it and eventually turned their language into a trade language, that gradually conquered the entire Ancient Near East, from Egypt to India. From the patriarchs as wandering Aramaeans, over Israelites returning from the first Babylonian exile to the scholars of the Talmudic periods, and beyond, including medieval Europe, Aramaic was a staple language of Jewish literacy. Indeed, Jewish Aramaic literature belongs to the formative period of rabbinic Judaism, including Biblical Aramaic, Qumran Aramaic, Rabbinic Aramaic in various dialects and literary forms (letters, halakhic debate, Bible translation, Midrash, liturgical poems, medicine, magic, responsa literature, and the Zohar).

This course will offer an essential introduction to both the language and the literature. We will focus on post-biblical Jewish Aramaic literature, initially the Targums (Jewish Aramaic translations), but also the Midrashim, Talmudim and piyyutim (poetry). All texts will be read in Aramaic, with detailed attention to grammar, to the Hebrew source text wherever relevant, exegetical traditions and practices, and linguistic developments.
Study of an approved topic, based on independent research, presented in no less than 7,500 and no more than 10,000 words (including bibliography and notes). Students are expected to work closely with a member of staff to formulate and research their topic. The topic must be approved by the Departmental Teaching Committee.
This module focuses on the experimental system of art making, remaking, collecting, mediating, and conserving. It encompasses readings and discussions centred around theories related to the materiality and the immaterial, makers and their tools, the workings of institutions and collections, alongside the notions of time and archive. For the most part, classes will begin with a lecture followed by a discussion. In the first part of the class, students will be introduced to theories of making exemplified by artworks and artefacts related to one of the main topics of the module. In the the second part of the class, students might be asked to bring and discuss an example of an artwork or an artefact, to develop a statement drawing on the readings, or to engage in structured debates on the topic of the class. How is theory performed? How is it entangled with practice? How can we theorise practice or develop a practical aesthetics?
The course introduces you to some of the different ways of conceptualising the relationships between environment and society, exploring how these ways of conceptualising are translated into practice, culture, etc.

The course aims to develop an understanding of how different 'ways of conceptualising' environmental issues influence the ways in which people frame discussions and debates on the relationships between environment and society. Lectures cover broad themes and seminars apply and further investigate these in relation to contemporary issues. The course has three core components of central relevance to geographical debates about 'Environment and Society': capitalism and the environment, environmental governance, and the concepts of 'nature' and 'the environment'.

Indicative topics that may be covered include:

Business and the environment

Ecological Modernisation

Capitalism versus the environment?

Environmental ethics

Sustainable development

Environmental Governance

Ideas of nature

Imagined environments

Urban nature

Synthesis and exam structure
In this module you will learn the importance of team dynamics and collaboration for working on solutions to health challenges in a low or middle income country.  This project will bring your learning across the programme into a final group research project and presentation.  You will bring together key aspects of business and management that you have acquired across the programme such as strategy, project management, financing, marketing and leadership through a group project that involves conceptionalising, undertaking fieldwork, researching solutions, and working with a diverse team to find a solution to the question you are exploring that can be pulled together in a meaningful piece of academic literature. You will also learn how to present your project as part of the learning on this capstone module.
This MA course consists of a variety of practical translation exercises from English into French covering a range of different texts and registers; the material includes literary, journalistic, advertising copy, ‘officalese’ and semi-technical texts.

This course will consist of 1-hour weekly seminars over two terms and it will be taught in French. The instruction will focus mostly on practical aspects of translation into French but students will also acquire a basic understanding of translation theory. The course will be accompanied by a Moodle Course.

This module aims to:

- equip students with practical translation competence and with a theoretical grounding on which to base their practice

- enable students to develop effective and adaptable translation strategies

- foster the development of linguistic competence in French at an advanced level (comprehension of and ability to use and manipulate grammatical, lexical and idiomatic structures)

- develop sensitivity to and understanding of the intercultural aspect involved in the translation process
This module covers the major fields of the study of the English language, including grammar (how words and phrases are combined to form sentences), morphology (the study of the structure of words), lexicology and lexicography (the study of the meaning of words and how they are described in dictionaries), semantics (the study of meaning in language) and pragmatics (the study of language in use).

The module aims to teach students about the workings of language and communication, focusing on English; and also to teach students the fundamentals of English grammar, morphology, lexicology, lexicography, semantics and pragmatics.

At the end of the module students will have acquired a solid knowledge of the major concepts that play a role in the study of grammar, morphology, lexicology, lexicography, semantics and pragmatics, and will be able to analyse language from these perspectives using argumentation skills.

The module is useful for students contemplating a career in writing, journalism, publishing, or the teaching of English as a native or foreign language. It is taught over two terms in the form of weekly two-hour seminars based on a textbook and on handout materials.

Students write one essay per term for this module; Modern English Language tutorial essays are marked by one of the seminar leaders, who then give the tutorial for that essay.

The module is examined by a written exam paper. (NB: it is not possible to be examined by Course Essay.)
This module will further advance students understanding of the principles of operation of electronic circuits and their design procedures, with particular reference to analogue CMOS circuits and high-speed techniques.

By the end of the module students should have a good understand of:

Circuit theory
	Analogue and digital electronics and associated components
	Analogue and digital signals and systems
	“Classical” control theory (in PLL section)
	Noise in communications systems.
Students will look at the following:

Analogue CMOS integrated circuits

MOS device physics (revision)
	Comparison of CMOS and bipolar analogue circuits
	Single-stage MOS amplifiers
	Differential MOS amplifiers
	MOS current mirrors
	Frequency response of MOS amplifiers
High speed techniques

Phase-locked loops (PLLs)
	Frequency synthesis
	Integer and fractional loops
	PLL design and analysis fundamentals and stability
	Single and two-point modulation
	Noise performance
	Acquisition
	Applications
Intermodulation in RF circuits
This module is compulsory and needs to be taken by all students completing the MSc in Dental Hygiene.
The emphasis in this module is on engaging critically with assessment and learning issues, to facilitate new ways to thinking about them, based on a rich variety of literature. This is not a training course for teachers who want to practise assessment for Learning, although practitioners will be making presentations within the module. Assuming that learning is a social activity with social purposes, in this module participants are encouraged to learn from and with each other about assessment, learning and Assessment for Learning, and also to write collaboratively and assess each other¿s writing during the module.
Aims:

You will receive a broad introduction to the teaching of Science across KS3 and KS4 and to include a specialist subject (biology, chemistry or physics) for KS5. You will focus on specific aspects of the Science curriculum, providing knowledge and understanding of the National Curriculum as a whole and studying issues of continuity and progression within science's big ideas.

Outcomes: 

You will:

- develop your subject knowledge in the context of their developing experience of teaching and learning in London secondary classrooms, including issues of students' alternative conceptions of scientific ideas;

- reflect critically on your own experience as learners and teachers;

- engage with recent and relevant theories of learning and teaching as they relate to the field of Science studies;

- critically and constructively engage with policy contexts and initiatives;

- critically evaluate school-based experiences.
Aims:

This module focuses very specifically on teaching and learning history, exploring what it means to think historically and how this intersects with the substantive knowledge of history.

Outcomes:

You will:

- explore all of history's second order concepts;

- be introduced to historical enquiry

- plan, teach and evaluate a series of lessons based around a specific dimension of historical thinking.
This module is designed to cover a variety of topics concerning the use of computer systems to present, manipulate, extract or translate information expressed in natural (i.e. human) language. Areas likely to be covered include machine translation, post-editing, controlled language and speech recognition. Students will acquire a basic understanding of the technology behind language engineering applications, and learn to use and evaluate different tools and technologies. This module has a strong hands-on focus and it is recommended that students taking this module also take CMII0101 and CMII0102.
The Neonatal Intensive Care module aims to enhance students’ knowledge base and critical appraisal skills to improve their care of critically ill and preterm neonates. It is aimed at those who will be working in both Neonatal Intensive Care Units and Local Neonatal Units.

Students will receive 5 days of face to face lectures/seminars and will be expected to supplement their learning through self-directed study. Assessment will be via a literature-researched, Critically Appraised Topic: students will be evaluated on their written submission and an oral presentation reviewed by their peer group.

Specific Module Content has been developed to align with the RCPCH Curriculum for Level 3 Training and the Special Interest Module in Neonatal Medicine.  It aims to achieve a balance between core principles of management/physiology and current controversies/research in the following areas:

• Ventilation strategies for term and preterm infants

• Management options for PDA

• Inotropic support

• Necrotising enterocolitis (NEC): prevention and management

• Surgical conditions affecting the GI tract 

• Parenteral nutrition: indications and complications

• Neonatal encephalopathy and neuroprotection

• Preterm brain injury

• Long term outcomes of Neonatal Care

• Fetal medicine: the role of the Neonatologist 

• Ethical dilemmas in the Neonatal Unit

• Human factors and crisis resource management in neonatal resuscitation
Summary 



The research project dissertation is a substantive piece of work over 10,000 words. This provides an opportunity to put all of your module-based learning from the course into action by undertaking worthwhile primary research (or in rare circumstances to conduct a systematic review). We encourage high quality projects that can be published in high impact journals. Around 15-20% of our students go on to a higher degree such as an MD or PhD. 



Learning Objectives and Outcomes 



By taking this module, you will be able to: 

Identify a research question of interest 
 Critically assess the background literature 
 Design a research study (with help from primary and secondary supervisors) 
 Collect and analyse the data 
 Write it up in your dissertations, abstracts and original articles 
 Who is this module for? 



This is compulsory for all MSc students for all pathways.



Teaching and Learning Methods 



Teaching and learning will be through one-to-one discussions with allocated supervisor(s) and self-directed learning. 



Assessment 



You will be assessed by a dissertation (10,000 words). 



Selected Reading List 



Organizing and Managing your Research; a practical guide for postgraduates. Renata Phelps, Kath Fisher and Alan Ellis 2007 : SAGE Publications.



‘Critical Reading: Making sense of research papers in life sciences and medicine’; Ben Yudkin 2006: Routledge.



‘How to write and illustrate a scientific paper’; Bjorn Gustavii 2003: Cambridge University Press.



‘Data Analysis and Presentation Skills’; Jackie Willis 2004: Wiley.
Seismic risk and the potential earthquake losses are evaluated differently by disparate industries and organisations. This course covers the fundamental components of earthquake risk assessments, i.e. the estimation of probable earthquake ground shaking in a city, ways to assess the likely damage to different building types (vulnerability), and approaches to estimate the human casualties and economic losses arising from the building damage. The course also provides an introduction to GIS and to simplified structural analysis and seismic assessment tools, through a series of computer-based tutorials. A number of guest lectures will also be delivered by professionals from the Catastrophe Modelling, Re-Insurance and Civil Engineering industries. Aims: To provide an overview of how engineers and different agencies assess seismic risk to life, economy and buildings. Provide understanding of the technical calculation of seismic risk. Deliver an understanding of the uncertainties involved in seismic risk estimation.

Learning Outcomes

Understand the underlying principles, appreciate the limitations and be able to critically evaluate techniques for the seismic risk assessment of civil engineering structures
 Practical knowledge of probabilistic seismic hazard calculation, building vulnerability assessment and seismic loss estimation
 Knowledge of the possible consequences of a damaging earthquake in different social and economic contexts
This course reinforces knowledge in fundamental soil mechanics theory and it was developed to recognise the limitations of current frameworks used to describe natural soil behaviour, principally by analysing triaxial laboratory test data from real natural soils. Prediction of soil behaviour is introduced with the application of plasticity solutions to known geotechnical problems such as foundations and retaining walls. The course also gives information about basic constitutive soil models, as well as a brief introduction to numerical analysis. At the end of the course a seminar is given by a practicing engineer, from a consulting company, explaining the implications of soil behaviour to industry.

Learning Outcomes:

​Upon successful completion of this course, students will have learned to:Interpret data with regards to Critical State Soil Mechanics.

Predict the behaviour of soils within a recognised framework.Understand the limitations of current methods and how natural soils behave.Solve soil structure interaction problems using plasticity methods.Understand the differences between the main constitutive soil models.Understanding of what is required in order to use a Finite Element package to analyse a geotechnical problem.

Present information orally, textually and graphically.

Reading list:

Powrie, W. (1997) Soil mechanics: concepts and applications. E. &, F.N. Spon (read online)

Atkinson, J.H. (2007) The mechanics of soils and foundations 2nd edition Taylor & Francis (library)

Conference proceedings (ISSMGE) and journal papers (Gotechnique, ASCE, Soils &, Foundations, Canadian Geotechnical Journal.)
This practice-based module aims to equip students with the digital skills to make a basic 3D animated short sequence. This practice is informed by theories and critical perspectives through selected readings on the principles of animation design and moving image theory, storytelling and the creative process. Creative practice is a key dimension of this module which focuses on 3D modelling, texturing lighting and animation. This module will not result in a professional qualification, but you will produce a serviceable portfolio including: storyboarding, concept art, voice acting, modelling and animation, editing. The main software package used by the module is Maya but 3D Studio Max, Cinema 4D, Blender and ZBrush are available for student use.
This module introduces students to the theory and practice of moving image production and editing in educational settings. Run in partnership with tutors from the education department of the British Film Institute (BFI), it comprises seminars, practical workshops, online tasks and interactions, and readings and reflections on Moodle. A portfolio of digital media texts will be made culminating in a final 2-minute short film made in small groups. At the end of the module students will be assessed through a written commentary reflecting, in critical and reflexive ways, on multimodal production processes and practices. Students will engage with theories and debates on the skills and dispositions associated with media-making in educational environments. The module is designed for beginners, or those wishing to develop basic skills in the language of film and editing software - it does not provide learners with a professional qualification. Moving Image Production encourages participants to experiment with the art and craft of filmmaking, the tools of production and the ways in which meanings and mood are constructed through film. 
Aims: You will gain knowledge and understanding of the English as a school subject, of the influence of national and local policy and of a range of subject-specific pedagogies. This module will draw on the subject knowledge that you bring onto the course and will enable you to reconfigure this knowledge in the context of London secondary classrooms.

Outcomes: 

You will demonstrate this research and engagement by completing a 5000-word essay titled: English, Media, Drama assignment.

You will:

reflect critically on your own experiences as learners and teachers
	engage with recent research and relevant research and theories of learning and teaching as you relate to the field of English studies
	constructively engage with policy contexts and initiatives.
	produce a theorised account of an aspect of your own classroom practice as an English teacher.
 
This module explores the development process as a practice based management activity. The topics explored include: models for development, stakeholders, regulatory frameworks, finance for development, development feasibility, and project & operations. Students will explore these topics through lectures and group seminars discussions of relevant journal papers. This exploration critically reviews the theoretical work in the context of practice, familiarises you with key decision points in development, and addresses development as a management activity. These seminars provide the background for shaping, structuring, and generating your assignment.

The formative assessment work includes a self-assessment exercise that reviews past papers against the marking criteria and group seminar discussions of your essay topic, its focus, and your question. The summative assessment includes two small exercises in weeks 3 and 5 that support the development of your final essay.

On completion of the module you should be able to: understand the general components of real estate development, apply theoretical concepts from the real estate literature to practice based projects, and analyse case studies using conceptual frameworks of development. The general knowledge base of real estate development together with the practice research skills of analysing case studies provide a means of enhancing your problem identification skills, decision making skills and judgement on real estate topics.
Fundamentals of Biology is designed to introduce students with a primary interest in whole organism biology (including Genetics, Human Genetics, Zoology, Biodiversity and Conservation) to fundamental chemical principles and experimental approaches to studying how they underpin living systems. If you have already completed A level Chemistry or equivalent, the module will provide you with the opportunity to apply your knowledge in a specifically biological framework.

Each section of the module will introduce you to a specific topic in biology before going on to explore the underlying chemical principles. As well as lectures you will attend workshops that will develop your ability to read research papers critically and small-group tutorials to go through chemistry problems and support your practical work.

Learning Objectives

After taking this module you will be able to:

Understand the relevance of basic chemical principles to diverse aspects of biology
	Retrieve and select relevant information from the scientific literature
	Work independently and as part of a team to design experiments that address a specific research question
	Present ideas and data clearly in a variety of formats
Indicative lecture topics – based on module content in 2021-22

Biology and water

Water, climate change and ecosystem evolution
	Chemistry of Water
	Extremophiles
	Thermodynamics of Water
	Coral reef biology and ocean acidification
	Chemistry of ocean acidification
Biology and colour

Visual signalling: sex, food and status
	Plant and animal pigments
	Quantum mechanics and the colour of atoms
	Molecular orbitals and UV-visible spectroscopy
	Fluorescence and phosphorescence
	Vibration and spin: IR and NMR spectroscopy
Biology and ageing

Comparative biology of ageing: model systems
	Cellular ageing: damage and maintenance
	Entropy and enthalpy and free energy
	Bioenergetics
	Metabolism and ageing
	Molecular damage and maintenance
This course will demonstrate how an integrated process for the production of a typical bioproduct is designed. It will train delegates to assess the feasibility of project proposals by exposure to a relevant and topical commercial scale bioprocess design problem. Project management skills will be stressed as will concepts of value engineering. Emphasis will be placed on the importance of teamwork in the development of a design. This will be enabled through a series of detailed studies during the module.
The module is designed to apply underpinning science and engineering knowledge gained in earlier modules towards the complete design of a bioprocess facility for the production of biotech products arising out of life science discoveries. Such products would typically include biopharmaceutical products arising out of Phase II clinical trials.

Upon completion of the course, a student will acquire skills to :

Examine key phases in the design cycle applied to facility design
	Create and analyse bioprocess flowsheets
	Economically appraise bioprocess flowsheets
	Perform detailed design of the facility and the bioprocess equipment required to satisfy GMP and safety, health and environmental (SHE) regulations
	Apply engineering principles and life science knowledge to an industrially-relevant open-ended problem
	Make decisions under uncertainty and having incomplete data • Plan, organize and prioritize team activities • Defend design options and decisions taken
The module is designed to apply underpinning science and engineering knowledge gained in earlier modules towards the complete design of a bioprocess facility for the production of biotech products arising out of life science discoveries. Such products would typically include biopharmaceutical products arising out of Phase II clinical trials.

Upon completion of the course, a student will acquire skills to: Examine key phases in the design cycle applied to facility design, Create and analyse bioprocess flowsheets, Economically appraise bioprocess flowsheets, Apply engineering principles and life science knowledge to an industrially-relevant open-ended problem, Make decisions under uncertainty and with incomplete data, Plan, organize and prioritize team activities, Defend design options and decisions taken
Acquisition of postgraduate-level study skills, by attendance at departmental, discipline-specific course(s) - normally Themes, thought and theory in world archaeology
Module description

This module will introduce various, mainly life-science oriented, approaches to the archaeological analysis of human beings (osteology, paleopathology, diet, genetics, demography) and of past environments, resources and subsistence (geoarchaeology, zooarchaeology, and archaeobotany; also field sampling strategies).

 

Objectives and Learning Outcomes 

On successful completion of this course, a student should:

1. be familiar with the forms of evidence available to reconstruct past environments and past human biology, and with case studies where these forms of evidence have been collected and analysed;

2. understand the main ways in which the life sciences are used to interpret archaeological material;

3. be familiar with the archaeological record of major ecological and economic transitions.

Teaching methods

The course is taught through lectures and practicals (see below). There will be two 50-minute lectures each Tuesday. In addition, students will be divided into smaller groups for practical sessions on alternate Thursday afternoons (see list below). To keep the latter groups small enough for effective teaching, it is vital that students attend the group to which they have been assigned. If you need to attend a different group for a particular session, you should arrange to swap with another student from that group, and confirm this arrangement with the course co-ordinator or teaching assistant.

Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/people-and-environments
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 act as a primer on stem cell biology and the potential therapeutic application of stem cells. The syllabus includes: basic stem cell biology including stem cell division and fates, sources of stem cells, methods to generate or isolate populations of stem cells, ethical considerations and other barriers to the use of human stem cells, stem cells and disease modelling, and applications of stem cell based therapies in the clinic; covering aspects of both ongoing research and applications in development.
The purpose of this module is to present the basic methods and results of contemporary logic. The emphasis is on the practical skill of formulating and proving results about logical systems. Students are introduced to basic set theory, enumerability and non-enumerability, isomorphisms and cardinality of models, the Compactness and Löwenheim-Skolem Theorems, inexpressibility results, sequent calculi, soundness and completeness results, and, time permitting, incompleteness and non-standard models of arithmetic. Most of the course is based on Jeffrey & Boolos' Computability and Logic (2007, CUP, 5th edition).

Philosophy Area A
Outline:

This module aims to provide a quantitative introduction to the physical nature of stellar atmospheres, to develop the basic theory of stellar structure through analytical models, and to provide an intermediate-level description of how stars evolve.

Aims:

Provide a quantitative introduction to the physical modelling of stellar atmospheres
	Develop the basic theory of stellar structure through analytical models
	Provide an intermediate-level description of how stars evolve
Teaching and Learning Methodology:

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

In addition to timetabled lectures, 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.
Human rights have taken on a central role in labour law debates in the context of economic globalisation and the decline of union power. This module investigates the implications and the potential of the trend to frame the issues arising between employers and workers in terms of human rights.



The rights concerned might be constitutional rights or rights found in regional or international declarations of human rights.

The module is not limited to a particular jurisdiction, but views the trend from a theoretical, comparative and international perspective. The module examines this approach in relation to some illustrative rights e.g. trade union rights, the right to work, the prohibition of slavery and servitude, the right to privacy, freedom of religion.

The cases have been selected as illustrations of issues that arise at work and how attempts to analyse them in terms of rights have been resolved (including, commonly, the rejection or suppression of a rights discourse). The module also includes readings that critically examine the human rights approach to labour law from policy and philosophical perspectives.
Human rights have taken on a central role in labour law debates in the context of economic globalisation and the decline of union power. This module investigates the implications and the potential of the trend to frame the issues arising between employers and workers in terms of human rights.

The rights concerned might be constitutional rights or rights found in regional or international declarations of human rights.

The module is not limited to a particular jurisdiction, but views the trend from a theoretical, comparative and international perspective. The module examines this approach in relation to some illustrative rights e.g. trade union rights, the right to work, the prohibition of slavery and servitude, the right to privacy, freedom of religion.

The cases have been selected as illustrations of issues that arise at work and how attempts to analyse them in terms of rights have been resolved (including, commonly, the rejection or suppression of a rights discourse). The module also includes readings that critically examine the human rights approach to labour law from policy and philosophical perspectives.
What does the history of science look like beyond Europe? This module explores different forms and approaches to natural knowledge in a variety of periods and global contexts. We examine the “epistemology of the hunt” in pre-colonial Zimbabwe; medicine in the medieval Islamic hospital; the forging together of crafts and cosmology in Ming China; practical knowledge in seventeenth-century Ottoman Istanbul; the changing nature of South American science in the early modern period; and the role of go-betweens in making scientific knowledge in India; and Russian and Japanese voyages of exploration in the nineteenth century. The course uses different histories to offer fresh perspectives on what we understand by ‘science’ and ‘technology’ and examines different models of how scientific knowledge is made and circulates around the world.
The post-1945 period is notable for the sheer volume and diversity of writing; no module can do it more than selective justice.

In the post-war period the experiments of ‘modernism’ have continued, in forms sometimes dubbed ‘postmodern’, in the work of such writers as Beckett, Nabokov, and Coetzee. Yet such categories do not satisfactorily cover the work of many other writers of considerable power and scope whose writing works in different ways and addresses other concerns. The module aims to give you guidance in tracing some of the traditions taking shape or breaking down in the period. It seeks to provide you with a critical and historical understanding of the most important literary tendencies, paying some attention to the relations between literature and other cultural forms (especially cinema) in a period of immense change.

Lectures establish the main terms of analysis and provide background knowledge, while a great variety of seminars concentrate on particular writers, movements, genres, or themes.

Lectures are offered on a range of set texts in various genres, including drama and film, chosen to represent dominant strands of artistic production. There are introductory lectures on these texts and genres which cumulatively delineate crucial intellectual, historical, and artistic contexts. Other lectures cover other writers and issues essential to an understanding of the period.

Spring-term seminars cover areas of special interest. Recent topics have included: experimental fiction, questions of identity/identities in question, African writing, the cinema of troubled masculinity, race and immigration in African-American & Black British fiction, and drama.

Examination is by means of a written exam paper, or by Course Essay if preferred and if no other Course Essay is being submitted by the candidate in that year.
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 30 tri-weekly seminar groups. 

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

Skills: Students should be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary and studying Latin grammar and syntax. By the end of the module, students are expected to have reached a level approximately equivalent to the end of chapter 74 of Learn to Read Latin Book.

Texts: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin (Sections 40 to 74). Yale UP
Teaching Delivery: This module is taught in 10 bi-weekly lectures and 10 tri-weekly seminar groups. 

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

Skills: Students should be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary and studying Latin grammar and syntax. By the end of the module, students are expected to have reached a level approximately equivalent to the end of chapter 74 of Learn to Read Latin Book.

Texts: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin (Sections 40 to 74). Yale UP
This module is a project-based, practice-linked 15 credit module which seeks to bind the new two year MPlan City Planning together through a series of live planning exercises which draw from a broad range of skills. The module will, in essence, be a mixture of lectures, student-led project work and field work. The module will be based upon the urban planning challenges of densification for London (and other cities). The module will run in the second term of the first year of the MPlan, and will be a precursor to BPLN0006 Plan Making Studio II. Working with our practice-based partners, students will work in small teams to produce a masterplan for a major area of redevelopment. The issue of densification will frame the solution for the site in question. Examples of sites include Charlton Riverside, Silvertown and Poplar.
Module description

This module aims to develop the student’s ability to speak and understand, read and write Icelandic up to an advanced level and to deepen their understanding of the grammar of the language. Particular attention will be given to impersonal and passive constructions and to the use of the subjunctive. 

Please note: This module description is accurate at the time of publication. Amendments may be made prior to the start of the academic year.
The course introduces students to the major theoretical traditions in International Relations, Realism, Liberalism, Marxism, Constructivism, and Feminism and uses these different theories to address historical and current events in world politics. The course aims to link theory and the 'real world,' by providing the students with different lenses for understanding and explaining questions related to wars, nuclear weapons, terrorism, globalisation and free trade. Available to: All Years and Affiliates. Note on Registration: this is the same module as POLS0001. ESPS/ISPS students should register on ESPS0004. All non-ESPS students should apply for POLS0001 through the Department of Political Science.
Aims:

To reinforce lecture material from other modules by use of laboratory equipment;
	To provide practical experience on equipment assembly, operation and disassembly;
	To promote a safe approach to laboratory work;
	To develop experimental, teamwork and communication skills
Learning Outcomes:

On completion, the students would be expected:

to be familiar with a range of process equipment, such as stirred vessels, packed towers, pumps;
	to be familiar with the use of flow measuring devices and be able to measure flow rates;
	to be familiar with the use of pressure measuring devices and be able to measure pressure differences;
	to be able to assemble and disassemble flow lines;
	to be able to run experiments and collect data;
	to have an appreciation of, and be able to calculate, experimental errors;
	to have practised data analysis and comparison with theory;
	to be able to present their work orally, in writing or in posters;
	to know how to write technical reports;
	to have developed skills in team working
Synopsis:

This module consists of lectures, experiments and presentations.

Lectures include laboratory safety, experimental methods and presentation of engineering information.

For the experiments the students normally work in groups on topics such as:

transport properties
	pumping and flow
	dimensional analysis and scale-up
	drag coefficients of spheres
	packed towers
	flowline assembly and operation
	heat transfer
This is a core module for MS Aesthetics taught to students (practitioners) in both pathways, surgical and minimally invasive aesthetics. The module will teach the principles of the clinical assessment of the patient, process of patient education and the delivery of a successful treatment plan. This will include the ability to guide the patients through the peri-operative period, considering the relevant ethical, medical, and legal issues as well as financial consent. In addition, the importance of adequate record keeping, and medical photography will be emphasised. A range of qualitative and quantitative research designs using health research will also be taught.    
This module is for doctors interested in minimally invasive surgical (MIS) skills training of all specialties (core trainees, registrars, consultants and surgical care practitioners). It will introduce MIS platforms (daVinci robotic systems and laparoscopic systems) and provide closely mentored hands on training. The module includes interactive lectures, video and hands on lab-based teaching for individuals, as well as interactive simulation based teaching for teams.

Train the surgical team in the day-to-day safe and optimal use of MIS systems.
	Develop optimal basic robotic and laparoscopic surgical skills.
	Develop standard operating procedures (SOP) as a team to combat common problems encountered with the system.
	Train to recognise and deal with hazard scenarios as a team.
Learning outcomes:

To understand the basic working elements of the robotic and laparoscopic platforms.
	To learn the basics of safe set up and use of the daVinci robotic system.
	To be competent in the correct technique for instrument use, handling, camera control, needle driving, suturing and dissection in virtual reality, dry and wet lab simulations.
	To understand the limitations of the technology.
	To be able to recognise system errors and faults and develop an SOP for trouble shooting.
	To be able to recognise surgical/anaesthetic emergencies and develop a protocol for emergency management.
	To develop a culture of maintaining quality assurance.
Knowledge & Governance builds upon the Term 1 MPA courses, exploring some of the concepts in more depth as well as opening up in breadth to include governance in its wider sense, beyond national government, and in international settings. This module is intended to be as practical as possible, highlighting theoretical concepts and frameworks that will enable you to think about issues that arise at the interface between knowledge and governance.

The first part of the module will focus on knowledge and its value-ladenness nature, look at the various influences that end up affecting it and some of the hurdles it may face in conditions of uncertainty or limited capacity to generate, process and act upon knowledge. The second part of the module will explore in more detail the larger governance structures in which knowledge finds its way, both at the national and international level, where it is incorporated and negotiated. An international, multi-stakeholder negotiation simulation will be held in the last part of the course to further cement all previous concepts through experiential learning.

This module is designed to encourage experiential and reflective learning. Classes will generally follow the same format of a relatively interactive lecture presenting concepts and frameworks that will then be applied to particular topics or case studies, in the form of discussions, debates, role-play and other forms of experiential approaches.
Aims - This module aims to introduce the Bayesian approach to statistical inference, to develop relevant theory, methodology and computational techniques for its implementation and to develop basic skills in use of the WinBUGS software for Bayesian modelling. It is primarily intended for students registered on the Masters degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should be able to give an account of the underlying principles of Bayesian inference, and contrast these with those of other schools of inference; manipulate probability formulae to derive posterior and predictive distributions; perform conjugate prior-to-posterior analysis for simple binomial, Poisson and normal models; analyse these and more complex normal models, using priors representing great prior uncertainty; use hierarchical and graphical modelling to represent and analyse complex systems; describe and implement Gibbs sampling methods for estimating posterior quantities; and use WinBUGS software to estimate complex Bayesian models.

Applications - Bayesian methods are currently gaining increasing popularity, largely because advances in computing facilities and in modern simulation-based Markov Chain Monte Carlo (MCMC) methods provide a means of analysing the complex data structures that arise in application areas as diverse as artificial intelligence, biology, genetics and environmental science. This module focuses on fundamental concepts and techniques, and introduces the computational tools needed to apply Bayesian methods in challenging research-level problems. 

Content - Introduction to Bayesian statistics. Bayesian inference. Prior distributions. Graphical models. Hierarchical models. Markov chain Monte Carlo (MCMC: Gibbs sampling). WinBUGS software.

Key texts - Available from ReadingLists@UCL.
This module is intended to aid those working in the field who require to embed their knowledge in a systems engineering context as well as those wishing to gain exposure to the railway sector.

The rail industry landscape is changing, with systems engineering being increasingly used in rail projects. Rail systems are more than trains and stations. They involve people, operational models, technical sub-systems, digital solutions, … which all need to be integrated, to deliver a safe and reliable service that meets the needs of various stakeholders.

This module gives a broad understanding of urban and inter-urban rail systems covering key elements and functions, as well as systems engineering concepts needed to face the challenges of developing increasingly complex projects. The module approaches rail transport projects from a whole-system viewpoint, and encourages interdisciplinary thinking. This is achieved through a combination of interactive lectures, class exercise and case studies where the taught concepts are applied.
This module aims to provide an appreciation of the business environment within which an engineering or technology-focused organisation exists. The content is broad, covering key business and management disciplines within the themes of finance, strategy, marketing, supply and procurement and organisational behaviour. Module concepts are taught through a combination of lectures and related case studies which illustrate the applications of the principles.
Topics in Microeconomics is a module in intermediate microeconomic theory building upon the level 1 module ‘Introduction to Microeconomics’ and providing the core foundation for more advanced studies. Its objective is to further develop an integrated microeconomic approach allowing students to understand how individuals, policy makers, and firms can use microeconomic tools to analyse and resolve problems. The module equips the student with sound theoretical tools and techniques appropriate for discussing issues such as investments, contracts, the impact of taxes, regulation, strategic interactions of market agents etc.

The topics covered will include: consumer theory, general equilibrium theory and economic welfare, an introduction to game theory, auctions, interest rates, investment and capital, uncertainty and aspects of contract theory (asymmetric information & moral hazard).
The past decade has seen an increased development of new extremism risk assessment tools, some of which are used for practice (Extremist Risk Guidelines - ERG), and some that are intended for research (Violent Extremist Risk Assessment- VERA). As a result, the study of extremism now includes different perspectives and understanding of risk. The proposed module is indented to introduce security and crime science students to the ongoing developments in extremism risk assessments. The module will begin by discussing what we mean by risk; risk of becoming radicalised or risk of committing an act of violence? The module will examine how different types of risk can arise from systemic (such as social and environmental) and individual (such as age and gender) circumstances.

Students will learn about the different types of risk assessment tools that have been developed (actuarial versus structured professional judgement), and the different types of risk factors that are considered (static versus dynamic). Adding to this, students will learn about the research that is required to understand risk of extremism: baseline and comparative data to develop risk assessment tools, experimental testing of tools, and reliability and validity testing of existing tools. Further, the module will offer a discussion on the lessons we can learn from past real-life examples, and allow students to reflect on the implications that different types of risk assessments may have on historical cases. Throughout the module, students will be introduced to theoretical and empirical material from different fields of study, such as criminology, medical sciences, and psychology. The module assessments allow students to demonstrate their theoretical knowledge (through an essay), and to apply this knowledge to a real-life case. Finally, the module will provide forum for discussion on the potential shift from risk assessments to needs assessment.
In this module, students learn foundational principles of the philosophy of science and a range of different research methods that are central to crime science. Ten lectures introduce students, for instance, to classic and quasi-experiments, longitudinal designs, and mixed method research. We will also take a closer look at the specific challenges of measuring crime and the use of different data in crime science. The module includes ten tutorials where students will critically assess research methodologies and develop their own projects, providing students with critical transferable skills.
Public finance management and public sector budgeting play a fundamental role in balancing the social and economic objectives of the state and acts as a significant determinant of macroeconomic performance. The importance of having strong public finance management systems along with comprehensive and transparent evaluation of fiscal risk was further highlighted by the 2008 financial crisis. A prerequisite component for achieving these goals is an efficient budgeting process. This module will examine both theoretical and empirical perspectives on public finance management and the budgeting process with a focus on actors and institutional constraints and a practical/contemporary evaluation of the public sector from a broader macroeconomic perspective. While the study of public finance management is extremely vast covering several disciplines and specialised areas, the purpose of this module is to provide students with a broad practical understanding of public finance management and budgeting. Specific topics covered will include public sector reform, budget theory, fiscal surveillance, time horizons, subnational public finance, public sector accounting and fiscal transparency.
Aims: To examine ways in which psychological theory and research can inform educational practice. Objectives: Students should 1) gain an appreciation of ways in which psychology has been applied to education, 2) be challenged to think about implications of psychological research for improving the effectiveness of teaching and learning, 3) develop an awareness of educational psychology practice in schools and with parents. Summary of module: Topics have been selected to illustrate the typical application of a wide range of psychological theory and research to educational practice. Aspects of both normal learning and development and atypical performance and behaviour are sampled and examples are drawn where possible from the professional practice of educational and child psychologists.
The module covers concepts that are foundational for the scholarly study of political phenomena - typically including concepts such as "the state", "power", "democracy", and "collective action". The module draws out the distinction between theories of how the political world is versus how it ought to be. It also emphasises the complexities and intellectual pay-offs of connecting these theories to empirical evidence about the political world.

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

- core concepts for the study of politics;

- how to critically evaluate theoretical arguments in the social sciences and political philosophy;

- how to critically evaluate empirical evidence in the social sciences.
In this module you will learn about advanced theoretical topics in Natural Language Semantics, by conducting original research on a linguistic phenomenon that concerns 'meaning' in a language that you do not speak natively, preferably a language that is understudied in the theoretical literature (so, avoid English, French, German, Mandarin Chinese, etc.). The lectures are meant to help you identify a topic to work on.
This module is an introductory survey of linguistics, focusing on natural language phenomena, and the methods and findings of linguists seeking to understand them. We will address the following subdomains of linguistics during the course: Phonetics (physical properties of language forms, e.g. sounds), Phonology (the psychological representation of language forms), Morphology (how language forms combine to form words), Syntax (how words combine to form phrases and sentences), Semantics (the meanings of words, phrases, and sentences), Pragmatics (how sentences are used in context), Language Acquisition (how languages are learned by children and adults), Sociolinguistics (how language is affected by social context) and Language and the Brain (how language is processed in the brain and language disorders).

The aim of this module is to provide students with an understanding of language structure and use, as well as some of the major theoretical issues in linguistics. The module is delivered with weekly two-hour lectures and weekly one-hour backups. At the end of this course, students will be able to:

• describe aspects of language structure and use at levels of phonetics, phonology, morphology, syntax, semantics and pragmatics

• explain key properties of how language is acquired

• describe key ways in which language is affected by social context

• describe key properties of how language is processed in the brain and language disorders
This module deals with some important metaphysical, epistemological and ethical questions by looking to philosophers from the ancient Greek tradition. Questions we will address include:

What is philosophy and how should we approach doing it?
What principles should we adhere to when dealing with philosophical texts?
	What characteristics are we entitled to attribute to a deity?
	Can you step into the same river twice?
	Is it impossible to talk or think about something if it doesn’t exist?
	Can we ever investigate anything? If so, how do we go about it?
	What is the difference between knowledge and true belief?
	To what extent are we responsible for our actions?
The schedule is as follows:

Week 1: The Milesians (Thales, Anaximander, Anaximenes)

Week 2: Xenophanes on the Divine and Knowledge

Week 3: Heraclitus and Parmenides on Opposition

Week 4: Zeno on Motion

Week 5: Plato’s Meno I: Definition

Week 6: Plato’s Meno II: Meno’s Paradox

Week 7: Plato’s Meno III: Knowledge and Belief

Week 8: Aristotle I: The Function Argument (in the Nicomachean Ethics)

Week 9: Aristotle II: Choice, Praise and Blame (in the Nicomachean Ethics)

Week 10: Aristotle III: Fatalism (in De Interpretatione)

Philosophy Area C
This module is an optional module aimed at students in the MRes in Quantum Technologies who plan to select an experimental research project. The aim of the course is to provide students with experience in active research laboratories where they can learn advanced techniques for laboratory-based research, from experimental design, planning and construction and data analysis.

The labs involved will cycle from year to year, giving all research academics to showcase their research techniques over the life of the CDT.
Outline:

This module provides an introduction to the approaches and techniques of physics and astrophysics research through an open-ended scientific investigation. Students will be supervised by a member of academic staff within one of the Department’s research groups. The research work will develop independent research skills, by first requiring students to plan and write a research essay (PHAS0001), which acts as preparation for the research project itself. Students work full time on their research project from the end of the examinations in late May until the end of August. Topics can be chosen from a range of research areas in theoretical and experimental Physics and Astrophysics, but please note that due to demand we cannot guarantee to assign a student to their first choice of project area.

Aims:

The aim of the module is to develop the student’s independent research skills, by requiring them to undertake and complete an open-ended research project. At the end of the project, towards the end of August of each academic year, the student is required to submit a detailed written project report, written in the same style as a scientific paper.

Intended Learning Outcomes:

At the end of the module the student should have acquired:

increased skill and confidence to plan and work independently;
	improved skills in conducting a complex, open-ended scientific investigation, in an active research environment;
	acquired in-depth experience of a particular specialised research area, through literature review, as a member of a research team;
	obtain increased ability to seek out information as required from a variety of sources;
	become accustomed to developing ideas in discussion and by reference to the literature;
	develop a sound knowledge of the underlying principles which form a thorough basis for careers in physics and related fields;
	develop increased ability to seek out information as required from a variety of sources.
The module will introduce you to the achievements of neuroscientists using imaging technologies in the study of language processing. You, having attended the module of Introduction to the Brain and Imaging the Brain, will already know the advantages and limitations of ERP, TMS, structural and functional MRI and MEG, and their specific experimental design requirements. In this module you will learn how these methods are being applied to study how the brain processes language.

The objective of the module is to familiarize you with the work on the neuroscience of language; familiarize you with state of the art research methods and their applications; and help you to critically read the relevant literature. It is expected that by the end of the module you will know the possibilities and limitations of using imaging technology in studying language processing both in normal and patient populations; will know the questions contemporary neuroscientists are interested in; and will be confident readers of research papers.

PALS0001 (or equivalent)  must be taken as a prerequisite.
This module considers the issues and problems of leading and managing in different cultures, in particular the 'people problems' that invariably arise in international business relationships. Failure on the part of managers to appreciate and deal with the differences in attitudes, values, and behaviour of those with whom they interact in international business consistently has been shown to be a major source of difficulties.

The module involves marrying theories and concepts from the broad fields of 'culture' and 'international business' and applying them to problems typically confronted by leaders and managers involved in international business.
The Finance Research Project allows students to apply all the knowledge gained through the MSc Finance core and optional modules throughout the programme. Students carry out individual research on a topic of their choice based on one or more of the concepts studied during the MSc.

It is expected that the project will explore a significant issue faced by a government, a large corporation or a financial agent such as banks, brokers, derivative traders, insurance companies or rating agencies among others. The project will take the form of a traditional dissertation but it could be industry-led.

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

Students will be able to access all resources available at the School of Management including specialised software, market-connected terminals and related bibliography. 

The dissertation provides students with an opportunity to create a substantial piece of work that highlights their skills and experience in the field of finance adding value by finding answers to specific issues. Students can share their outcome with potential employers or use it as a starting point for further studies. Students are encouraged to identify suitable projects with companies and other organisations; the project should be related to the MSc Finance syllabus and be research-based.
This module will cover all aspects of basic immunology, from barrier defence to innate and adaptive immune responses.

You will learn about:

How the immune system is organised into barrier defence, soluble factors and cellular components.
	How the immune system is divided into innate and adaptive immunity.
	The kinetics of a primary and secondary immune response.
	The different ways in which the innate and adaptive immune systems recognises pathogens and the factors released following immune cell activation.
	T cells and B cells and explain how these cells recognise foreign antigens.
	The structure of antibodies and antibody function, antigen recognition and their therapeutic use.
	B cell and T cell development and the mechanisms by which diversity is generated.
	The roles of different cytokines and chemokines in the orchestration of immune responses.
	How T cells recognise antigen and co-stimulation.
	Compare the structure and polymorphism of MHC class I and MHC class II molecules and describe how this relates to antigen presentation and antigen processing pathways.
	Different T cell subtypes, the factors involved in T cell differentiation and the function of different T cell subtypes.
	How immune memory is generated and its importance for long-term immune protection.
	The ways in which the adaptive immune system responds to different pathogens.
	The mucosal immune system and the systemic immune system and describe how mucosal immune responses are generated.
	How protective immune responses are elicited by vaccines.
	The central concept of immune tolerance and how this is related to the development of autoimmunity and tissue transplant rejection.
Advanced Teaching Skills will develop your critical understanding of learning theory and your ability to use it to inform practice. You will recognise and critically analyse key educational theories and integrate theory into teaching practice.  You will learn how to use feedback to motivate learners and analyse the impact of feedback on learning.

After taking this module, you should be able to recognise and critically analyse key educational theories including, but not limited to: adult learning theory, social cognitive theory, self-directed learning and situated learning.  You will integrate learning theory into teaching practice and be aware of the theoretical approaches that could be relevant to different educational situations.  You will also look at theory relating to the motivation of learners and apply this appropriately to address barriers to learning.

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark
This advanced module provides an introduction to key ideas and texts in Queer Theory and analyses representations of queerness (broadly defined) in literature and visual culture. It will include enqueery into practices of queer representation and reading as modes of resisting normative categories of identification in the realms of gender, sexuality, politics and nationhood. Topics may include Trans theory, Queerness as Performance, Queer Memoir, Queering as a Form of Political Critique and Queer Futurity. 

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

knowledge of a selection key texts in queer theory and how they fit in to a wider theoretical landscape; 
	an awareness of critical and cultural debates about representation, identity, performativity, gender, sexuality and queerness; 
	an ability to distinguish different strands of queer theory and to articulate its development over time; 
	engagement with and an ability to summarise and interpret layers of meaning within a range of primary texts and secondary sources; 
	an ability to manage their own learning outside of the class; 
	an understanding of how to formulate appropriate research questions relating to representations and theories of queerness. 
Selected Preliminary Reading:

Butler, Judith, ‘Critically Queer’ (1993)

Feinberg, Leslie. Stone Butch Blues. Firebrand Books, 1993. https://www.lesliefeinberg.net/.

Muñoz, José Esteban. Cruising Utopia the Then and There of Queer Futurity. New York University Press, 2009. ucl-new-primo.com, http://muse.jhu.edu/books/9780814759516/.

Otalvaro-Hormillosa, Gigi. https://www.gigiotalvaro.com/. Selected performances including “Intertwining Roots (2015), Excerpts.” Vimeo, https://vimeo.com/130639631.

Preciado, Paul B., ‘Introduction’, Countersexual Manifesto. Columbia University Press (2000).
This module introduces students to research strategy and research design. It enables the student to understand different research strategies and designs as well as to reflect on the choices that researchers have to make about strategy and design. The module includes online delivery of content and a  research placement. By the end of the course students will be able to select appropriate research strategies and designs to consider these in relation to their selected research questions.

This module is non-condonable.
This module focuses on how public organisations and civil servants can harness new emerging methods and practices of strategic and digital design to create, implement and evaluate public policies and public services. The module will specifically provide theoretical discussion of, and skills in, strategic design, agile development, service co-creation and citizen engagement principles and practices in public institutions. This module will also explore how governments can unlock public value from digital transformation and harness the potential encapsulated in the internet and data for more equitable public services. Finally, the module discusses and demonstrates how strategic design and digital transformation can help public organisations to develop and maintain dynamic capabilities.
Pregnancy and Childbirth aims to develop an understanding of pregnancy, fetal growth and function and their consequences in relation to the wellbeing of the mother and baby. The module covers pregnancy and childbirth including physiological changes in pregnancy, placental function and fetal growth, normal pregnancy and antenatal care, antenatal disorders, normal and abnormal labour, maternal mortality, neonatal survival, and psychiatric disorders in pregnancy, ethical dilemmas, and the effect of pregnancy on fetal and maternal outcomes.

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

• pregnancy and childbirth including physiological (maternal and fetal) changes in pregnancy

• placental function and fetal growth

• normal pregnancy and antenatal care, antenatal disorders, normal and abnormal labour

• maternal mortality

• neonatal survival

• psychiatric disorders in pregnancy

• how the fetus is adapted for life in utero and how adaptions in utero may influence the development of health and disease in later life

• the ethical issues relating to pregnancy.

The module consists of lectures taught by leaders in the field of pregnancy and childbirth, tutorials, a journal club discussing a topical research paper in maternal medicine, a debate session that stimulates critical assessment of the evidence underlying an important clinical topic, and a group discussion to develop awareness of and critically discuss issues in global maternal and fetal health.
A course for all Earth Science MSci students with an independent project relating to their specific degree programme, normally to include a literature review, an element of data acquisition or analysis (laboratory or field-based) and a proposal for future research.
The course provides a general understanding of the theory of robotic manipulator. Students will develop skills in the analysis and synthesis of robotic arms. The content / syllabus of the module includes spatial transformations and descriptions, robot kinematics, robot dynamics, trajectory planning, control of robots, robot work-cell design, robot programming, and building your own virtual robot.
The course will specifically:
• Develop mathematical skills for analysis and synthesis or robotic manipulators;
• Develop skills in selection of different robots and systems for various automation tasks;
• Provide knowledge of future trends in robotics and industrial automation.
On completion of the course, students should be able to:
• Demonstrate learning of the theory of robotic manipulators for analysis and synthesis of armed robots;
• Simulate the motion of articulated robots;
• Control the robot arms to follow a prescribed trajectory;
• Program an actual robotic manipulator using state-of-the-art software.
This course explores the physical principles and applications of photonics in nanosystems. It first describes the optical properties of bulk materials, before going on to discuss photonics of low-dimensional semiconductors, including photonic crystals, nanocrystals and single quantum emitters. It then describes in detail how photonic techniques are used to characterize various low-dimensional structures and devices, focusing on techniques such as photoluminescence, lifetime measurements and Raman spectroscopy.
The antennas and propagation module aims to give a good grounding in a range of antenna and array designs, methods used for their measurement and the principles of radiowave propagation. The material is developed from fundamental principles and illustrated with numerous practical examples of working antenna and array systems.

The module provides students with a good grounding in a range of antenna and array designs, methods used for their measurement, and the principles of radiowave propagation.

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

Understand the basic definitions of antennas and antenna systems, including gain, directivity, polarization, array factor and so on.
	Make basic calculations of propagation loss, taking into account free-space loss and polarization effects, and extend this to a link budget analysis.
	Analyse, from first principles, the basic properties of a range of antennas, such as dipoles, parabolic reflector antennas, horn antennas, printed patch antennas.
	Appreciate the trade-offs between antenna properties, such as aperture efficiency and sidelobe levels and be able to demonstrate these using fundamental principles.
	Apply numerical modeling tools such as CST (by means of the lab experiment) to design antennas, with particular reference to a printed patch antenna.
	Design antennas and antenna systems to fulfill particular practical requirements, an example being a stack of dipoles for a broadcast antenna.
	Perform antenna measurements using facilities such as far-field antenna ranges (to measure radiation pattern and/or gain) and network analysers (to measure impedance bandwidth).
	Understand the limitations of antennas and antenna systems, both fundamental and practical, and how best to arrive at an economic and environmentally-friendly solution.
The MA Research Dissertation, the cornerstone of the MA in Language, Culture and Society (Research), should be 18,000 words long, written in English or one of the foreign languages taught in the School of European Languages, Culture and Society, and submitted at the end of the programme (beginning of September).

In this essay the student will be expected to investigate a research question in considerable depth, demonstrate superior research skills, and show a highly advanced level of independent thought. The Research Dissertation will be supervised by a member of the School of European Languages, Culture and Society on a literary or historical or cultural topic agreed with the supervisor and, if appropriate, the SELCS Graduate Tutor.

The dissertation will normally focus on an analysis of the literature, history and/or culture deriving from one or a selection of those societies where the following twelve languages are spoken: Catalan, Danish, Dutch, French, Galician, German, Icelandic, Italian, Norwegian, Portuguese, Spanish and Swedish.
This module aims to introduce you to the key themes, theories and debates in the field of Creativity research and examine how these insights can be applied in Education. Key topics that will be covered include: the debate about the big ‘C’ and little ‘c’ forms of creativity, creativity as individual and collective processes, the relationship between creativity and culture, the extent to which creativity can be regulated, managed and taught and its relationship to education and work. You will explore the work of cognitive and cultural psychologists and sociologists and have an opportunity to engage in qualitative research. Please note, the module will not make you more creative, but it will help you pose the right questions about how creativity can be enhanced in different contexts.
Aims: The goal of this module is to provide students with an understanding and working knowledge of statistical techniques for the empirical analysis and forecasting of time series in macroeconomics and, to a lesser extent, finance. Although the focus of the module is primarily applied, there will also be some emphasis on the theoretical foundations of the techniques analyzed.

Topics
1. Univariate Time Series
Topics include: Tests for structural breaks; Nonlinear models of the conditional mean; Models of the conditional variance: ARCH/GARCH
2. Multivariate Time Series
Topics include: VAR; Structural VAR; Impulse-response analysis; Granger causality; Cointegration
3. Elements of forecasting
Topics include: Forecasting with regression models; Model selection and information criteria; Forecast evaluation and Combination; Forecasting with many predictors: data-reduction methods
Aims: To provide final year students with the opportunity to explore the way in which economic theory and evidence can be used to analyse topical policy issues. The module should be of particular value to students who intend to work as professional economists in government departments or other agencies, where they will be expected to provide economic analysis and advice on specific issues of policy, including new and unfamiliar issues about which textbooks say very little.

Suitable for: Final year Economics (L100 / L101 / L102) students. This module is available to students who have already completed the three 2nd year core modules: ECON0013: Microeconomics, ECON0016: Macroeconomic Theory and Policy and ECON0019: Quantitative Economics and Econometrics. A thorough understanding of the material taught in the core modules will be assumed in the teaching of ECON0024. Final year Geog/Econ and Phil/Econ students *may* take this module if they are taking ECON0019 concurrently and are aware of the above. Further clarification can be sought by discussion with the Economics Personal Tutors in Geography and Philosophy respectively.

Prerequisites: ECON0013: Microeconomics, ECON0016: Macroeconomic Theory and Policy and ECON0019: Quantitative Economics and Econometrics (or equivalents).

Assumed knowledge: Students coming into the course should be proficient in using basic tools in microeconomics, macroeconomics, and applied econometrics. This includes the ability to solve basic consumer maximization problems (e.g., maximize utility subject to a budget constraint), understand supply and demand and market equilibria. They should also have an understanding of basic concepts in public economics such as externalities, public goods, taxation. Finally, they should have a working knowledge of essential tools in applied econometrics (e.g., regression, least squares, instrumental variables, difference in differences, regression discontinuity).
This module is compulsory and needs to be taken by all students completing the MSc in Dental Hygiene.
This is a compulsory module on MA Mathematics Education and must be taken during your programme of study. Mathematics for Teachers is a module that aims to deepen and develop participating students’ mathematics subject knowledge for teaching in areas related to school curricula. Starting from your level of mathematics (e.g., GCSE, A-level or beyond) you will consider what it means to understand mathematics, to ask and answer questions and to struggle to 'see it'.

This module will be delivered following a blended learning approach. This means that there will be a combination of ‘live’ teaching, self-study and online collaborative activities. In teaching sessions, mathematical tasks that are conceptually rich without needing technical fluency are offered in order to engage participants and demonstrate the potential for sophisticated reasoning with fundamental mathematical objects.

This module is suitable for those interested in understanding the nature of mathematical knowledge for teaching whether or not they are currently a practicing teacher. In particular, the module is suitable for primary practitioners – teachers and advisors – who are interested in deepening their own mathematical knowledge and better understanding links across the curriculum; secondary school or college teachers of mathematics wanting to increase their repertoire of challenging ideas in ‘low threshold high ceiling’ mathematical contexts.

Pre-requisites: A degree in a mathematics-rich subject or education, or equivalent experience teaching mathematics.
Aims:
You will be prepared be equipped to teach across a range of Business Studies (and possibly some Economics), courses in schools.Outcomes:
You will:
- be introduced to the research base that underlies BE (Business Education) teaching
- foster an enquiring, reflective and critical approach to teaching.Methods of Assessment: 5000 word assignment.

You will demonstrate this research and engagement by completing an assessment titled: Teaching and Learning in Business and Economics Education.
The Cancer Research Proposal module introduces you to the fundamental research skills required for a scientific research career. Learning in the module will require you to look at published papers and grant applications and consider how to define hypotheses and research aims, how to plan and control experiments, and how to evaluate data quality and apply basic statistical approaches to data interpretation. You will practice presenting scientific information for different audiences. The module will also help you consider research ethics and integrity, and health and safety requirements for research activities. You will then apply these skills to interpret published data and use this to develop a novel hypothesis and experimental strategy which you will present as a poster and oral pitch.
The Urban Project Management course is the third and final module in the `management stream', which comprises three modules in progression. It is intended to act as a `knowledge bridge' between management theory and practice and the practice of urban and regional planning and related project implementation.
The aim of the module is to provide students with an introductory yet comprehensive overview of programme and project management as applied to urban projects.
The objectives of the module are:
To introduce students to the tools and techniques of project management as applied to urban projects
To enable the student to draw links between the academic literature on project management and the everyday experience of managing urban projects
To illustrate some of the key issues, challenges and dilemmas facing practitioners in managing urban projects
To reflect critically on the project management literature, drawing on real life examples of urban projects
To provide a stepping off point for final year BSc students by arming them with both the academic and practical knowledge of urban project management applicable within the complexity of today’s urban networks.
Achieving sustainable outcomes has now become an accepted best practice norm in nearly all aspects of contemporary life, but what does this mean when it comes to urban design?
This course introduces and engages students in the debates of sustainable urban design by working in groups to research and produce a sustainable urban design proposal affecting an area in London. The development of a sustainable urban design proposal facilitates a discovery of the different interacting factors that create urban areas and which actants can be reconfigured to improve the sustainability of human life.
Coevolutionary Actor-Network Theory will be used as the theoretical framework within which the sustainable urban design proposal will be developed and evaluated.
The dissertation is an opportunity for students to develop their research skills and abilities through an in-depth exploration of a particular area of interest pertinent to their MSc. The culmination of the course, the dissertation is a self-managed study based on the gathering and analysis of primary and/or secondary data contextualised by a review of existing literature. The aim is to make an original contribution to knowledge about planning in general or in relation to the specialist focus of the relevant MSc programme being studied. A range of research methods will be covered through workshops and lectures and students will be introduced to the research process to aid them in completing the dissertation in planning.
An individual study project, which can be taken in place of a 15-credit taught module. It consists of an essay of around 2,500 words on a topic agreed with the Supervisor and Course Director; the topic, and the plan of work, must be approved by November. There is no taught element for this module, and students are expected to work independently and progress their own work, as well as attend occasional meetings with their supervisor.
This module will cover the specific issues related to management of heritage data, such as curatorial, conservation or reuse, as well as legal and ethical. Technical content will involve developing the skills and knowledge needed to structure data in order to enable exploitation and reuse, and challenges related to long-term storage and particularly preservation of large datasets. The principles of findability, accessibility, interoperability, migration and reusability will be explored in detail, as they define the future value and particularly the economic value of data collected or required by heritage institutions.
This module considers the application of physics, thermodynamics and heat transfer, contextualised in the development and operation of engineered building systems.

Topics covered:

• Applied thermodynamics for building engineering systems

• Building systems heat and mass transfer

• Psychrometric and hygro-thermal analysis of essential building system processes

• Identification and application of parameters to quantify and deliver thermal comfort

• Building heating and cooling load calculations and energy demand calculations
The module focuses on developing skills in energy system modelling, and understanding how models are used, to aid the development of policies to meet energy and environment objectives such as climate change targets. The sessions consist of a lecture followed by students building models in class, this requires no numerical skills beyond school level. The staff involved are international experts.
Architectural culture has never been exclusively a product of professionally trained architects. But now more than ever, there are many other people working in related fields who shape debates and ideas around architecture in significant ways. Architectural Research 1 aims to introduce these ‘other’ modes of contributing to architectural knowledge.

The aims and objectives of Architectural Research 1 are to:
• Introduce the different ways and modes in which people working in related fields to architecture can shape debates and ideas around the built environment in significant ways.
• Introduce ‘other’ modes of contributing to architectural knowledge across a range of audiences.
• Encourage students to think critically about the production, use and experience of architecture.
• Develop practical skills in research, reading, writing, editing and presenting.
• Encourage to understand and to develop different ‘voices’ in their writing, from academic to journalistic.

On completion of this module, you should have developed the ability to:
• Undertake research into buildings and spaces.
• Critically analyse architectural data and evidence.
• Present and communicate architectural ideas in a variety of modes, voices and media (print and digital).
• Critically reflect on your own work and on the work of your peers.
• Show a greater awareness of different audiences and to think creatively about how to reach them.
• Demonstrate a sophisticated awareness of how images can be used to support these efforts and of what information different kinds of images convey.

There are bi-weekly formative (not marked) assignments throughout the term, which help students develop work towards the final summative portfolio assessment.
Year spent studying abroad.
This team-taught module presents core concepts in research methodology and introduces students to a range of different disciplinary and interdisciplinary approaches to researching North America, Latin America, and the Caribbean. The course explores how a range of social science and humanities methods might be applied to the study of historical, political, and social research in the Americas and reflects on common challenges encountered in research design and data collection. Lectures acquaint students with how to read, analyse, and critique diverse kinds of research, while workshops develop practical skills in research design and in data collection and analysis.
This introductory-level module introduces students to key concepts and theoretical debates in the politics of the Americas. The module will provide students with a robust disciplinary understanding of politics, the ways in which the discipline shapes understandings of contemporary political developments in the Americas, and how the region in turn affects theoretical debates in the study of politics. Classes will focus on introducing students to politics as a social science subject and cover key elements of the discipline, including ideas, behaviour, institutions and policy processes. It also explores state forms and functions, and state-citizen relationships. The module adopts a perspective on the discipline of politics that that emphasizes the importance of understanding political processes in a globalized word. Substantive topics and detailed analysis of case studies will be drawn from the Americas, in order to introduce students to the comparative differences and similarities of political processes in Latin America, North America, and the Caribbean.
This course explores contemporary issues and debates in Latin American economics. This course aims to understand the main characteristics of the Latin American economies and identify the structural and institutional factors that constraint economic growth and human development in the region. In the first part of the course, we examine the region's economic performance under different development strategies and the consequences of shifting economic ideas on economic policymaking and outcomes. In particular, we focus on the institutional roots of Latin America's suboptimal development, the notion of economic dependency, the process of late industrialisation, and the consequences of market liberalisation. The second part of the course examines some of the region's most urgent economic policy issues. We consider critical macroeconomic topics and their impact on the region's social and human development. In particular, we focus our attention on the dynamics of fiscal policy, the evolution of international trade, the dependence on natural resources, and the change of labour policies in the region. We also assess the impact of macroeconomic policies on human capital formation and poverty reduction. Finally, we discuss the prospects of the region. The course is economics-based, but students are not required to have any previous background in the subject.
This module covers a wider spectrum of topics pertaining to police and relations with the public. In recent years, public confidence in the police has increasingly come to be a benchmark indicator of police performance. Improving relations with the public has become the cornerstone of modern policing in many countries. Specific topics such as: policing diverse communities, gender and policing, public order policing, policing riots, stop and search tactics, and counter terrorism strategies will be discussed in the context of increasing public satisfaction and public confidence in the police. The lectures and seminars will be focused on identifying issues that could potentially alienate the public and discussing appropriate strategies to mitigate emerging conflicts between the police and the public in specific situations. The experience of various police organizations applying these strategies from diverse contexts and countries will be discussed. The module is conceived on the principle that police services to the public can be conceived of being of three types: Universal services (Maintenance of law and order). Targeted Services (Crime prevention (specific)). Specialised services (Particularly sections of society). As a result the specific session titles reflect these three kinds of services that provide opportunities for police-public contact.
Module description

The module will focus on the impact the Vikings had on European society ca. 800-1050. Additionally, the emergence of “new societies” as a result of Viking exploration in the North Atlantic will be examined. Geographically the module will include Continental Europe, the Insular world, the North Atlantic colonies and Russia. Particular emphasis will be placed on a close examination of the various source-categories relevant to the study of the Vikings in Europe. These sources were produced both from within and outside Scandinavia and include, inter alia, written sources, archaeological evidence, numismatics and place-names.

Reading List/ Suggested Reading:

• The Oxford Illustrated History of the Vikings. Ed. Peter Sawyer (2001)
• The Viking World. Ed. Stefan Brink & Neil Price (2008)
Placement File (Part A) contains a record of placement experience (individual case work, visits to services and facilities and a diary if activity), a self-evaluation and supervisor verification of developing professional knowledge and skills in relation to British Psychological Society (BPS) competencies and Health and Care Professions Council (HCPC) Standards of Proficiency. Key pieces of supporting evidence of competence are presented alongside appraisals and observation records completed by the Placement Supervisor and the UCL Tutor. This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
The module will provide students with a systematic knowledge and practical application of digital technology to support health-real life information provision. Students will learn about the evolving eHealth landscape. There will be a focus on key technologies that will drive digital transformation such as mHealth, teleconsultation, interoperability and AI (artificial intelligence). Students will get an in-depth understanding of current and emerging approaches, concepts and issues in digital health, including online networks to provide informational and psychological support to empower patients, big data, the future of privacy, the ethics of data collection in everyday life, as well as the impact of mobile and digital technology on health and wellbeing. This module will be delivered in blended learning format through online learning with face-to-face days. The face to face days will be studio based and interactive as the students will get the opportunity to engage with developing an eHealth solution/product.
Sexuality and the Law examines numerous ways in which the law regulates and responds to issues connected with an individual’s sexuality, including sexual orientation and gender identity. Our aim is to give students a thorough grounding in the theory and practical application of the law in relation to sexuality, drawing on a number of disciplines and areas of law to illustrate the ways in which the law regulates and interacts with individuals and groups based on sexuality.

As the module will be research-led by the teaching team, the exact topics that we cover from year to year will vary depending on the availability of those people teaching on the module. By way of example, relevant current topics of interest of Laws’ colleagues include Private Law and LGBTQ+ Rights, Planning Law and Sexuality, Queer Professionalism, Equal Marriage and Equal Rights, Sexual Citizenship, and Religious Freedom and LGBT+ Rights.

By the end of this module, students will have a clear understanding of the theoretical tools that can be used to analyse legal problems from the perspective of sexuality, knowledge of various ways that the law can and does regulate and interact with individuals and groups based on their sexuality, an understanding of how the law in relation to sexuality fits into broader legal problems and perspectives, such as discrimination law, and an ability to consider areas for legal reform to respond to challenges arising from the perspective of sexuality.

Recommended texts: There is no single textbook for this module. We will use a range of texts drawn from across a range of different legal disciplines. The module convenors are happy to advise on advanced reading.
The aim of the module is to study EU and UK competition rules and practice in an economic context

The module will analyse the fundamental provisions of EU competition law in particular Articles 101 and 102 of the Treaty on the Functioning of the European Union (TFEU) and the EC Merger Regulation and to a lesser extent Chapters I and II of the Competition Act 1998 as well as the main provisions of the Enterprise Act 2002. The course will be caselaw focused.

During the course, we will take a comparative law perspective and we will provide examples from cases in other major non-EU jurisdictions (such as the United States, China, Japan) that highlight the specificity of the European approach in competition law.
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 30 tri-weekly PGTA-led seminars.

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

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

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

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

Skills: Students should be trained in translating Latin texts into English and English sentences into Latin, learning vocabulary and studying Latin grammar and syntax. By the end of the course, students are expected to have reached a level approximately equivalent to the end of chapter 74 of Learn to Read Latin Book.

Module text: Keller, A. & Russell, S., 2015 (NB this is the second edition). Learn to Read Latin (Sections 40 to 74). Yale UP.
Teaching Delivery: This module is taught in 20 bi-weekly lectures and 30 tri-weekly PGTA-led seminars. 

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

Skills: Students should be trained in translating Greek texts into English and English sentences into Greek, learning vocabulary and studying Greek grammar and syntax. By the end of the module students are expected to have reached a level approximately equivalent to the end of chapter 20 of Athenaze Book 2. 

Module text: Reading Greek: Grammar and Exercises (2nd Edition: Cambridge/JACT 2007), Reading Greek: Text and Vocabulary (2nd Edition: Cambridge/JACT 2007)
This module explores key contexts, ideas, trends, directors and films associated with the New German Cinema, from the late 1960s to the late 1980s. It is organised around a series of core films, each of which illuminates a significant aspect or aspects of that movement. Themes include German histories of violence; the family; the so-called Economic Miracle; outsiders; revolt and protest; gender, ethnicity and identity; and various modes of formal and narrative experimentation. A diverse and representative range of directors and films will be considered.

Preparatory Reading

Geschichte des deutschen Films, ed. by Wolfgang Jacobsen, Anton Kaes and Hans Helmut Prinzler (Stuttgart: Metzler, 1993)

Thomas Elsaesser, New German Cinema: A History (Basingstoke: Macmillan, 1989)

The BFI Companion to German Cinema, ed. by Thomas Elsaesser with Michael Wedel (London: British Film Institute, 1999)

Hans Günther Pflaum and Hans Helmut Prinzler, Film in der Bundesrepublik Deutschland: Der neue deutsche Film von den Anfängen bis zur Gegenwart: Ein Handbuch. Mit einem Exkurs über das Kino der DDR (Munich: Hanser, 1992)

Corrigan, Timothy, New German Film: The Displaced Image (Bloomington: University of Indiana Press, 1994)

Augenzeugen: 100 Texte neuer deutscher Filmemacher, ed. by Hans Helmut Prinzler and Eric Rentschler (Frankfurt am Main: Verlag der Autoren, 1988)

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 provides an advanced understanding of the politics of East Asia. Starting with a historical look at the world's most complex system of pre-modern democracy, it sketches out how the region has changed under the pressures of development, conflict and ideology. This is a region where the involvement of outside powers continues to shape relations into the 21st century, and where economic development has occurred under a range of ideological and political regimes, from the hereditary totalitarianism of North Korea, to the vibrant democracy of Taiwan.
The module is split into thematic units (arrival of modernity, economic dynamism, potential flashpoints, memory and identity politics) through which we will explore the region's politics. By encouraging students to look inside the 'black box' of the state, the module allows for some multidisciplinary inquiry of how the region's politics intersects with social, cultural and economic questions. This enables students to have both a good grasp of contemporary issues, as well as master the conceptual frameworks essential for making sense of this populous region. 

 
In this module you will apply the knowledge and skills learned in other modules to a range of real life clinical cases. You will explore the patient experience of common hearing conditions, and their journey through the assessment and rehabilitation process. You will also use research evidence, clinical guidance and patient preferences to identify appropriate diagnostic tests and management options for each case. You will use reflective practice to evaluate your decisions.
This project-based module engages students in a practical strategic planning exercise in a wider metropolitan context in the UK. As in an urban laboratory, small groups of students will apply creative problem-solving, develop critical thinking, and integrate analytical skills and knowledge acquired in other modules to produce a strategic plan for the future development of a large-scale urban area in London. The module is delivered through weekly group tutorials, interim presentations, class discussions, show&tell sessions, and a site-visit to the large project area.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0178, 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 'industrial revolution' was one of the three or four most important transformations in human history, and Britain was the first society to experience it. At heart that transformation was economic, a profound increase in both outputs and productivity. But crucially it had important social, cultural, intellectual and political dimensions: class, gender and generational relations changed considerably; new attitudes towards risk and consumption were forged; radical new ideas proliferated about the economy and the environment, the individual and the collective; and both state and empire played important roles in this 'great transformation'. This course, therefore, locates economic developments within a wider framework and explores how dramatically yet uncertainly Britain changed in the 130 years or so before 1830. The course is based on secondary sources, including plenty of tables and graphs. It is taught via weekly seminars. In addition to assessments, compulsory non-assessed coursework, such as book reviews, may also often be set.
The module will cover open economy macroeconomics with applications to the Euro Area crisis and Eastern Europe. The first half of the module will start with a refresher on the Mundell-Fleming model, discuss central banks operations, and theories of the determinants and stability of the exchange rate. The module will also cover theories of speculative attacks.

The second part of the module will cover policy issues in emerging markets. The module will discuss how emerging market economies should respond to volatile cross-border capital flows as well as describe the impact of the global crisis on Emerging Europe (within and outside of the Euro Area) and explain adjustment programs.

Finally, the module will present the evolution of the international monetary system (IMS), international policy coordination, and “rules of the road” for a stable IMS.
For affiliate students studying at UCL in Term 1 only.

 Affiliate students may take both Use of Russian (Year 2) (Grammar, Writing, Oral) and Comprehension of Russian (Year 2) (Russian-English Translation, Aural Comprehension), or one of them, depending on the skills that need to be improved. The two modules build on a base in Russian achieved at your home university through study at upper intermediate level and leading towards a more advanced level of Russian.

 Aims: To develop students' command of Russian at an upper intermediate level and leading towards a more advanced level. To develop productive skills of writing and speaking. To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills. To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
For affiliate students at UCL in Term 1 only.

 Affiliate students should take Comprehension of Russian Year 1 and Use of Russian Year 1 together but they may be taken separately. The modules are aimed at students with A level Russian or equivalent (Bac, Abitur etc). The modules will build on your existing skills in Russian in all four skill areas (writing, speaking, reading and listening), and consolidate and further develop your knowledge of Russian grammar, lexis, register and style. You will be presented with a wide range of authentic language materials, and develop your skils in working with them.
This module compares the atmospheres of all the planets and examines the past, present and future of the Earth's atmosphere with the perspective offered by the comparison. Topics covered include comparison of planetary atmospheres including atmospheric structure, retention, oxygen chemistry, atmospheric temperature profiles, origin and evolution of planetary atmospheres, atmospheric dynamics, ionospheres, magnetospheres, observational techniques, atmospheric electricity and climate change.
This course introduces students to the study of social policy in comparative perspective. It begins by laying out a range of methods and theoretical approaches used for comparative policy analysis, encouraging a critical appreciation of the advantages and challenges of comparisons in policy analyses. It then shifts to consider various key actors and institutions that shape social policy in diverse contexts, before concluding with a closer examination of several policy areas of international and global significance, including poverty, conflict, and migration. This course takes an explicitly international approach to the study of comparative social policy, drawing on conceptual approaches and illustrative policy examples that cut across traditional boundaries between the Global North and South.
This undergraduate module is designed to introduce students to sociological thought and to encourage them to use their sociological imagination to see how aspects of their everyday life are linked to ongoing process of social organisation and coordination. The themes covered in this course will highlight the interplay between the individual and society, how society is both stable and changing, the causes and consequences of social inequality, and the social construction of human life. Understanding sociology will make vivid to the student the social basis of everyday life, this course will also develop their critical thinking by revealing the social structures and processes that shape diverse forms of human life.
This interdisciplinary module introduces students to Impact Evaluation Methods and their use in the social sciences. The module will emphasise the application of quasi-experimental evaluation methods in the 'real world', and its potential impact upon government policy. Students will learn about key elements of experimental and quasi-experimental methods, and be able to critically evaluate their strengths and weaknesses.

The module has a high practical element, with students regularly analysing data. Topics to be covered include: designing a randomised control trial, regression methods for causal analysis, propensity score matching, regression discontinuity designs, difference-in-difference, instrumental variables and cost-benefit analyses. Upon completing the module, students will be able to design an effective experimental or quasi-experimental impact evaluation, and understand how the results can influence public policy.  
This module aims to develop post-BA skills in comprehension and the active use of written and spoken Russian. The module will concentrate on contemporary Russia – politics, society, culture, and also the changing Russian language itself – with materials drawn mainly from newspapers, journals and other media sources. The skills developed in the course include: oral presentation, extracting information from spoken and written sources, concise summarizing of information in Russian and English and translation into English. The module requires prior knowledge of the Russian language at BA upper second class level or equivalent and places on the module are limited. A compulsory test of comprehension and written Russian, as well as a translation exercise from Russian into English, is held during induction week to ensure that students are allocated to the most appropriate level.
This module explores the 'real-world' world of preventing and disrupting organised crime and terrorism. The aim of this module is to encourage you to think scientifically and critically analyse the key conceptual features of strategies and methods relating to preventing and disrupting of organised crime and terrorism. The module will provide you with a robust, wide-reaching and nuanced understanding of prevention and disruption techniques, their theories and applications. You will focus in particular on the following approaches: situational crime prevention; economic and legal responses; military and paramilitary interventions; and community and partnership approaches. You will be exposed to key case studies, a range of empirical evidence and diverse theoretical, legal, ethical and practical considerations. Uniquely, you will also get the opportunity to engage with a range of real-world practitioners and subject matter experts. You will engage with different perspectives and disciplinary contributions and learn about the key aspects of the design, implementation and evaluation of counter-measures in this field. 
Module description

Advanced study of the modern Icelandic language for students doing a BA degree in Icelandic who will have spent their third year in Iceland. The student will be instructed in the practical use of the language, as well as trained in a variety of registers. For this purpose, a variety of texts from a number of subject areas and time periods will be studied. Teaching will be conducted entirely in Icelandic, and the students will be required to submit written work on a regular basis as well as participate actively in class discussions.

Reading List/ Suggested Reading:

•    Íslenska 1, kennslubók fyrir framhaldsskóla
•    Ásta Svavarsdóttir and Margrét Jónsdóttir, Íslenska fyrir útlendinga. Kennslubók í málfræði (1988 or later).
•    Ásta Svavarsdóttir, Æfingar með enskum glósum og leiðréttingalyklum við bókina 'Íslenska fyrir útlendinga' (1993 or later).
•    Selected novel (TBD)
Dictionaries
•    ISLEX Orðabókin (http://islex.hi.is/)
•    Íslensk-ensk ensk-íslensk vasaorðabók (Forlagið 2012)
•    Árni Böðvarsson, Íslensk orðabók handa skólum og almenningi (1988).
•    Jón Hilmar Jónsson, Orðastaður. Orðabók um íslenska málnotkun (1994).
Reference reading
•    Jón G Friðjónsson, Forsetningar í íslensku (1988).
•    Jón G Friðjónsson, Mergur málsins. Íslensk orðatiltæki, uppruni og notkun (1993).
Other texts will be announced in class.Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
This module is designed to help students understand how multinational corporations are governed in the global economy. We will examine the emergence of the multinational corporation, and explore key issues between the relationship between states and markets given the rise of these transnational actors. This course will examine global business both from the perspective of developed economies, but will also examine contemporary issues relating to business in emerging markets, including the rise of emerging-market multinationals, institutional environments and political risk, and state capitalism. 

Additionally, we examine how other institutions of the global economy, such as trade, investment and international courts affect business regulation at the international and domestic levels. We will also look at the rise of corporate social responsibility (CSR) or “private regulation” as a result of the activities of businesses, NGOs and other global actors. Specifically, we look at CSR with respect to environmental and labour policies in global supply chains. We examine all these questions in a variety of policy contexts, including environment, banking and finance, pharmaceuticals, labour markets, and food safety and labelling, among others.

By the end of the module, students should be able to understand how multinationals form, some of the key sources of their market power, and how domestic and international structures govern these organizations. Students will be able to understand how trade, investment and regulation combine to shape the global public policy environment. Students will also understand global governance more broadly, with its many constellations of private and public actors. Finally, students will learn skills in analysis and critical thinking, both through course readings and the assessment. Such skills will be applied in the course as we examine theories in the context of contemporary affairs and events. 
 
The module addresses principles and methods of psychological and psychometric assessment for clinical problems. It covers classification systems and developmental/lifespan perspectives and understanding of the conditions that facilitate effective engagement of vulnerable populations in the assessment process. It includes practical skills in conducting clinical assessments and issues of risk assessment and management.
This module introduces the concept of phonemic transcription and discusses the features of connected speech in English.

Feature representations of segments are introduced and the concept of formal phonological rules and underlying representations are discussed. An introduction to acoustics and speech perception.

The primary learning objectives are:

To enable students to develop skills in phonemic transcription of English, which will be used in later modules in English phonology.
	To introduce phonological concepts.
	To relate phonetic concepts to physical descriptions of speech.
This is an introductory course in phonetics, including lab work, transcription and aural/oral practice. This module introduces basic phonetic concepts and focuses on developing critical skills, with the aim of providing a foundation for further study in phonetics, phonology, and related fields.

The primary learning objectives are:

• To understand how all of the sounds of the world’s languages are produced.

• To be able to transcribe speech sounds using the International Phonetic Alphabet (IPA).

• To understand basic acoustic and aerodynamic properties of speech, and some tools used to study these properties.

• To apply this knowledge in understanding how speech sounds are used and distributed in the world’s languages.
This course introduces and applies some key approaches towards analysing qualitative data. The course is designed for students with little or no initial knowledge or experience of qualitative analysis. It is comprised of a series of lectures/seminars and workshops which introduce and offer practical experience of a range of qualitative research and analysis frameworks. While primarily providing a generic introduction to qualitative analysis (and qualitative research more generally), the module will also facilitate students’ capacity to applies these methods in developmental and educational psychology.
Outline and Aims:

This module aims to provide students with a foundation in electricity and magnetism. It covers basic electric, magnetic and electromagnetic phenomena, and shows how these are described by vector calculus, culminating in a description of Maxwell’s equations.

Intended Learning Outcomes:

After successful completion of this module, a student should be able to understand the basic laws of electrostatics, magnetostatics and time-varying electric and magnetic fields. They should be able to express them in mathematical form and solve simple problems, including an analysis of DC and AC circuits.

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 aim of the Global Marketing Strategy module is to provide students with a framework for understanding and analysing the key issues involved in developing marketing strategy and conducting marketing operations on an international scale. At the heart of the course is the tension between standardisation and adaptation and implications for the marketing mix.

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

* Understand, research, and categorise drivers, status and issues associated with globalisation.

* Assess international business opportunities based on macro and micro country factors.

* Identify and evaluate strategic options for entering international markets.

* Design and apply strategies to segment, target, and position products in international markets.

* Balance global and local considerations when developing and applying the marketing mix in an international context.
This module will provide students with the necessary skills to undertake effective business research. Students will develop a critical awareness of the strengths and weaknesses of a range of research strategies and methods commonly used when undertaking business research. During the course students will identify and develop a research question and design an appropriate research strategy. The module equips students with the essential knowledge and skills to successfully plan and implement an independent extended research project (MSIN0067), completed in the final year of the IMB BSc Degree.

The aims of the module are:

· To provide an understanding of the key concepts in business research methods

· To develop the skills required to critique published research

· To share a range of data collection methods used in business research

· To provide students with practical experience of conducting research

· To equip students with the essential skills required to undertake an independent extended project.

All sessions will be interactive and include open class and small group discussions and group working.

This module is jointly lead by Dr Sarah Warnes and Assistant Professor Miha Stan.
This is a fully comprehensive introduction to the skills, knowledge, understanding and expertise of management; and so in this context, the range of topics covered in this module is deliberately broad. The intention is to provide a substantial yet wide-ranging initial introduction to the overall field of management. That base then serves as a foundation upon which your studies in this area may be directed. This scope is approached via five overarching areas of study: a full introduction to what management is and is not;

· a broad coverage of the overall field of management knowledge, skills and expertise;

· a substantial introduction to the crucial area of expertise of critical thinking, evaluation and analysis, leading to the formation of a sound judgemental faculty

· a general familiarity and understanding of management priorities and issues, which should provide you with a foundation on which to base your future studies of more detailed areas of management

· a specific understanding of the foundations of leadership and managerial professional practice, with particular reference to: sustainability (a key UCL theme for all programmes; the UCL Connected Curriculum; and the stated priority of the UCL School of Management: creating disruptive research and entrepreneurial leaders for the complex, interconnected world of the future
In Medical Instrumentation 2 we pick up electronics where we left it in Medical Instrumentation 1 and start by looking at embedded systems – these are systems in which hardware and software blend together to perform a function. The basic building block of an embedded system is a microcontroller. We learn to program microcontrollers and learn to design devices that can process biomedical signals in a digital domain – digital signal processing.

In addition, we learn how to design systems that control variables in a changing and uncertain environment. For example, keep the temperature of an incubator constant in light of changing conditions. This field is called feedback control systems. We explore basic concepts of control systems and the tools used to analyse them.

Lastly, we think about some principles of safety that are required for us to use medical devices in the medical setting. The basic goal being how not to accidentally injure the very people we are trying to help by designing and building our medical devices.

In the lab, we apply the theory to design, build and test a medical device – a single channel ECG system.
Medical Instrumentation is the exciting field of using electronics to build devices that would help medical diagnosis, therapeutics or, at a more fundamental level, help understand how the human body works.

In this module, we introduce students to analog electronics - the wonderful art of using signals in the native form they are available in nature - and to digital electronics - the world made of only two alphabets '0' and '1'. The aim is to introduce these concepts to students so that they can design simple electronic circuits, and learn the “language” of electronics so that they can discuss it with more specialist electronics engineers.

In the lab, the concepts of analog and digital electronics will be put into use as we design, build, test and deploy a medical device – a pulse plethysmograph and count our heart rate.
This is the third of four modules taken in year 1. This module introduces you to the functions of the cardiovascular and respiratory systems.

It essentially considers how we breathe and how oxygen and nutrients are delivered to the tissues, and the waste products of tissue metabolism are carried away. Because of their functional association, if lung function is impaired it will often lead to cardiovascular complication and equally cardiovascular dysfunction is often associated with respiratory complications.

You will consider the role of the cardiovascular and respiratory systems in depth and the medicine used to treat disorders of these systems.

The module aims to provide:

basic knowledge in nutrition, metabolism and fluid balance, including the relevant anatomy, biochemistry and physiology of the abdomen, gastrointestinal and urinary systems
	application of this knowledge to common clinical problems of nutrition, metabolism and fluid balance
	development of basic skills of interpretation, particularly in relation to images of internal organs
	the ability to make calculations that allow conclusions to be made regarding a patient’s nutritional status, common disorders of renal function and acid-base imbalance
This module covers key issues in the education and care of children under eight years old, focusing particularly on provision made in early childhood settings for children from birth to five (the current English Early Years Foundation Stage). The module is of interest to those concerned with early childhood provision in the UK and also to those with experience of other, international, contexts.

The module will introduce students to a range of critical theories and recent research on young children's learning. Content includes a critical examination of the relationship between educational research, curriculum, evaluation and practice in early childhood education. The module incorporates a range of research and policy debates in early childhood education, diversity within provision and practice across a range of early years contexts, and current debates in early childhood education.
Intellectual property is the study of property in intangibles. Although this sounds rather abstract (and at times it is), it also involves issues which are of vital importance to businesses, consumers and the general public. Have you ever downloaded music from the internet? Have you ever taken a prescription drug? Do you photocopy books in the library? Have you ever chosen goods because of the brand image that is associated with them (and possibly paid a premium because of this)? Do you believe that lifesaving drugs should be freely available to those who cannot afford to pay for them? If you’ve answered yes to any of these questions then you’ve come into contact with, and may even have infringed, intellectual property rights.

These issues (and many more) are you will consider during the module. The module is grounded in a thorough study of the main intellectual property rights:

Patents for the protection of inventions.
 Copyright for the protection of creative works, but also to protect the activities that are necessary to market those creative rights.
 Trade marks for the protection of signs indicating the origin of goods and the common law equivalent, passing off.
 Designs: overlapping to an extent with each of the foregoing, the laws of designs protect aspects of shape or configuration or the appearance of articles, and  
 The protection of trade secrets.
The module also has a considerable international and European law dimension. The harmonisation of intellectual property rights has been one of the key tools in the quest for the creation of an internal market. We will consider the extent to which this harmonisation has been achieved, and will examine the on-going attempts at further harmonisation. We will also analyse the degree to which broader attempts at ‘internationalising’ IP have influenced the development of the law in the UK.

Reading lists and other materials will be provided for students registered on the module via online Moodle information pages.
This module focuses on an in-depth exploration of a topic that is attracting debate, discourse or dissention in the contemporary global humanitarian system.  The aim of this course is for you to gain an understanding of a critical area through independent study.  The level of research output expected is a well-presented review of current literature, available data and knowledge, and a presentation of key points or arguments that logically flows from this review.

This module will help you to develop your ability to review different forms of knowledge such as academic literature; documents from policy and practice; data and evidence; qualitative information; and media demonstrating different perspectives, in order to present your own conclusions.

A list of key topics will be provided for you to choose from, and you are also invited to propose your own topic which can be discussed with and approved by the module tutor.

This course is guided by group discussion and advice provided by the module tutor in seminars. In addition, you will be divided into peer support groups, which will meet in student-led discussion and support at self-determined times and locations. However, the final assessments are all individual, not groupwork, with each student exploring a different topic.

There is a short generic reading list provided, and a preliminary reading list for your chosen topic will be discussed with your tutor at the beginning of the module. Students will be expected to develop their own extensive bibliography and set of references.
In Year 3 there are two IFS workshops.



The first focuses on completing the IFS and submitting it for assessment.



The second focuses on the transition from IFS to thesis stage, including: working effectively with your supervisors; requirements and process of upgrade (formal review prior to thesis); writing the thesis proposal; gaining ethical approval; upping the ante (there is a big difference between the expectations at IFS and thesis)
This module will introduce students to similarities and variations in digital humanities work around the world, and the local factors that led to what variation exists. Those global factors may include language and cultural influences, colonial and post-colonial impacts on the nature of archives in the region (be that oral, written, or material cultures), access (technological and economical) to digitisation and scholarly infrastructure, as well as regional political and philosophical agendas that sculpt the way scholars must work.

Topics include case studies that may be drawn from different regional contexts around the globe, from Latin America, to North America, to Europe, to Africa and beyond. Students will consider a range of digital resource formats which may include but are not limited to, uneven or varied adoption of digital tools, archives, digital editions, open source, borndigital materials, and 3D visualisations. The language of instruction is English but students are welcome to read widely in any other languages for which they have proficiency.

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

Demonstrate an ability to read critically across cultural boundaries
	Be able to identify key debates that reflect the dominant digital humanities issues in a range of countries
	Demonstrate an ability to produce comparative critiques of global issues
	Be able to write critically and sensitively about themes related to the module, supported by a range of evidence (both primary and secondary)
	Be able to design digital solutions that address the complexity and multiplicity of different source materials, languages, and cultures.
Compulsory for: MA and MSc in Digital Humanities students

Optional for: students on other programmes offered by the Department of Information Studies
Tuberculosis (TB) is the commonest cause of death due to a single infectious agent worldwide. This specialised module leverages the research strength in TB in the Division of Infection & Immunity (I&I) and Africa Health Research Institute (AHRI) to provide cutting-edge research-led knowledge of the science of TB. Content will range from field epidemiology to laboratory sciences. State-of-the art lectures will be provided by world-leading scientists at I&I and AHRI and beyond and complemented by student-led discussion and analysis of contemporary primary research literature.

Learning outcomes

By the end of the module you will have:

Up-to-date understanding of TB: the microbiology, epidemiology, host responses and pathogenesis, diagnostic and therapeutic innovation.
	Appreciation of the real-life interplay between basic science and clinical research to inform strategies for the prevention and treatment of TB.
	Advanced experience of interpretation and critical analysis of primary scientific literature.
This module supports students to develop advanced science writing 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. It consists in a short intense period of classroom-teaching and a longer period of independent work, with the possibility of receiving formative feedback during the development of the portfolio content. The assessment is a portfolio of different formats of science writing. 
Information is vitally important as a concept in science and technology studies. What is information? How is it distinct as a type of knowledge? Is information free from theory and bias? Can information explain? This module examines philosophical approaches to information. It also explores the implications of ‘information revolutions’ for issues such as privacy, personal identity, decision making, and the certification of knowledge. Changes in information and communication technologies have rapidly altered our personal and working lives. This module develops skills to strengthen our ability to critically engage these alterations.
This module is an introduction to ways of thinking about technology, using historical, sociological and philosophical perspectives. The module starts with lectures and seminars on fundamental questions: what is technology? Is technology socially shaped? Do artefacts have politics? What are the common mistakes in thinking about technology? The module then addresses major themes (industrialisation and division of labour, technological lock-in, gender and technology, non-Western technology and maintenance) and key theories and models (Marx, Foucault, Heidegger). The module ends by addressing provocative questions such as: can machines think? Can machines be ethical? Do machines evolve?
This module will give the students a background in the principal mendelian diseases of the nervous system. The emphasis will be on providing them with a template to which they can add the emerging and rapidly changing genetic and molecular discoveries. Finally it will introduce the role of complex trait genetics in neurological disease.

In addition to lectures, the module includes a number of exercises (Journal Club presentations, abstract review) designed to help students develop key academic skills and acquire invaluable experience for their future career.

Indicative lecture topics (based on 2020/21 syllabus)

Introduction to Neurogenetics
	Patient-derived stem cells and their use in genetic neurological disease modelling Mitochondrial Genetics Genetics of the Epilepsies Genetic Causes of Parkinson’s Disease Motor Neuro Disease Charcot Marie Tooth Disease and related disorders Genome Wide Association Studies Genetic Testing in Neurological Disease The Neurological Channelopathies The Cerebellar Ataxias Models of Neurodegeneration in Drosophila The Genetics of the Dementias
Aims: Term 1 will provide students with the mathematics to take them from GCE A level standard to that required for the remainder of the economics degree.

Term 2 will consolidate the mathematics background needed for the rest of the degree programme at a level appropriate for economics specialists.

Suitable for: Compulsory for 1st Year single-honours Economics (L100, L101 and L102) students.

Prerequisites: GCE A level mathematics at Grade A* (or equivalent).

Assumed knowledge: A thorough knowledge of single-variable calculus.
This module is compulsory and needs to be taken by all students completing the MSc Dental Hygiene.
This module is compulsory and needs to be taken by all students completing the MSc Dental Hygiene.
Aims:

You will bring together theory and practice in teaching geography, by reflecting on your planning, preparation, teaching and evaluation of a sequence of lessons. Specific sessions cover a full range of the components of geography teaching and learning, including: curriculum content and purpose though the key concepts of place, space, interconnection and environment; how progression is achieved; assessment; inclusion; and varied teaching approaches (pedagogies).

Outcomes: 

You will:

- explore different aims, purposes and practices of geography education to develop your own vision;

- develop the understanding and practical skills for lesson planning, catering for different students' needs and how to structure geographical learning;

- critically reflect on ideas about teaching and learning geography, and how those ideas are put into practice;

- consider how different children learn geography, and how you can use your subject knowledge for teaching geography effectively and inclusively.
One of the crucial developments of the period we term ‘the Renaissance’ or ‘early modern’ was the rise of a multitude of cultural forms in the vernacular, in contrast to the medieval Latinate world that had gone before. We will look at how these changes developed in different European countries from their origins in Italy to Spain, England and France. As well as charting these key shifts in cultural practice, we incorporate sessions that introduce crucial changes in material practice, focusing on print culture, communication networks, and visual, aural and material culture. These sessions are designed to complement and dialogue with other modules on the MA in Early Modern Studies that develop the necessary skills for carrying out original research for the dissertation and towards doctoral study, i.e. historical bibliography and the study of manuscript material. In addition to weekly seminar discussion, we will visit libraries, archives and sites of special interest (when possible) including the National Portrait Gallery, and these visits will include sessions on object-based learning.
The overall learning objective for this module is for you to gain knowledge and understanding of the transformation in diagnosis and management of cancer as a result of the ability to predict, prevent and personalise treatment based upon knowledge of each individual patient. This module builds upon the knowledge contained in the Year 2 Cancer Biology and Therapeutics module. This module will consist of a mixture of lectures, interactive tutorials and self-directed learning.

The initial part of the module will focus on defining what is meant by precision cancer medicine and the experimental and diagnostic approaches used in the laboratory and clinic. This may include the role of transcriptomics, genomics, proteomics, epigenomics, metabolomics, molecular imaging or circulating biomarkers.

The focus will then turn to therapeutics. This will be in the form of specific case studies around the underlying biology and rational development of targeted small molecule, biological, cell based or radiotherapy treatments for solid tumours and haematological malignancies. These could include: Gleevec for the treatment of chronic myeloid leukaemia, Herceptin for the treatment of breast cancer, Rituximab for the treatment of lymphomas, or PARP inhibitors in ovarian cancer; the targeting of mutant B-raf in melanoma, epidermal growth factor receptor in lung cancer, or targeted radiotherapy of brain tumours; or the use of antibody drug conjugates, CAR T-cell therapy or Anti-PD-1/PD-L1 therapies.
Summary 



This module takes you beyond standard clinical training by focussing on a deeper understanding of important chronic conditions in several specialities. It is taught by world experts, mostly from ICH or GOS. Topics covered include: oncology, genetic conditions, chronic kidney disease, childhood eye disease, cerebral palsy, epilepsy, autism, obesity, eating disorders and palliative care.



Leaning Objectives and Outcomes 



After taking this module, you will be able to: 

Understand research and practice in a range of chronic paediatric topics.
 Frame questions and to critically appraise the relevant literature.
 Reflect upon the impact of research findings on clinical practice.
Who is this module for? 



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



Teaching and Learning Methods 



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



Assessment 



You will be asked to compose an abstract and a poster on a recent specialist topic.
Aims:

To provide an introduction to process design, bringing together elements of process analysis and detailed process phenomena and preparing the students for the 3rd year design project.
	To develop skills in the use of computational modelling and optimisation tools.
Learning Outcomes:

Upon completion of this module students should:

understand what design entails and how to apply this to both new and existing process designs;
	understand the use of modelling, simulation and optimisation tools in design;
	understand the connection between the technologies, the phenomena and overall processes
Synopsis:

Introduction to design: processes, economics, flowsheeting
	Flowsheet design: heuristic, algorithmic
	Heat exchanger network design
	Case studies: reactor system design, separation sequencing, recycles
This module will consider the cellular and molecular events which underlie animal development and cell differentiation, drawing on examples from a range of vertebrate and invertebrate organisms. The objective of the module it to train students to not only understand evolutionarily conserved mechanisms of development through a detailed study of experimental evidence, but also to provide students with an overview of how to investigate and uncover developmental mechanisms using classical and modern genetic and embryology techniques across a variety of model systems including: Xenopus, Chick, Mouse, Zebrafish, C. elegans, Drosophila melanogaster, Sea urchins and human organoids.

Topics will include morphogen gradients, signalling pathways, cell intrinsic and extrinsic signalling, cell fate, etc. in the context of embryonic and tissue patterning, limb regeneration, neural induction, etc.

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

Indicative lecture topics (based on module content in 2021/22):

Introduction and concepts.
	Principles of experimental design, experimental approaches and developmental systems.
	Xenopus (2 lectures).
	Chick (3 lectures).
	Zebrafish (3 lectures).
	C. elegans (2 lectures).
	Human development
	Mouse (2 lectures).
	Drosophila (3 lectures).
	Mechanobiology and development.
	Revision (2 lectures).
Module organizers: Dr Vilaiwan Fernandes (vilaiwan.fernandes@ucl.ac.uk) and Prof. Claudio Stern (c.stern@ucl.ac.uk).
This module will enable Student Teachers to develop their understanding of the place of Languages in the school curriculum. The module will provide the conceptual underpinning of two key aspects of classroom practice: Monitoring Learning and Grammar. Theory and practice will support Student Teachers to develop their knowledge and understanding of Languages teaching and learning, as they are encouraged to reflect critically on their classroom experience and to draw on theoretical perspectives in the development of their thinking about the teaching and learning of Languages.

The module draws on the range and variety of the subject knowledge that Student Teachers bring with them onto the programme and enables them to reconfigure this knowledge in the context of their developing experience of teaching and learning in London secondary school classrooms. The module aims to develop Student Teachers’ pedagogical subject knowledge.
Summary: The module introduces the foundation of visualising sensor data using Digital and Physical Twins. It covers fundamental concepts and introduction to computer-generated techniques applied to create interactive and augmented reality environments, and links them to the wider ability to consume, analyse and communicate data. The module provides key practical examples in Augmented Reality and The Internet of Things for real-time data visualisation. 

Aim: The aims of the module are to provide core background concepts, leading to an understanding of data visualisation methods, leading to both a physical (3D Printed) and Augmented Reality (Mobile App) practical build with real-time data. 
A fundamental aspect of scientific research requires the ability to acquire information from original scientific papers, to analyse critically the content and quality of published scientific studies and to present the analysis in a logical and understandable manner. These skills are essential for the day-to-day critical reading of papers by professional scientists but are most tested in the peer-review process of submitted manuscripts.

The aim of this module is to develop the skills required for the acquisition and management of information from the scientific literature, reading and analysis of scientific papers, and the presentation of such analysis. The course will consist of seminars, exercises and discussion sessions.
This module will give you an introduction to the notion of ‘performance gap’ and provide a deeper understanding of post occupancy evaluation methods. Topics covered by the module include factors that contribute towards ‘performance gap’, evaluating performance of in-use buildings through post occupancy evaluation methods, and ways for overcoming these challenges in the future. You will learn how to carry out a BUS survey as well as qualitative methods such as a focus group by carrying out a post occupancy evaluation of a non-residential building.
This module is taken part-time by delegates working in industry. The objective of this module is the completion of a research project which has direct relevance to the delegate’s company in the areas of development of industrial processes or the improvement of current manufacturing processes. Research can be at any scale and will include the preparation of state-of-the-art appraisals of the selected research area and its application, and the execution of the research including analysis and reporting on findings. This is the final module required to complete the MBI Masters Programme. The student will be assigned an academic supervisor and an industrial supervisor to benefit from multiple perspectives.

On completion of this module the delegate will be able to:

Understand a topic of research which has direct relevance to their company.
	Demonstrate hands-on experience of experimental design, execution and analysis.
	Draw accurate conclusions from the data obtained and compare with the published literature
	Develop independent analytical thinking.
	Demonstrate scientific written and verbal communication and presentation skills.
Architectural Research II is a follow-up course to Architectural Research I: it will put the research skills acquired in Architectural Research I into action. It is an 11-week group project (though each member’s contribution will be individually assessed). Each year, the module leader will set a different theme. The group must work towards producing a high-quality exhibition or a publication on this theme at the end of the course. Importantly, apart from the theme, key decisions regarding the research, organisation, design, and presentation of the project are in the hands of the students, in consultation with the course tutor. Each student will agree to take responsibility for a particular task or tasks, but regular group meetings mean that they remain aware of the progress of the whole project and must come together to work as a team.
Module Description

This course consists of ten separate topics relating to archaeological field techniques. It builds on previous work undertaken in ARCL0011: Archaeological Field Methods. Topics covered include: geophysics, aerial survey, desk-based assessments, GIS, field survey, research designs, post-excavation analysis and LiDAR. This module is aimed to develop students knowledge of field techniques learnt during their first year and vacation fieldwork. A number of sessions are taught by visiting speakers as well as a number of IoA staff.

Module aims 

The aim of this course is to provide a more in depth examination of selected topics in archaeological fieldwork building upon the material covered in ARCL0011, Archaeological Field Methods. The emphasis is largely (although not entirely) on the types of knowledge useful for commercial archaeology, and the assessments are based on real-world tasks.

Learning outcomes 

This course is designed to give students:

1. a better understanding of the process of undertaking a field project from design to publication;

2. an introduction to creating a desk-top assessment;

3. further experience in analysing aerial photographs;

4. knowledge of the acquisition and analysis of LiDAR data.

5. Improve upon your group working skills.

6. Improve your skills in seeking out relevant data both in traditional publications and the web, and from other professionals.

7. Expand and improve basic computing skills.

8. Experience of academic research, writing and referencing.

Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/advanced-field-techniques

 
This is a module for students who have little or no prior knowledge of Czech and who wish to attain a level of competence that will allow them to communicate effectively in a number of straightforward situations. Students will also be introduced to the reading of simple texts, including works of literature, in Czech. The module provides knowledge of basic Czech grammar and vocabulary as well as an introduction to the culture of the Czech Republic and societies where Czech is spoken.
An increasing number of information work tasks can be conducted remotely, and many companies have indicated that they expect to remain either fully remote or adopt hybrid working after the pandemic is over. Remote work makes it even more important to communicate succinctly, creatively, and in a manner that is both engaging and informative – in ways that are appropriately tailored to the audience.

This ambitious module combines learning about how ICT affects the present and future of work with an intensive programme of communication skills training. Over the course of the teaching weeks, students will learn the fundamentals of research, exploring how people work across a range of environments. They will also become familiar with research that studies both human behaviour in the workplace and how what we know about how humans work informs machine learning and robotics. Students will also learn and discuss this material in the context of its impact on both businesses and the wider society. The module content, reading, and seminar activities, as well as communication-focused assessment, will help students develop into confident communicators in a wide variety of settings.
Placement File II contains a record of placement experience (individual case work, visits to services and facilities and a diary if activity), a selfevaluation and supervisor verification of developing professional knowledge and skills in relation to British Psychological Society (BPS) competencies and Health and Care Professions Council (HCPC) Standards of Proficiency. Key pieces of supporting evidence of competence are presented alongside appraisals and observation records completed by the Placement Supervisor and the UCL Tutor. This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
This module aims to provide a reading knowledge of texts in Old and Middle English with the aid of a dictionary through a comprehensive study of basic Old and Middle English grammar, the reading of Seamus Heaney's translation of Beowulf and the reading in the original of The Wanderer, the first fitt of Sir Gawain and the Green Knight, the last two books of Malory's Morte Arthur, and The Wakefield Second Shepherds' Pageant. This module involves attendance at an undergraduate module.
This module will examine the main issues arising in context of the contemporary relationship between religion, the individual, the law and the state.

The module will involve comparative analysis of the principle patterns of regulating such relationships. It will also address the major debates around the relationship between theories of egalitarian liberal democracy and secularism.
This module will examine the main issues arising in context of the contemporary relationship between religion, the individual, the law and the state.

The module will involve comparative analysis of the principle patterns of regulating such relationships. It will also address the major debates around the relationship between theories of egalitarian liberal democracy and secularism.
The study of legal history also provides a means of placing contemporary law into a broader context. Important concepts with which modern lawyers still grapple emerged at particular times and for particular reasons, giving you a valuable wider perspective. Comments from students in recent years include:

• ‘this class has been the best I've taken throughout my time at UCL, although at times difficult it was invaluable to helping me in all my other classes I took, and I truly feel like I understand English law better now. Honestly it made me understand the reason (or lack thereof!) behind the legal rules in English law’

• ‘History of English Law was my favourite module this year, and possibly the one which I find myself most often thinking about day-to-day as I encounter other legal matters. I enjoy that moment of realising “Ah, so this might be why we do X in this way….”’

The module covers English legal institutions and aspects of the substantive law of obligations, property and crime, principally from around 1150 until 1900. This module is introductory and relatively little knowledge of broader English history is required (relevant historical information is found in the reading).

Legal history scholarship is a lively field of study and you are expected to be familiar with academic debates related to the subject matter of the module. These debates cover both what happened and, crucially, why something happened. By the end of the module you should be able to consider both of these issues in relation to the topics studied.

Module Materials are varied. The only books to which reference will be made throughout the module are:

• J.H. Baker, An Introduction to English Legal History 5th ed. (2019, OUP), and

• S.F.C. Milsom, Historical Foundations of the Common Law 2nd ed. (1981, Butterworths)
Module description

The module is designed to help students with no or little knowledge of French to achieve a level of competence equivalent to A2 of the Common European Framework Reference for Languages, as well as a foundation in cultural and historical topics necessary to study French as an academic subject at university level. The module is divided into three phases (terms 1-3) and will combine classroom teaching with online activities and guided learning exercises. In Phase 1 students will work towards Level 1 of the CEFR and will focus on understanding simple listening and reading passages; they will acquire basic vocabulary and knowledge of grammatical structures that will enable them to communicate within the context of social, cultural and historical topics and themes relevant to their undergraduate studies.

Textbook:

Maïa Gregoire, Grammaire progressive du français, A1 Débutants, 3rd edition (CLE International, 2018)
The module is the follow up to French for Beginners 1 (FREN0079) and aims to take students to level B1/B2 in French language.

The module will be taught over terms 1 & 2 and will combine classroom teaching with online activities and guided learning exercises. You will acquire intermediate vocabulary and grammatical structures that will enable you to communicate within the context of social, cultural and historical topics and themes relevant to your undergraduate studies.

Teaching will be conducted through seminars (5 hours per week in terms 1 and 2), and through online activities via the Moodle page, in terms 1-3. Students will be required to complete formative and summative exercises, and the course tutors will provide feedback on progress at all stages of the module.

The module aims to take participants from A1/2 French to B1/B2 French. They will acquire the corresponding competence in all four skills. This will enable students to study French at university level and to be integrated with their post-A Level and post-IB peers at the beginning of the fourth year.

By the end of the module, students will have a good knowledge of the French language and will be able to express themselves competently in spoken and written form on a range of social, cultural and historical topics.

Textbook:

Maïa Gregoire and Odile Thievenaz, Grammaire progressive du français, A2/B1 Intermédiaire, 4th edition (CLE International, 2018)
This MA level module is aimed at Media and Cultural Studies students who are interested in studying digital games and player cultures. In part one of the module, students are introduced to game studies literature on rules, narrative, role, genre and navigation, and methods of game analysis. In part two, the module focuses on player studies, to cover topics such as identity and gender, meaning, cheating and learning within player communities. Assessment is in two parts. Part 1 of the assignment is a games diary. For Part 2 of the assignment, students choose to write an essay on game analysis, or player cultures.
The best examples of British urban regeneration are created by collaboration between the development industry, architects and local planners. Through site visits, presentations and critical interrogation, we learn how this is achieved. Students visit areas of major commercial development in Central London and receive presentations from leading property professionals, architects and planners.
The course covers key elements of master-planning, architectural design, real estate and project management, which combine to produce successful development projects in London, a world business city. The module leads to final group video presentations which allow students to demonstrate their ability to observe, analyse and communicate the key characteristics of an area of Central London. This is the opportunity to get under the skin of an allocated neighbourhood and produce sympathetic and sustainable strategies for its enhancement.
In this module you will progress your knowledge of different environmental data sources, including
sensors and sensor systems by linking the practical aspects of detecting and monitoring wildlife
populations from the 'Technology for Nature' with the advanced analytical skills required to interpret, understand, and infer patterns, processes, behaviour, and trends from collected data. You will build
upon the theoretical exploration of how, what, where, and when to monitor wildlife from Term 1 by
applying appropriate programming and statistical methods in R and Python using the open-source
Anaconda environment. This will be facilitated by a suite of lectures, in-depth hands-on tutorials, and
e-learning, within which you will learn how to critically evaluate training data, model outcomes and
predictions, and understand the importance of linking chosen approaches with key concepts in
ecological theory in order to design appropriate survey and monitoring systems. Key subject areas
will include:
Big data and biodiversity
AI for beginners
Unsupervised and supervised machine learning
Clustering analyses
Applied machine learning approaches to DNA analysis
Visual and acoustic data processing and analyses
Occupancy and abundance modelling
Data and ethics
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0674, 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 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.
Only for affiliate students in Term 1 only or Term 2 only.

This is a module for students who have little or no prior knowledge of Bulgarian and who wish to attain a level of competence which will allow them to communicate effectively in a number of straightforward situations. Students will also be introduced to the reading of simple texts, including works of literature, in Bulgarian. The module provides knowledge of basic Bulgarian grammar and vocabulary as well as an introduction to the culture of Bulgaria and Bulgarians, wherever they may live.
For affiliate students at UCL in Term 1 only.

  

 The modules Comprehension of Russian (Year 2A) (Russian-English Translation, Aural Comprehension) and Use of Russian (Year 2A) (Grammar, Working with Texts, Writing Skills, Oral) should normally be taken together but may be taken separately. The two modules build on a thorough base in Russian which you have achieved at your home university. Studying this module will lead towards an upper intermediate level of Russian.

 Aims: To develop students' command of Russian at an intermediate level and leading towards an upper intermediate level. To develop skills in reading, translating and listening To consolidate and further develop a knowledge of grammar and syntax, lexis, register and style, as well as language awareness and language learning skills To acquaint students with a wide range of authentic language materials, to develop skills of working with texts, and to enhance students' knowledge and understanding of Russian life and culture through the materials studied.
This is a core module for MS Aesthetics taught to students (practitioners) in both pathways, surgical and minimally invasive aesthetics. The module is designed to educate the students (practitioners) in applied anatomy for non-surgical face, neck, and body treatments relevant to aesthetic procedures. It will also train the students in recognising, avoiding, and managing complications. Furthermore, the students will learn pain management (pre- and post-procedure), scar management and in-depth understanding of physics, principles, and safety of surface-active devices.  
Tissue engineering has the potential to revolutionise the treatment of number of damaged and diseased tissues and organs, to improve upon current approaches to replacing tissue function (e.g. biomaterials and autografts) and to tackle medical needs that are beyond current medical practices (e.g. spinal cord repair, whole organ replacement). This module introduces students to the use of tissue engineering as a strategy to replace or restore a level of function to diseased or damaged tissues.

Students will consider the scientific challenges within the field of tissue engineering and how to improve the translation of these technologies so that they can benefit patients. Topic that students will learn about include how to direct cell behaviour (e.g. stem cell differentiation) through material design, how tissues regenerate, how to promote new blood vessel formation and current research in engineering a variety of different tissues (including bone, nerve and whole organ tissue engineering). A critical approach to the field is encouraged and supported through coursework assessments that enable students to evaluate the quality of research.
Dissertation Module for SSEES Finalists
This module explores Polish cinema, probably the best-known form of Polish art in the world. We focus on cinema since 1945 and iconic directors such as Wajda, Polański or Kieślowski. These directors created a complex and intriguing cinema that become a powerful tool in the struggle with the communist system but also used Poland’s turbulent history to explore universal issues and themes. The approach of the module is both thematic and theoretical combining analysis of various styles with themes that Polish cinema explored since the end of World War II thus allowing students to develop greater analytical skills and theoretical framework. The module investigates aesthetic and technical innovations of Polish cinema while exploring Socialist realism, the usage of propaganda in the film, Cinema of Moral Concern, the approaches to presenting or manipulating history, the role of documentary and animation as well as the changes forced by the adaptations to the post-communist reality and free market.
This course introduces students to the regulation and international governance of international trade. We discuss and assess treaty frameworks in the trade regime - such as the World Trade Organisation, Free Trade Agreements, and Investment Treaties - as well as other parts of the international trade policy toolbox. 

Co-requisite: PUBL0060 can only be taken by students also taking PUBL0004 ('International Political Economy').
Psychology- the study of human behaviour - relates to everything that we do in our daily lives and so is relevant in many other academic contexts. Although this module is designed as an introduction for students in the Biological Sciences, it also forms a general introduction to psychology for all students seeking an elective module in psychology and who feel that introductory psychology may enhance their learning in their primary field. In this module we aim to equip you with knowledge to understand introductory psychology. We will discuss a selection of key topics in psychology, with emphasis on biological aspects of psychology and on cognitive psychology.
Aims: The module aims to develop an understanding of how people interact with computing systems. HCI is an interdisciplinary field, and this module develops an understanding of the different approaches that have contributed to our understanding of how people interact with computing systems. This module builds on current research in HCI and aims to take an enquiry-based approach in which you are encouraged to consider the subject from a researcher's perspective.  Objectives: At the end of this module, students should: 1) Have knowledge and understanding of how people interact with computing systems, with a particular focus given to how cognitive, perceptual and motor aspects affect these interactions. 2) Be aware of the implications of psychological research for improving the design and evaluation of computer systems.3) Be able to apply different perspectives for understanding how people interact with computing systems.4) Be able to present well-founded arguments for how to approach HCI problems. Summary of module: Lecture topics may include: Introduction to HCI, Cognition and Evaluation, Fitts' Law, Human Error, Multitasking and Interruptions, Social Media and Cyber Psychology, Public Displays and Augmented Reality, Internet of Things.
Political scientists use quantitative data analysis to understand a wide range of topics, including the role of immigration in voters’ electoral behaviour, or the extent to which women are underrepresented in parliaments around the world. This module is designed to introduce you to and help you become familiar with quantitative data analysis methods. It provides you with insights into concepts such as causal inference and statistical uncertainty, and explores a range of basic quantitative research methods. The central aim is to show you how understanding quantitative data and methods can help us answer big questions about the political world. You will leave this module with a better understanding of how to be a savvy consumer of quantitative work, and with some introductory tools with which to undertake quantitative research on political questions. You will also acquire competency in performing statistical analyses using a popular statistical program (R).
This course explores the phenomenon of populism and its relationship to globalisation, particularly as it has played out in Europe and the Americas in the 21st century thus far. What is populism? Is populism mainly a response to globalisation? How does populism impact on democracy? To address these and related questions, we will talk about migration, economic insecurity, political dissatisfaction, liberal democracy and much more. In the course of doing so, we will zoom in on many recent developments, such as the United Kingdom’s decision to leave the European Union, left-wing populism in Latin America, and the rise of far-right political parties in Europe. At the end of the course, you will have a critical awareness of the phenomenon of populism and the role of globalisation, and an informed understanding of the causes and consequences of populism within contemporary European and American societies.
We will read current and classic papers in semantics on a variety of topics, to prepare for weekly presentations by participants and staff. The aim is to demonstrate to current research topics, issues and methods, to transition students towards participating in research in semantics. In addition to providing a critical introduction to the relevant literature, the module aims to develop research skills, and foster original research.
A selection from the following topics will be covered:

Linguistics as a branch of the cognitive sciences.
	The history of modern linguistics
	Key concepts in theoretical linguistics
	Different approaches to language acquisition
	Biological and ethological approaches to language
	Language vs. Communication
	Mental modularity
	Natural language and the language of thought
The main module aims are:

- To introduce Linguistics as part of cognitive science.

- To provide background on the philosophical and theoretical foundations of linguistics.

- To make links between the different sub-disciplines of linguistics.

The main module objectives are:

- That students appreciate the scientific methodology of theoretical linguistics.

- That students are aware of different philosophical and theoretical positions regarding the nature of human language.

- That students have some sense of the overall architecture of the human faculty of language and its place in the mind.

- That students learn about the history of theoretical linguistics.

- That students are able to both write about and make presentations about issues in theoretical linguistics.
Guided, critical reading and discussion of selected literature in phonology, aimed at honing theoretical and research skills and fostering original research.
The MA Philosophy Dissertation is a 12,000-word independent research project on a philosophical topic of your choosing, subject to the availability of a member of staff with appropriate expertise to supervise it. Tuition involves three one-hour sessions of one-on-one supervision by a member of staff. The research will be self-directed, though with the guidance of your supervisor.
Building on topics introduced in the RIP module in year 1, this module provides students with a defined opportunity to frame and articulate the thesis and planning of their substantive lab based research project within the contextual real world imperative of grant making applications, literature review, and consideration of the paradigms of contemporary experimental design and the frameworks which receive and adjudicate proposals.  Learning is primarily independent study under distance based online guidance from UCL/IoO supervisors, and the module encourages students to consider a range of insights and inputs acquired through the context of their placement activity, as well as independent reading and research.
This module explores negotiation, which is the science of securing agreements between two or more interdependent parties, and it is a part of our everyday lives. The primary goal of this course is to provide students with the fundamentals of effective negotiation and communication. The core concepts presented in the course will help them develop wiser decision-making strategies under pressure, a more systematic framework to prepare for and execute negotiations, and greater facility in approaches for creating and capturing value in negotiation.
Through a series of group simulations, exercises, feedback, and debrief sessions, this course will provide students with the fundamentals of effective negotiation and communication. Students will become equipped with a toolkit to address a range of contexts that call for negotiation skills. The experiential learning approach will guide towards a better awareness and understanding of negotiation strategies and tactics to apply to real-world negotiations.

Whether students encounter cooperative or distrustful counterparts, or are confronted with multiple stakeholders, the core concepts presented in the course will help them develop wiser decision-making strategies under pressure, a more systematic framework to prepare for and execute negotiations, and greater facility in approaches for creating and capturing value in negotiation.
Organisational behaviour is the study of how people think, feel and behave in organisations. This foundation course introduces students to the core theories, findings and debates in the field. We will focus on key questions such as: How do we hire the best people? How do we assess personality and what does it tell us about a person's future behaviour? Why are some people happy with their jobs and others are dissatisfied? Why do some leaders fail? Why is diversity so important for organisations? Throughout the course students will participate in lectures, group activities, negotiations and debates in the field.
Negotiation is the science of securing agreements between two or more interdependent parties, and it is a part of our everyday lives.

The primary goal of this course is to provide students with the fundamentals of effective negotiation and communication through a series of group simulations, exercises, feedback, and debriefing sessions. Students will become equipped with a toolkit to address a range of contexts that call for negotiation skills. The experiential learning approach will guide students toward a better awareness and understanding of negotiation strategies and tactics that they can apply to real-world negotiations.

The core concepts presented in the course will help them develop wiser decision-making strategies under pressure, a more systematic framework to prepare for and execute negotiations, and greater facility in approaches for creating and capturing value in negotiation.
This module will cover practically applicable theories of individual and group decision-making with a strong emphasis on experiential learning. Students will learn about the rational decision-making model and why it usually does not work. Then, they will engage in numerous experiential learning exercises that are designed to demonstrate the heuristics and biases that people rely on to help them make quick decisions. Students will experience first-hand that their decisions are often ill-informed and lead to failure. Next, they will learn how factors such as emotions, awareness, uncertainty, risks, creativity and ethics affect their decision-making as well as how to improve their decision-making. The last third of the module will focus on decision-making in groups. Group processes can lead to catastrophic decision making failures and learning how to avoid them will be key in this section of the module.
This course provides an introduction to biophysics of the human body. It forms part of the Physics with Medical Physics (BSc), Medical Physics (MSci) and Natural Sciences (BSc and MSci) undergraduate degrees. The aims of this course are three-fold: 1.To explore the biophysics of signalling and movement at the cellular level; 2.To introduce mathematical modelling in biophysics; 3.To appreciate how biophysical measurements can be acquired and used in clinical environments; At the cellular level, topics will include: diffusion, membrane potentials, ion channels, synapses, action potentials, contraction of muscle cells, and neural coding. Guest lectures from clinicians will cover electrocardiography (ECG), electromyography (EMG), and anaesthesia.
The Malnourishment and Obesity module will introduce you to the issues of over- and under-supply of nutrients and its effects on human health and disease. You will be introduced to dietary assessment methods and explore concepts of under- and over- nutrition from an integrative perspective. You will discuss topics such as dietary deficiencies, fluid and alcohol intake and their systemic effects on human health and you will be introduced to the basics of medical nutritional therapy. You will also be able to appreciate the basics of behavioural change principles underpinning nutritional intake.

After taking this module you are expected to be able to identify and review the literature and synthesise appropriate conclusions from the evidence-base on malnourishment and obesity. You will be able to formulate a suitable dietary intervention for a clinical population group and to demonstrate an understanding of a relevant clinical/public health nutrition problems using different communication methods.

As well as lectures and tutorials, you will have an opportunity to work on disease case studies and practice your oral and written presentation skills.

 
This module is all about Inflammation which is the body’s defence reaction in response to tissue damage or injury. Inflammation is normally protective against pathogen infection, controlled and self-limiting. However it can become dysregulated and part of the disease process.

In this module you will learn about:

the molecular and cellular mechanisms that result in inflammatory reactions in normal tissues
 the types of inflammation in health and disease
 the role of various immune responses in this process
 the key cell types involved in human inflammation and how they bring about the inflammatory response
 the cellular, molecular and biochemical mediators required during the inflammatory response in most of the human tissues throughout the body
 the various complex cellular and molecular mechanisms taking place during the inflammatory response after injury or pathogen insult
 human diseases in which there is an inflammatory component
Lecture topics:

Introduction to inflammation and inflammatory processes
 Acute vs Chronic Inflammation
 Cell types involved in inflammation
 Impact of T cells and B cells on inflammation
 Inflammatory mediators
 Inflammatory signalling
 Resolution of inflammation
 Inflammation and aging
 Normal inflammatory response in wound healing
 Inflammation and autoimmunity
 The inflammasome
 Introduction to inflammatory diseases
Students may choose Student Selected Components (SSCs) in years one, two and six and in the elective period in year six.

SSCs allow students to pursue special interests and develop a range of generic skills. In year 1 and year 2 up to 30 different SSCs are offered, including; Taught medical, Humanities, Social sciences, Language courses, and self-organised projects including volunteering activities.

Teaching and assessment varies between each SSC but generally each SSC involves considerable interaction, creative thinking, group working, and writing and presentation skills. You will be asked to submit preferences for individual SSCs at the beginning of term 1.
This the second of four modules taken in Year 2.

This module introduces you to the integrative functions of the central nervous system. It is essentially about how we walk and talk, how we feel and experience the world about us. Modern real time imaging techniques are leading to a greater understanding of how the brain functions when undergoing specific tasks involving attention, memory and movement, as well as providing powerful tools for clinical diagnosis of brain pathology.

We will look at how the brain receives, processes and relays sensory information; how signals are transmitted from cell to cell in the nervous tissue by chemical transmission and synapses. We will also study how brain chemistry can malfunction in diseases, such as Parkinson’s and Alzheimer’s disease, and we will look at the effects of drugs on the brain. We will also investigate the impact of brain disease and mental health problems on the life of individuals, their community and society.

The module aims to provide: 

an understanding of the structure and function of the central nervous system
 knowledge of the origin of common diseases of the nervous system
 an introduction to the principles behind and skills needed to test nervous system function in clinical practice
This module aims to introduce the main analytical techniques and concepts used in the application of stochastic differential equation models to physical, chemical and biological systems.
The aim of the course is to introduce students to the theory of probability and some of the statistical methods based upon it. Many physical processes involve random components which can only be modelled using probabilistic methods. Statistical theory is vital for analysing scientific data where it is necessary to distinguish genuine patterns from random fluctuations.
This course uses mathematics to discuss the global environment. Basic fluid dynamics and simple physics for the atmosphere and oceans are used to discuss some of the mechanisms involved in the dispersion of pollutants along coasts and the four-yearly (on average) El Nino oscillation in the equatorial Pacific, with its attendant Australia drought and blight of the Peruvian anchovy industry. Typical analysis involves the solution of linear partial differential equations for the velocity and density of the flows.
This is the dissertation module for the MA Educational Leadership.
This module encompasses substantive law and procedure; international courts as institutions; and conceptual and normative challenges arising in the development, present operation, and future of international criminal law.


‘International criminal law’ is a relatively new field of international law, and one that is surprisingly difficult to demarcate. Certain ‘international’ crimes spring readily to mind (such as genocide, crimes against humanity, war crimes and aggression), but there are many other offences which international treaties require states to criminalize in domestic law, including torture and various offences related to terrorism. Conduct that is an element of one or more ‘international’ crimes may sometimes also be prosecuted as a more quotidian domestic crime; and, subject to international law rules governing the exercise of national criminal jurisdiction, ‘international’ crimes may be prosecuted in domestic courts, as well as in the specially-established tribunals with which international criminal law is often associated (such as the International Military Tribunals at Nuremberg and Tokyo; the International Criminal Tribunals for Yugoslavia and Rwanda; the International Criminal Court; and ‘hybrid’ tribunals like those for Sierra Leone, Cambodia and Lebanon).
This module encompasses substantive law and procedure; international courts as institutions; and conceptual and normative challenges arising in the development, present operation, and future of international criminal law.


‘International criminal law’ is a relatively new field of international law, and one that is surprisingly difficult to demarcate. Certain ‘international’ crimes spring readily to mind (such as genocide, crimes against humanity, war crimes and aggression), but there are many other offences which international treaties require states to criminalize in domestic law, including torture and various offences related to terrorism. Conduct that is an element of one or more ‘international’ crimes may sometimes also be prosecuted as a more quotidian domestic crime; and, subject to international law rules governing the exercise of national criminal jurisdiction, ‘international’ crimes may be prosecuted in domestic courts, as well as in the specially-established tribunals with which international criminal law is often associated (such as the International Military Tribunals at Nuremberg and Tokyo; the International Criminal Tribunals for Yugoslavia and Rwanda; the International Criminal Court; and ‘hybrid’ tribunals like those for Sierra Leone, Cambodia and Lebanon).
This module will introduce the key concepts of global health and develop skills needed to study the subject. Global health will be considered in the context of humanitarianism and inequalities. We will ask what is global health? and what are the key global health issues? We will discuss what is One Health and how does studying health in a multidisciplinary and collaborative way across sectors, political boundaries and at different political levels provide an increased opportunity to promote positive change. 

This module will introduce the study of health systems, including governance, structure and financing. Students will learn to compare various national health systems, including from high income and low income countries in order to understand how these shape healthcare provision. It will include the study of different global health policy actors, the role of the World Health Organization (WHO) in shaping policy globally and for individual countries, and the role of other government and non-government organisations in health policy making. Other topics include global health trials and the different types of evidence used in global health. 

We will place health in the context of the sustainable development goals investigating the relationship between health and development. We shall further consider health responses to crises, investigating some recent examples of practice in disaster.  

Students will learn how to read academic and non-academic resources relating to global health and practice visualising and presenting systems and concepts for a multidisciplinary audience. 
This module aims to provide the student with a quantitative understanding of the science and engineering underlying catastrophe models. It will further discuss catastrophe modelling in the context of risk transfer in industry and future possibilities for building resilience. An industry-focussed module, this module is taught by a range of guest lecturers from within industry and UCL lecturers who have industrial experience working within the Catastrophe Modelling industry.

In this module, the following topics will be covered:

An introduction to catastrophe modelling and how they can be used for building resilience.
	Probabilities and statistics - the role of uncertainties, probability, and Monte Carlo simulation in Catastrophe models
	Hazard modelling including examples of earthquake, wind and flood
	Exposure Modelling and its challenges
	Fragility and Vulnerability Modelling with a focus on earthquake, wind and storm surge modelling
	Financial losses
	Application of catastrophe risk models for pre and/or post-event loss modelling and real-time scenarios
	Appraising and selecting current models
	The challenges and issues in application of catastrophe models in developing countries.
Students will be required to undertake quantitative calculations and analysis developing and using basic code as part of the assessment.
The module is designed to acquire the theoretical knowledge on diagnosis of fetal structural abnormalities identified on ultrasound. The student will learn how to identify fetal anomalies on scan through guided and supervised review of stored videos, volumes and images acquired in the fetal medicine unit. The student will attend seminars on dedicated fetal medicine topics involving literature review.

 
In this integrative capstone project you will have the opportunity to demonstrate your learning from across the MPH programme. This project will allow you to work independently to shape and engage in a topic that most excites you from the programme. This project can be a public health evaluation, policy review, literature review, or analysis of existing quantitative or qualitative data. This project provides you with the opportunity to identify personal areas of specialisation or interest to inform your longer-term professional development. You will start to think about your project at the start of the programme, planning it in further detail as you progress through, and then conducting it at the end when you have completed the taught portion of your degree.

Aims: 

The aims of this module are to give students the opportunity to:

integrate and expand on knowledge and skills from across the MPH programme
	develop in-depth knowledge on a defined area of public health interest
	identify important stakeholder groups that are most relevant to their chosen topic
	conduct an original public health project on their chosen topic
	engage with the public about their project plans
	produce evidence-based recommendations on their chosen topic
	critically reflect on their learning experience and how it will benefit their future practice
Architecture today is dominated by international design firms that produce spectacular buildings across the world. But how did architecture become global? This module asks how architectural knowledge and styles spread across continents during the past 150 years. We will confront how European colonialism exported architecture and urban planning to North Africa, the Middle East and India. How did the striking architecture of universal expositions transmit ideas about modernity? How did the so-called International Style of modernism spread through Europe, the United States, Japan, China and South America? Guided by the work of postcolonial theorists and historians, we will examine the reactions to an apparently global form of modern architecture in the twentieth century. Ultimately, we ask if there is any room for regional difference in globalised architectural production?
Corpus linguistics is a research field with a long pedigree. Early grammarians like Otto Jespersen (1909) saw empirical observation as crucial to his linguistic study, but his sources were limited to his personal library. In the 1950s and 60s the early Brown and Survey of English Usage corpora were compiled on paper, but computer databases have transformed the field. Corpora have developed in three directions: increasing scale (as much as multiple billions of words), specialism (e.g. dialects and rare languages) and linguistic enrichment (e.g. parsing, pragmatic annotation, semantic markup and other rich annotation).

This module focuses on English language corpus linguistics, centred around two UCL parsed corpora of speech and writing, ICE-GB and DCPSE. Students will be shown how to use these corpora to carry out empirical research into the grammar of modern British English. It addresses key methodological questions of research in corpus linguistics including empirical vs. theoretical approaches to linguistic data, the role of theory in data analysis, distinctions in levels of research processes, and practical consequences for research design. Investigating language change over time and psycholinguistic priming research are discussed in depth.

As befits a research-led module, the course is delivered by active academic researchers at the UCL Survey of English Usage, a research group based in the English Department and the first corpus linguistics research group in Europe.
The module will introduce you to the use of computerised databases (corpora) in linguistic research, focusing on English language research.  To familiarise you with the discipline, it will begin by showing you previous corpus-based studies of English, and will analyse and evaluate the various methodologies used.  

The module will cover the following topics: using text retrieval software, designing a corpus, annotating a corpus, using statistics in analysing and evaluating research outcomes, concordancing, collocation, experiment design, the relationship between corpus linguistics and linguistic theory.
Nanotechnology has applications across all fields of engineering, and every application has implications for society. Recognising that nanotechnology may raise distinctive ethical and social issues - now, and in the future - research councils and funding bodies increasingly insist on the integration of social and ethical studies into nanotechnology developments from their very beginning. Such studies can guide manufacturers and governments to make better decisions when deploying a new technology, help provide policymakers and the general public with a realistic picture free of unreasonable hopes or fears, and even inspire new thinking.
This module focuses on the practice and politics of NGO actors. It explores how different NGOs address issues of identity and diversity and the extent to which they are able to represent and be accountable to their constituency. The module also provides participants with an understanding of how NGOs conceptualise well-being, and reviews their ways of dealing with the complex identities and the diversity of beneficiaries. The module employs different theories to understand the nature of NGOs, and also uses concrete examples in order to analyse the implications of funding models, organisational structures, cultures and approaches on specific development interventions. 

The module engages with an emerging body of literature in critical development studies and anthropology of development which reflexively analyses the practices and politics of development organisations and their staff. In doing so, it covers different theoretical approaches to NGOs, and analytical models of social change. Specifically, using NGOs as an entry point, the module explores issues of collective action and social transformation in development, and analyses the role of NGOs within the political economy of civil society actors in the current architecture of development, with a focus on urban areas. 

 
Aim:

You will critically examine factors that inform and underpin planning for teaching and learning in psychology.

Outcomes:

You will:

- plan and teach a sequence of lessons at KS4 or KS5 in psychology;

- critically reflect on and evaluate your own practice as a psychology teacher;

- understand the process of practitioner enquiry as a means to continually develop and examine your own classroom practice.
Aims:

Program analysis is widely used in industry to ensure software quality and security on various stages of software development process. This module covers both theoretical and practical aspects of modern program analysis. First, the module introduces static program analysis techniques such as data flow analysis and abstract interpretation. Second, the module demonstrates dynamic analysis techniques such as taint analysis and race detection. Third, the module shows how these techniques are used in practice to ensure software quality and security. Finally, the module discusses the implementation of program analysis techniques.

Learning outcomes:

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

Rigorously reason about software properties.
	Choose appropriate program analysis techniques in different stages and contexts of software development.
	Apply modern program analysis tools to real-world software and correctly interpret their output.
	Implement custom program analysis tools.
Content:

Introduction to program analysis
	Pattern-based analysis
	Lattice theory
	Data-flow analysis
	Constant propagation
		Live variables
		Reaching definitions
	
	Abstract Interpretation
	Dynamic analysis
	Dynamic race detection
		Buffer overflow detection
		Dynamic taint analysis
		Application of dynamic analysis (fuzz testing, web security)
	
	Program analysis in practice
Requisites:

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

The Translation Technologies 2 module runs over 14 weeks during the Spring Term (Term 2) and the Summer Term (first four weeks of Term 3), due to the need for hands-on exercises and the time students need to digest information and learn how to use two different and complex technological tools efficiently in authentic scenarios. Mastering computer-assisted translation (CAT) tools happens at consecutive stages, each taking a number of seminars based on problem-solving exercises as well as tutorial sessions with guided activities overseen by the tutor. The module builds on students’ knowledge and skills acquired in the pre-requisite module Translation Technologies 1 (taught in Term 1). In Translation Technologies 2, students focus on mastering the industry-standard software package SDL Trados Studio, SDL GroupShare, as well as taking the official SDL Trados Studio Getting Started certification exam, as an additional benefit to students. Students will also be able to benefit from a complimentary student licence for SDL Trados Studio for the duration of their studies. The assessment for this module is a group project which simulates a real translation company workflow.

Pre-requisite: Translation Technologies 1

Numbers on this module are limited to 40 students. Auditing this module is not possible.
Module description

This module provides an introduction to computer-assisted translation (CAT) tools through weekly practical seminars. Students are taught about the difference between MT (machine translation) and TM (translation memory), as well as fundamental concepts of Translation Memory tools in order to gain an understanding of how these tools work. The two tools which will be taught are Wordfast Anywhere (WFA) and memoQ. Students will be taught on how to create projects in both these tools and how to complete the steps required to build translation resources (e.g. translation memories and termbases), analyse and price translations, translate a number of texts, as well as how to export for example translation memories. NOTE: memoQ is Windows-only. Students can obtain a one year student licence via this module, however, they would need to have their own Windows PC/laptop.

This module is a pre-requisite for CMII0102 - Translation Technologies 2 taught in Terms 2 and 3. Auditing this module is not possible.
This module will introduce you to the work of the health analyst, data visualisation and operational research as applied to assess healthcare organisations and enable improvements. You will learn about a variety of mathematical techniques used to improve the efficiency, productivity and quality of healthcare processes and systems. You will be introduced to visualisation and mathematical techniques for analysing and evaluating the performance of organisations, including predicting demand, planning capacity and monitoring patient flow. You will learn how measures of demand and capacity can be used to optimise service, e.g. by minimising waiting times. You will also study how analyses of the flows in a system can be used to identify inefficiencies. During the module you will undertake a number of different activities including mapping processes and modelling flow through an A&E department and suggesting process improvements to increase efficiency.

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

Understand how data is collected and created to support clinical, research, direct care and commissioning decisions.
	Use measures of variance to identify outliers.
	Use data to predict demand, plan capacity and monitor flow.
The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session.

Reynolds M, Vasilakis C, McLeod M, et al. Using discrete event simulation to design a more efficient hospital pharmacy for outpatients. Health Care Manag Sci. 2011;14(3):223–236.

G Royston (2009) One hundred years of Operational Research in Health—UK 1948–2048, Journal of the Operational Research Society, 60:sup1, S169-S179.

Young T, Brailsford S, Connell C, Davies R, Harper P, Klein JH. Using industrial processes to improve patient care. BMJ. 2004; 328(7432):162-4.
Summary 



This module will provide a comprehensive overview of the distinct health needs of adolescents, as well as the wider determinants of health of this age group. The curriculum will be based on the RCPCH e-learning programme in Adolescent Health, which covers the following 13 topics: Health and Illness in Adolescence; Healthy Development; Legal Framework; Communication and; Consultation with Young People; Health Promotion and Advocacy; Chronic Conditions and Transition; Concordance/Adherence; Youth Friendly Services; Sexual and Reproductive Health; Self-Harm and Common Mental Problems; Substance Use and Misuse; Overweight and Underweight; and Common Medical Conditions. The aim of the module is to provide you with an overview of the importance of adolescent health and key issues in this field. 



Learning Objectives and Outcomes 



After taking this module, you will be able to: 

Improve confidence and skills in engaging with young people and parents
 Consolidate and extend clinical skills identifying and managing common health problems
 Be equipped with skills to assess the most pressing needs of young people and work with others to improve the quality of service provided for young people
Who is this module for? 



This is an optional module for all MSc Paediatrics and Child Health pathways. 



Teaching and Learning Methods 



The module will be delivered through lectures, interactive discussions and groups work.



Assessment 



This module will be assessed by a 3000 word essay (80%) and a group presentation (20%).  



Selected Reading List



Patton, G.C., Sawyer, S.M., Santelli, J.S., Ross, D.A., Afifi, R., Allen, N.B., Arora, M., Azzopardi, P., Baldwin, W., Bonell, C. and Kakuma, R., 2016. Our future: a Lancet commission on adolescent health and wellbeing. The Lancet, 387(10036), pp.2423-2478.



Adolescent Health Programme - e-Learning for Healthcare - https://www.e-lfh.org.uk/programmes/adolescent-health.
All biological interactions, whether they take place at a molecular, organism or ecosystem scale, are part of complex dynamical systems. Understanding the behaviour of these systems lies at the heart of many key challenges in biological research. In this module you will have the opportunity to develop and investigate mathematical models of biological systems, and will learn techniques to construct, implement and analyze interaction networks using the Python programming language.

Topics studied will include models of ecosystems, disease dynamics and gene regulation.

Upon successful completion of this module, students will:

Be able to understand Python code and write their own computer programs.
	Understand the uses of modelling in biology with reference to examples drawn across the spectrum of bioscience research.
	Understand how biological models can be constructed using the principles of mass action and enzymatic kinetics.
	Be able to use Python libraries to run simulation of biological models.
	Have developed skills to investigate models including use of steady state analysis, parameter scans and phase space analysis.
	Understand techniques for developing and working with spatial models.
	Understand how stochastic models can be used to model systems in which random processes play an important role, and how to interpret and analyze the results obtained.
The module is aimed at students with a Biosciences background. Little or no programming experience is required, although A -level Maths or equivalent is desirable.
In this project-based module you will engage in the analysis of and planning for urban change and you will learn how to translate social, economic and environmental goals into the form of a strategic spatial plan.
You will apply critical thinking to the understanding of:
how cities change;
how areas within cities grow, decline or change their role in the wider urban structure;
who and which activities benefit or suffer from these changes;
how planning can be used to drive urban change towards socially agreed goals.
You will develop practical knowledge of:
how urban plans can contribute to urban spatial, social and economic change;
how planning goals may be translated in the form of strategic spatial plans;
urban analysis to describe and explain urban structure and local urban change as a dynamic processes at the micro and macro scales;
how to interpret and respond to a project brief;
to justify, defend and communicate complex urban problems and planning proposals.
 
This module introduces the concepts, theories and practices of large-scale urban projects against the background of changing local contexts, priorities and challenges, urban governance and land development processes in the world. The module focuses on large (to mega) urban projects and developments in the major metropolitan regions in the world, including developing economies as well as European and North American cities. It challenges students to analyse the relationship between planning systems, stakeholders partnerships and market conditions, and seeks to develop frameworks for understanding the genesis, catalysts, outcomes and barriers of urban developments. The module also explores the implications of ‘planning by projects’ in a comparative perspective, and questions the implications of economic and political downturns and the sustainability of such projects. An important part of this module is a self-directed comparative research project.
This module will introduce students to the process of developing dynamic building thermal simulation models and associated simulation techniques. Students will be exposed to the principles of software validation, modelling forensics, parametric simulation, sensitivity and uncertainty analysis. Students will critically review the modelling process and the impact of assumptions and uncertainties on the quality of the model predictions. In addition, the module will introduce students to the Energy Management Systems (EMS) framework of EnergyPlus and its role in building modelling.
Module summary: 

This module introduces the concept of inclusive/universal design within the context of health and wellbeing in buildings and at the neighbourhood scale. It explores the perspectives of various people-related factors (e.g. age, health/wellbeing conditions, socioeconomic status and social exclusion, etc.), and within relevant building types and functions. Recent developments and debates on universal and inclusive design are explored. Guidelines and regulation, alongside design and operational principles, are addressed. 

Module aim and learning outcomes:

Upon successful completion of the module, the student should be able to:

Describe the relevance of unconscious bias and discrimination when designing environments for health and wellbeing
	Identify and interpret legislation and standards for accessibility and inclusive design, and their interpretation and application in practice
	Develop an understanding of a wide spectrum of user needs, including age, faith and a spectrum of impairments, including physical, sensory and cognitive conditions
	Determine the impact of inaccessible design and poor environmental design criteria
	Evaluate the social, cultural and economic advantages of inclusive design
	Convey clear and logical strategies for an inclusive design approach
Cell and gene therapy have emerged as two of the most significant therapeutic modalities of the 21st century. Both independently and in combination (genetically modified cells), these technologies are starting to produce transformative therapies for patients across a broad range of medical fields including cancer immunotherapy and regenerative medicine. The need for scalable cost-effective manufacturing is a key requirement for the field. The content will include: Stem cells - Sourcing, characterisation and banking Stem cell expansion and differentiation The need for tightly controlled processes Characterisation with respect to stem cell bioprocessing Automation of stem cell bioprocessing Contract manufacture and stem cells Cell Therapies * Embryonic cells * Fetal and adult stem cells * Adult cells Tissue engineering Regulatory and economic challenges Ethics with respect to stem cell bioprocessing and commercialisation Case Studies: Stem cell-based therapies - scale up (allogeneic) and scale out (autologous). In particular the challenge of going from the lab-based discovery techniques into mass production to meet the demands of routine clinical practice

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

Develop an understanding and working knowledge of manual cell handling, including those that are typically used at research scale and manufacturing scale.
	Develop an understanding and working knowledge of typical technology platforms and unit operations used in cell and gene therapy manufacturing pathways.
	Develop an understanding of how advanced therapies can be characterised and manufactured, including the use of automation technologies and bioanalytics.
The module aims to provide understanding of the steps required to advance a preliminary bioprocess design study. It sequentially provides support to address project planning, facility layout, hazard and operability studies and process economics scenarios for a biological medicine. This module focuses on how to take a process from a paper design to fully-operational facility by placing the bioprocess design within a commercial context. Input from experts in the supply and regulatory industry ensures that the design fits with current industrial design standards.

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

Assess the economic and process feasibility of bioprocess designs
	Design a facility layout for a target biological product
	Evaluate different process designs for safety and environmental impact
	Identify the combination of disciplines necessary for the successful completion of a project
	Determine the most likely project schedule and assess its sensitivity to external and internal factors
This module will allow students to explore the history of revolution in twentieth-century Latin America. It will cover both the major social revolutions in Mexico (1910), Bolivia (1952) and Cuba (1959), failed or reversed revolutions, and revolutionary insurgencies in the period following the Cuban revolution. Broadly chronological in its structure, the module will also examine a series of themes that link the different revolutionary processes, such as class, gender and race; violence; charismatic leadership; state and nation building; and counterinsurgency. Though focused on Latin America, the module will draw comparisons with other revolutionary experiences beyond the region and frame the study of Latin American revolutions in broader historiographies, including the international history of the Left; the history of United States-Latin American relations; and the history of the global Cold War.
This advanced undergraduate seminar will give students a solid foundation in the classics of political thought in the United States from the Pre-Revolutionary period to the present. The readings will expose students to a range of recurring themes in American political thinking, and explore how liberalism, race, religion, and capitalism each relate to, and have shaped, democracy in a distinctive way in the United States. It will also expose students to a range of voices: the syllabus places the arguments of African American and Native American thinkers in dialogue with traditionally ‘canonical’ texts. (This module can be linked to the dissertation for students writing a compulsory final year undergraduate dissertation, and will include a set of dissertation writing workshops.)
Cancer affects one in four of the population and pain is a common symptom. In this module you will look at a translational approach to the assessment and management of pain; from the underlying causative mechanisms, to the patient experience. You will examine the multidimensional and multidisciplinary aspects of the complex interplay of factors involved in the experience of ‘total pain’. You will explore a practical and empirical framework for the management of pain, with emphasis on pain in the growing population of cancer survivors. This insight is instrumental in how to help patients with cancer and in pain by an integrative and individualised framework.
This module aims to equip students with the knowledge and skills to work within a sports medical team and event environment. You will learn about how to plan and prepare the medical team for sporting events, the management of common medical conditions in athletes, and anti-doping, as well as medicolegal and ethical issues in sports medicine.
The Year 3 Russian Language module is a final-year module designed for students who have completed two years of studying Russian at degree level and who intend to forgo the Year Abroad due to exceptional external circumstances. The module will build on the courses undertaken by the students in the second year of their undergraduate degree and will support them in attaining Russian-language skills commensurate with degree level. The focus of this module is on developing production skills in Russian - speaking and writing - with a strong structural element enhancing grammatical awareness.
This module is for students who have little or no prior knowledge of the target language and who wish to attain a level of competence which will allow them to communicate effectively in a many ordinary situations. Students will also be introduced to the reading of simple texts drawn from a variety of sources. The module provides a solid foundation knowledge of grammar and a broad general vocabulary as well as an introduction to aspects of the culture of the region of the target language.
The course has several aims, including to provide forensic science students with a clear understanding of:

· The English legal system, with a specific objective of ensuring a clear understanding of where expert evidence may arise in cases;

· Which courts are involved in the assessment of expert evidence and what the role of judges and juries are in these cases;

· The legal responsibilities of expert witnesses, the limits of their role in legal cases and their legal liabilities are when giving expert evidence;

· What the implications (for individuals and for justice) can be when expert evidence goes wrong;

· Empirical evidence on judges' and juries’ abilities to assess expert evidence;

· Current legal debates on the use of forensic evidence in court.
The course will provide a detailed overview of the philosopher T W Adorno’s views on art, politics and the relationship between the two. We will study certain key primary texts as well as some of the important secondary literature. The main texts for the course will be Adorno’s Minima Moralia and Adorno and Horkheimer’s The Dialectic of Enlightenment. In addition to these primary texts, Brian O’Connor’s Adorno (Routledge) provides a good introduction to Adorno’s thought.

Philosophy Area C
This module aims to introduce the student to the main ideas, concepts and techniques of contemporary propositional logic, including syntax, semantics and natural deduction. For most of the course, we will work with Halbach's Logic Manual (2010, OUP).

Philosophy Area A
This module aims to introduce the student to the main ideas, concepts and techniques of contemporary first-order logic, including syntax, semantics and natural deduction. Extensions of first-order logic with identity and function symbols are also considered, focusing on definite descriptions and non-denoting terms. Most of the course is based on Halbach's The Logic Manual (2010, OUP). Other mandatory readings are Russell (1905) "On Denoting" and Quine (1948) "On what there is". NB PHIL0005 Introduction to Logic 1 is a pre-requisite for this module.

Philosophy Area A
Outline:

The aim of the course is to provide students with an understanding of atomic transitions, precision measurements, atoms in strong laser fields, single photon effects and cavity quantum electrodynamics and ultracold atoms.

Aims:

This course aims to provide a modern perspective on the interactions of atoms and photons with detailed discussion of high intensity field effects, such as multiphoton processes and extending to low field effects; cooling and trapping.

Teaching and Learning Methodology:

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

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

Indicative Topics:

Atomic transitions
	Precision measurement
	Atoms in strong laser fields
	Single photon effects and cavity quantum electrodynamics
	Ultracold atoms
Outline and Aims: 

The students will be given background in Physical theories developed specifically for understanding Biological Systems. As these systems function out of equilibrium, very different and novel physical properties emerge that are not covered by classical physics.

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.

Indicative Topics:

Computational modelling of biological processes. Computer simulations act as a bridge between molecular scales and the macroscopic world, and can serve as a mediator between analytical theory and experiment. These lectures will focus on advanced computational techniques developed to treat a large ensemble of explicit biological objects, such as macromolecules or cells. Emphasis will be placed on understanding how their complex interactions and stochastic nature lead to emergent collective behaviour. Taking inter-cellular trafficking, and protein aggregation in cells, as our case studies, we will discuss obtaining quantitative physical measurements in computer simulations that can be directly compared with experiments, and associated challenges.
	Physics of biological flows. This section of the course covers the physical theories that describes deformation of living matter at the scale of cells and tissues. We will start by introducing the hydrodynamics of simple fluids and the physics of biological swimmers. We will then present hydrodynamic theories of active complex fluids, which describe large scale flows of matter driven out of equilibrium by chemical energy, such as ATP consumption by myosins in the cytoskeleton. We will discuss physical models of morphogenesis of tissues at the end of the course.
Movement is a very large and important part of what we do. From speaking to running, from fixating an object in the visual field to reaching out and grasping it, movement is the major measurable behavioural output of the nervous system. In this module, we will examine the motor system in its entirety, from the muscles and motoneurons that form the final common pathway for movement, to the spinal cord and brain systems that contribute to our ability to decide when a movement should be made and what form it should take.

The module takes a systems-level approach. The anatomy and physiology of muscles and motoneurons, spinal integration and supraspinal control from the cerebral cortex, cerebellum and basal ganglia will be introduced. The engagement of these systems in locomotion, in the control of posture and balance, in the control of eye movements and in the voluntary control of limb movements will be considered in detail. Mechanisms of motor learning in reflex calibration and in development of motor skills will be discussed, and the module concludes with discussion of cognitive aspects of motor control and the mechanisms that provide the transition from thought to action.

Each lecture has recommended reading including reviews and original papers. There will also workshop-feedback sessions. For each of these sessions, there will be two or three target papers to read beforehand and you will be expected critically evaluate them in the session.

Indicative lecture topics

Principles of Motor Control; Muscles, Motoneurons & Proprioception
	Integration in the Spinal Cord
	Cerebral Cortex
	Cerebellum
	Basal Ganglia
	Eye Movements
	Posture and Locomotion
	Motor Learning
	Movement & Cognition
This module, core to the MA Publishing programme, will offer students the opportunity to develop their knowledge and understanding of the questions, theories and controversies, which have informed critical issues and theoretical debates on authorship and reading. Furthermore, the module will enable detailed consideration of what 'authorship’ and 'reading' is, as an artistic and cultural practice, in given contexts.

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

1.            Support and champion authors and readers within your future role in the publishing industry

2.            Understand the context of the contemporary publishing environment for authors and readers across sectors

3.            Demonstrate an informed understanding of intellectual property, copyright and rights management

4.            Identify and use relevant data sources to track patterns in authorship and book reception
This module offers an intensive exploration of some central, on-going debates in philosophy of science. Topics include: scientific realism and antirealism; the nature of scientific explanation; and the status of laws of nature. Students also will consider applications to specific topics in current science. No pre-requisite philosophy of science knowledge required. However, students who have not completed HPSC0004 previously must secure the tutor's permission.
This is an introductory module in the philosophy of science. The module is divided into two parts: (1) the epistemology of science and (2) the metaphysics of science. The first part of the module will focus on several central problems regarding the nature of scientific knowledge: how do scientists know if current scientific theories are true? Is science progressive? How do scientists test their theories and how are theories confirmed? Can science and pseudoscience be distinguished? Students also will examine some of the major positions about scientific knowledge in twentieth-century philosophy Inductivism (Bacon), Logical Empiricism (Ayer and Quine), Falsificationism (Popper), Incommensurability (Kuhn) and Relativism (Feyerabend). This module is designed as a foundation for other philosophy of science modules in the future. No prerequisites.
For the last 16 years, every region of the world has become less democratic and more authoritarian. In the rest of the world, more countries are turning away from the Western model of liberal democracy and tilting toward Chinese state-controlled capitalism. In the West, confidence in democracy is plummeting. Authoritarian-style populists have won elections in Poland, Hungary, the Philippines, Turkey, the United States, Brazil, Venezuela and Russia. Only about a third of people born in the 1980s in most Western countries now say that it is 'essential' to live in a democracy, compared to nearly 8 in 10 who were born in the 1930s and 1940s. Why is democratic decay occurring in a variety of different regions simultaneously? Is democracy now outdated? And can it be saved with reform, or is more radical change required? This course will explore the global crisis of democracy and the resurgence of authoritarian populism.
This course looks at how speakers of English use language directly and indirectly to achieve communicative goals, and introduces you to the main theories of pragmatics, different approaches to Politeness and Impoliteness Theory, as well as topics ranging from forensic linguistics to world Englishes.

You will develop the skills to apply corpus analysis tools to investigate and describe pragmatic and discourse phenomena, and to relate what is studied to real-world examples of language in use.
To give students a good grounding in a range of RF devices including the fundamentals of device physics, RF circuits, system architectures and noise measurement techniques. The knowledge of impedance matching, stability and noise figure for amplifier circuit design learnt by the students will be consolidated with a full-day computer simulation exercise where students will perform RF amplifier design tasks using the industry standard software package Keysight ADS.
This module focuses on sociolinguistics – the study of language in society. Language is not only a system, with structures, patterns and ‘rules’, it is also a tool for communication. It is through language that we define ourselves and others, signal our identities and membership of particular communities. The language we use can reveal much about where we were born and live, our age, gender, ethnic identity, level of education and socio-economic status. Sociolinguistics provides a ‘toolkit’ with which we can understand the complex relationship between language and society: in the module we will explore both the theoretical and the practical aspects of language use. We will examine examples and case studies of language in a social context, drawing on a sociolinguistic approaches, categories and terminology.
Aims: The aim of this module is to study the determinants of economic growth, as well as explanations for the current wide disparity of income levels across countries.

Suitable for: Final year Economics (L100 / L101 / L102) students. Also available to final year Econ/Geog (LL17) & Phil/Econ (VL51) students.

Prerequisites: students must have taken ECON0013 and ECON0016 (or equivalents).

Assumed knowledge: Students coming into the course should understand the core concepts and methods of microeconomics and macroeconomics at the level of ECON0013 and ECON0016 (or equivalents).
‘Sex, Genes and Evolution’ will introduce students to an advanced understanding of current scientific research in evolutionary genetics, concentrating on (a) the evolution of sex and its consequences, (b) evolutionary conflicts between individuals and genes within individuals and (c) the origins of eukaryotic complexity.

The module is designed to attract students from a diverse range of backgrounds. Through lectures and small group tutorials, you will be given the opportunity to learn about the major topics of debate in evolutionary genetics such as:

the basic forces giving rise to social behaviour
	how cooperative behaviour arises between genes within an organism
	the evolutionary impact of selfish genetic elements
	the principles behind the origin of sexes
	the origin of major eukaryotic adaptations
	variation in sex determination
	the role of lateral gene transfer in bacteria and the transition to meiotic sex
	meiotic drive and transposable element evolution
	the origin and evolution of sex chromosomes
Learning Objectives

You will discover how theoretical and experimental investigation have contributed to understanding
	Learn how to read and critically understand primary research papers
	Learn how to write short essays using primary research papers.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The two components, comprehension and production, 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 is for affiliate students only

This module deals with Russian foreign policy from 1917 to the present day. The aim of the course is to offer the student a basic grounding in the aims and results of Russian foreign policy, in the context of changes within Russia and in international politics. Particular attention will be given to the role of Gorbachev’s ‘new thinking’, and to the foreign policy of the Russian Federation as it has developed under El’tsin, Putin, Medvedev and Putin again. The module also aims to develop the student’s skills in assimilating a substantial literature, to be demonstrated through essays and seminars. There are no prerequisites, but it is anticipated that students will have some background in twentieth-and twenty-first-century Russian or European government or history.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0490, 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.
Most students who choose this course are interested in the Nazi period, and in particular in the Holocaust: how did such a terrible event happen? Of course, we will look at the reasons for the destruction of democracy and the appeal of Nazism. We will also examine how a dictatorial regime could hold Germany, and later most of Europe, in check. However, Germany in the 20th century was far more than the Nazi Dictatorship. What is more, German History has more to offer than just these regrettable episodes of recent history.

This course will to a large extent deal with Germany during the so-called long nineteenth century. In fact, this is a course about a couple of different German societies and political systems: the German Confederation, German Empire, Weimar democracy, Nazi regime, immediate Post-War Period, East and West Germany from 1949 onwards, and the unified German state after 1990.

To cover these eras, the course is split in two. The first term covers the period from the Congress of Vienna (1815) until the ‘Great War’ (1914-18); the second term focuses on the period from the aftermath of war until the reunification of Germany (1990). We will discuss questions such as: why were there so many ruptures and changes in Modern German history? Can we identify long-term developments, for instance, from Bismarck to Hitler? Was there a special path of modernisation in Germany? How did the First World War impact on Germany? Why did the Weimar Republic fail? What made a stable democracy in West Germany possible, immediately after the demise of the Nazi regime? And why, on the other hand, did the socialist East German state survive for 40 years?
• This module links the basic science and physiology of muscle and the neuromuscular system, with exercise training and its effects on muscle strength and power.

• Physical properties of strength, power, and force production and their place injury rehabilitation and prevention are studied in depth.

• Muscle training concepts and methods are studied and implemented, including strength and condition for injury prevention, injury management and sports performance
This module gives students the opportunity to undertake an individual design, process evaluation or research project (including systematic review and meta-analysis). The work involves: identifying reliable sources and critically appraising them to acquire an understanding of the context and requirements (if design project); the development of a research question, design specifications and protocol as appropriate; the collection of data and their analysis, evaluation (including hypothesis testing if applicable) and conclusion; and reporting. Overall, your work contributes to advancing the state of the knowledge, developing new interventions, or evaluating rehabilitative or assistive technologies.
Throughout the project you will be supported by an academic supervisor. You will be assessed on your day to day work (assessed by your supervisor), and on a written report presenting your work (assessed by two independent assessors).

Intended Learning Outcomes
On completion of this module, the successful student will be able to:

Critically identify and evaluate work published by others associated with their field
	Identify gaps in the knowledge, conduct requirements analysis and formulate appropriate (realistic, timely, relevant) project aims
	Develop a method to achieve the aim with set resources (time, budget, equipment,...).
	Critically test and evaluate their own work, including interpretation of statistics if applicable
	Propose future areas of development
	Present their work in written and in oral form to a critical audience
	Manage their time and resources, including optimising their interactions with their supervisors
Note: the project aim can be answering a research question, developing a product, educating, raising awareness etc. The method may be a feasibility study plan, an experiment, a literature review, a product development, the creation of didactic material..
This module focuses on the challenges of managing complex technology or engineering projects with large teams, long timescales and multifaceted, evolving requirements.  It aims to teach students how to identify risks and manage them through progress monitoring and the effective use of contracts.  It introduces key project roles for complex projects, and the challenges of managing scope and conflict.
This module provides a broad introduction to the ways in which social identities have been studied in the social sciences. It will present key debates and the disagreements and areas of overlap between different theories. It offers students an opportunity to explore cutting edge research on social identities and the fact that everybody has multiple identities but tends to think of themselves in singular ways. It will explore the relevance of different theories for understanding the place of identity in social life by applying theories to everyday situations.
This module introduces students to social policy in terms of contemporary social problems and the drivers of social change. It emphasises human rights, social justice and the development of human potential taking into consideration a range of domains such as education, health, welfare, climate change, and international development. You will consider how academic disciplines across the social sciences contribute to the development, implementation and evaluation of social policy. You will also consider the role of governments, international bodies and NGOs in the policy-making process in countries around the world. You will debate the role of theory, values, empirical evidence and participative democracy in addressing social problems. In doing so you will develop transferable skills in developing arguments, critiquing text, and written and oral communication.
Major changes have affected Russian cinema since the collapse of the Soviet Union, in such areas as production, distribution, ideology and taste. This module examines the development of post-Soviet cinema, exploring 16 key films made between 1991 and the present. Considering the films in the dual framework of their social and cinematic contexts, the module explores such issues as: the lives of the new rich and of young people in post-Soviet society; the changed roles of men and women; the effect of social and ideological change on conditions in the Russian countryside; and the legacy of post-Soviet conflicts. It also examines post-Soviet treatments of Soviet history, in particular the representation of the perennial subjects of the Stalinist 1930s, the Second World War and the end of the Soviet project. In its exploration of cinematic developments this module considers, among other topics, the flourishing of the ‘Real Russian Cinema’ (nastoiashchoe russkoe kino) during the early 2000s; the development of post-Soviet auteur cinema; the phenomenon of the so-called ‘New Quiet Ones’ (novye tikhie); the emerging impulse towards increasing social engagement; young actors and new stars; and the arrival of new male and female filmmakers, their exploration of genre, form and content and their search to find new formulae for both arthouse and popular cinema. Among the directors whose films will be considered on this module are Aleksei Balabanov, Pavel Chukhrai, Boris Khlebnikov, Bakhtier Khudoinazarov, Sergei Livnev, Sergei Loban, Petr Lutsik, Angelina Nikonova, Aleksei Popogrebskii, Aleksandr Rogozhkin, Vasilii Sigarev, Avdot´ia Smirnova, Aleksandr Sokurov, Valerii Todorovskii, Ivan Vyrypaev and Andrei Zviagintsev.
The module aims to develop a range of productive and comprehension language skills in spoken and written Czech at intermediate level; these skills will relate both to the students' studies and to practical situations in the Czech Republic. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Czech.
This module provides students with an understanding of the processes and actors operating throughout the course of a criminal investigation from the crime scene itself, to the collection and analysis of evidence, its interpretation and eventual presentation in a courtroom. The various stages of the investigation and detection processes will be examined which will include an introduction to crime scene management methods; the influence of various criminological theories about offender behaviour how they relate to criminal investigations; knowledge concerning the production of intelligence and evidence by forensic science; an understanding of the influence of the law and the courts. This module offers lectures from various experts and professionals with specialisms in particular aspects of the investigation and detection of crime. Our visiting lecturers bring casework experience to complement the theoretical underpinnings of the module themes.
This course addresses options in the design of governing institutions for societies that are divided along lines of ethnicity, religion, language, or culture. It will cover both states with historic minorities and states that have experienced waves of immigration. The course will address issues of citizenship and membership in a community, as well as notions of group versus individual rights. It will also cover options for various democratic designs, including institutional systems and electoral structures intended to minimize conflict between identity groups. Case studies are introduced as examples throughout the course. The course emphasizes ongoing governance questions in diverse polities in order to understand how to better increase stability in highly divided societies.
By the end of this module, students will be able to critically evaluate institutional successes and failures in divided societies throughout the globe. They will be able to produce informed answers to the question of how some governance structures can preserve stability in divided societies, and how other governance structures can worsen political relations between identity groups. With this background, students will be able to assess both academic and policy arguments regarding governing arrangements for divided societies. Finally, students will develop skills of critical reading, thinking, and writing though a combination of readings, lectures, practical exercises, and writing assignments.
Four assignments, which illustrate your ability to apply psychological principles to professional practice in educational psychology. Course objectives 2 and 3 will be assessed through the examination of these assignments. All of your assignments must relate to one of the following three aspects of psychology that have been found to have a distinct significance in professional practice, i.e. the topic of each assignment must fit under one of the following headings. In addition, you need to ensure that across the four assignments, you have covered each topic at least once:

Psychological assessment and/or intervention
	The profession of educational psychology and its context
	Personal effectiveness in a professional context
This module is only for students registered on the Doctorate in Educational Psychology (DDYPSYSEDU01)
This is a placeholder module to allow accreditation of the modules studied at the host university by BA Linguistics International Programme students while on their year abroad. This module carries no credits and will not count towards the final degree result. Students will be supported in designing an appropriate programme of study while abroad by the UCL Study Abroad team and the Study Abroad Tutor at UCL, and their counterpart at the partner university.
This is a placeholder module to allow accreditation of the modules studied at the host university by BA Linguistics International Programme students while on their year abroad. This module carries no credits and will not count towards the final degree result. Students will be supported in designing an appropriate programme of study while abroad by the UCL Study Abroad team and the Study Abroad Tutor at UCL, and their counterpart at the partner university.
The dissertation requires students to carry out independent research under supervision. The topic can be in any area of Linguistics, but should allow the student to draw on material that was covered in the modules taken, so that the research can achieve sufficient depth and the student can show evidence of their growing mastery of the subject area.
The module is designed to extend and deepen knowledge of research design and methodology, to equip students with the basic skills to design and implement an empirical research study in the field of psychology, to develop competence in the current academic conventions for the presentation of psychological research and prepare participants for progression to higher research degrees, employment as researchers, or professional training by developing knowledge and understanding of the research process. BSc Psychology with Education students have to complete this module and pass it in order to get Graduate Basis of Registration from the British Psychological Society.
Outline and Aims:

The aim of the course is to provide an advanced level exposition of modern theoretical and observational cosmology, building upon the foundations provided by the third year Physical Cosmology course. The emphasis will be on developing physical understanding rather than on mathematical principles.

Over the past two decades, cosmology has made dramatic advances. A flood of data has transformed our understanding of the basic parameters of the universe -- the expansion rate, the densities of various types of energy and the nature of the primordial density variations. The basic Big Bang picture, underpinned by General Relativity, continues to hold good, explaining the expansion of the universe, the cosmic microwave background radiation, the synthesis of light chemical elements and the formation of stars, galaxies and large-scale structures. However, there are important gaps in our understanding including the nature of the dark matter, the cause of the observed late-time acceleration of the universe and the classic puzzles of the initial singularity and what caused the Big Bang.

This course will develop the standard Big Bang cosmology and review its major successes and some of the challenges now faced at the cutting-edge of the field.

After the completion of this course, students will have an appreciation of the basic theoretical foundations of physical cosmology, as well as an advanced understanding of the physics of several observational results critical to our current picture of the Universe.

Teaching and Learning Methodology:

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

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
The goal of the neuroscience of language is to understand the mechanisms engaged during language processing and their neurological underpinnings. In this module we will discuss different theoretical positions on language implementation in the brain across different levels of representation [e.g., morphology (words), syntax (sentences), and concepts]. These neurological/processing theories will make use of distinctions that arise from linguistic theory.
Through this module you will develop understanding of some key neurolinguistic theories, their strengths, weaknesses, and be able to generate predictions based on them; and will become a critical reader of research articles in neurolinguistics.
Students will be able to take this module as an optional module. This module is particularly attractive for ophthalmic nurses working in the operating department as well as other nurses with no experience in the field but interested in learning new insight and skills in this area. It will ensure advanced knowledge and skills for their clinical role. The ophthalmic theatre module will provide surgical skills to registered nurses working in this highly specialised field. On completion of the module students will have both the knowledge, critical thinking and confidence to participate as an active member in an integrated surgical team. The course will cover the following:

• Advanced topics in anatomy & physiology of the Eye
• Scenario planning in ophthalmic theatres
• Managing ophthalmic theatres and support teams
• Knowledge on use and prescription of common drugs used in ophthalmic theatres
• Interpreting biometry tests and lens selection
• Ophthalmic theatre equipment and surgical devices

The course will be taught by experts in the field of ophthalmic theatre nursing, thus ensuring a high standard of delivery of the requisite knowledge and skills. Nurses will be able to apply the skills and knowledge taught on this module to their clinical practice.
Foundations of Neurobiology provides an overview on the development, structure and function of the nervous system, from its molecular and cellular components to more complex motor and sensory system functions. You will learn basic concepts of developmental neurobiology, neuroanatomy, neurophysiology and neuropharmacology that will provide you with the essential foundation for intermediate and higher-level courses in molecular, cellular developmental and systems neuroscience. You will be taught in lectures and student led tutorials which reinforce the content delivered in the lecture; and practica focused on neuroanatomy, neurophysiology and neuropharmacology, to support your learning and introduce and develop key laboratory skills.

You will learn:

about basic principles underlying how cells in the nervous system originate, form various structures and connect to each other;
	how the gross anatomy of the nervous system evolves during development;
	about all major nervous system parts and regions in anatomical terms;
	how nerve cells encode and transmit information;
	about basic structure and function of major motor systems;
	about the basic structure and function of sensory systems;
	about basic concepts of drug action in neurons;
	about some of the major neurological and mental disorders and some of the therapeutic strategies used to treat them.
Some selected lecture topics

Brain anatomy and morphology

Development of the CNS

Glia

Membrane potential and action potential

Channels and GPCRs

Synapses

Motor reflexes

Sensory systems

Pharmacology

Neurotransmitters

Local anaesthetics

Drugs
This module builds upon the theory within the core module Corporate Finance delivered during Term 1. The objective is to apply the specific knowledge acquired in the Corporate Finance module to develop strategies relating to assess the effectiveness of the finance function in large corporations with the objective to maximise shareholder value (MSV). A specific emphasis is the process, objectives and proceeds of a) company valuation through traditional DCF methods, b) company pricing and c) the understanding and evaluation of different approaches to the dividend policy. The learning outcomes respond to the need of increasing students’ knowledge if they aim to work in the financial industry where they may be requested to value companies for different reasons. Illustratively, areas where this knowledge is necessary include roles within the buy/sale interests from Private Equity or Venture Capital firms, Investment Banks or Boutique Investment firms.
With applications ranging from fake news detection to question answering and language translation, Natural Language Processing (NLP) is a core Artificial Intelligence (AI) technology. Given the vast amounts of unstructured text data available (such as the internet) and following recent performance breakthroughs driven primarily by contextual representations and the transformer architecture, a solid understanding of NLP and its applications has become essential.

This module provides a thorough introduction to NLP ranging from an understanding of common tasks, linguistic phenomena and featurisation methods to cutting-edge transformer-based neural architectures.
This course module is designed to make you think about how you would develop an idea into a business and is intended to equip you for the real world. Apart from a series of lectures that cover various important topics, much of the learning is through an experiential project in which you will work as part of a team (5-7 students). Previous projects have included proposals for taking a drug from early preclinical studies into man, or the development of a health related App. The projects are challenging in order to reflect real life.
Overview:

This module provides students with an understanding of the tools & techniques required to interface between mechanical components and the wider world, involving sensing, actuation (e.g. motors) modelling and control.

Topics covered:

Modelling Dynamic Systems

Time-response (“dynamics”) of first- and second-order systems: including examples of electrical filters used to reduce ripple & electrical noise.
 Ordinary differential equations (ODE), to complement (not duplicate) the Mechanics of Solids and core IEP modelling & analysis syllabus.
 Mass-spring-damper systems and the concepts of resonance.
Instrumentation

Measures of strain (strain gauge), displacement (optical encoder, LVDT, possibly hall-effect sensor), force, velocity, temperature.
Control and Electrical Power

Introduction to control. Open- and closed-loop control representation, emphasising open loop = “model-based predictive control”. Examples of regulation, including cruise control (speed), temperature control.
 Feedback, and the general structure of a control loop.
 Electric motor types, including impedance.
Learning outcomes:

Upon completion of this module students will be able to:

Create linear analytical models of dynamic systems and solve them to identify the response of those systems to a range of inputs.
 Select appropriate sensors which may be required to interface between a mechanical system and its application (e.g. displacement sensor).
 Identify the important components of a control loop and choose a general control strategy.
 Analyse a range of electrical power machines and identify their suitability for applications.
Advanced Clinical Education explores the integration of theory and evidence into the practice of teaching, assessing and supervising trainees. You will learn how to critique and draw on educational theory to inform your teaching, using common examples such as simulation teaching, professionalism, clinical reasoning and workplace-based learning. 

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark.
This module is designed to introduce students to the histories and impacts of booksellers and bookselling on our cultural and intellectual lives. It will look at how the role of the bookseller has shifted over time, from the medieval period through to the present day, and will explore the ways that booksellers trained, organised, and represented themselves. It will look at the rise of the Net Book Agreement, the growth and decline of the bookshop chains, the growing dominance of online retailers and the accompanying resurgence of the independent bookshop. It will also explore the value added activities that booksellers participate in, such as Reading Groups, Literary Festivals, Events, and Readings.  
This module will introduce students to the exciting and varied field of illustrated publishing. Over the course of the module we will look at the past, present and potential futures of Comic Books, reference works (such as cookbooks) and textbook publications. Concepts such as visual language will be considered, as well as some basic design theory and semiotic considerations. Where possible there may also be some visits from industry-based guest speakers.
‘Measuring Population Health’ will introduce you to definitions and measurement of outcomes used in population health research. The measures will be explored by theme with reference to specific datasets, applied research, social and biological determinants and healthcare interventions and public health policy.

The module aims to introduce you to concepts and measures in population health, explain how these measures are used to explore sub-group differences in population health, and to provide an understanding of the application of population health research in public health research and policy. After completing this module, you should specifically be able to:

1. Recognise widely used secondary datasets and measures used in population health research.
2. Evaluate a wide range of population health resources including academic journals, online data repositories and public health information.
3. Present and interpret analysis of population health data in a written report and oral discussions.

This is an introductory core module for Year 1 students on the BSc Population Health Sciences programme. The module is also open to UCL elective students from other departments. Spaces are limited and places are allocated on a ‘first come first served’ basis on Portico.

Module Lead is Dr Linda Ng Fat

Selected Reading List

Measuring Health. A review of quality of life measurement scales (3rd ed.)(2006) Bowling A. Maidenhead: Open University Press.
	Measuring Health and Wellbeing (2013) Harvery J and Taylor V. London: Sage.
	Measuring health: a guide to rating scales and questionnaires - Chapter 2 (2006) McDowell I. Oxford: Oxford University Press.
‘Effective Research Practice’ is a module designed to equip you with the skills to work as a professional researcher within appropriate ethical and regulatory frameworks. The focus of the module will be on developing practical skills (written and presentation), learning how to identify and critically appraise research literature, and understanding legal and ethical obligations.

By the end of the module you will have improved a variety of skills and have improved your understanding on specific topics:


	Academic Writing Skills (including Referencing)
	
	
	Critical Appraisal Skills: Theory and Practice
	
	
	Writing Effective Grant Applications
	
	
	Delivering Effective Presentations
	
	
	Research Ethics (research governance and ethics including practical approach to obtaining ethics, as well as good clinical practice)
	
	
	Legal and Statutory Obligations in Health Psychology
	
This module is compulsory for all students enrolled on the MSc Health Psychology. Spaces are limited to 60.

Apart from attending lectures, you will also have the opportunity to practice an interview for a position in this field of research. Additionally, there will be a lecture specifically dedicated to careers perspectives.
This is an advanced final year / MA language module in translation from and into German. Working with a variety of text types – literary, historical and journalistic – it aims to enhance understanding of idiom, style and register, and develops advanced language mediation skills. Practical translation work is complemented by a reflective, critical engagement with the translation process, as students not only become more proficient translators but also produce brief commentaries on their work. The module is taught weekly in Terms I and II, in two separate one-hour sessions 
Aims of the component: To develop the participant's ability to undertake independent research particularly in relation to: 1. Critical review of the relevant literature 2. Planning and effective execution of scientific techniques 3. Data analysis 4. Evaluation of the results 5. Effective presentation of research findings.
Aims: To provide students with a thorough understanding of core concepts and methods of macro-economic theory and policy for the open economy.

Suitable For: BASc students - Science Pathway (Y000 & Y001) may take ECON0018 provided they have already taken ECON0017 in a previous year. Affiliate students and ESPS Dual Degree students on the UCL-Sciences Po programme can also take this module, subject to approval by the course coordinator (and Affiliate Student Tutor for Affiliate students).

Prerequisites: ECON0017 or equivalent.

Assumed knowledge: Students coming in to the course should have knowledge of the 3-equation macroeconomic model of the closed economy and of debt dynamics, as is taught in ECON0017 or equivalent.
This module is compulsory and needs to be taken by all students completing the MSc Sports Dentistry
Aims:
You will explore key areas of teaching and learning mathematics. You will engage with a range of relevant research in the field of mathematics education and apply this critically to develop insight into classroom practice.Outcomes:
You will be introduced to mathematics educational research that addresses students’ learning across a range of broad domains in school mathematics. The sessions also incorporate pedagogical themes that cut across all domains of mathematics, such as rich questioning and collaborative learning. You will be encouraged to develop a critique of the research, and associated theories of learning, gaining an appreciation of the values, assumptions and beliefs that underlie them, their limitations, and how they have been applied to the development of education policy and classroom practice. You will be introduced to curriculum documentation, policy documents and reports, and you will relate these to the research literature, your own previous classroom experiences and the practice you observe in school.

You will demonstrate this research and engagement by completing an assessment titled: Mathematics, Curriculum and Pedagogy.
Aims:

You will explore the key areas of teaching, learning and assessment in relation to citizenship education: such as; the teaching of controversial issues; developing skills of active citizenship; oracy and debate; assessment in citizenship; the development of subject knowledge and citizenship and ICT.Outcomes:
You will:
- reflect and compare experiences with your cohort will also play a key role.
- develop a broader understanding of the subject.
- build a greater critical relationship with the relevant literature.

You will demonstrate this research and engagement by completing an assessment titled: The Effective Teaching of Citizenship Education.
Aims:

The module will train students in the principles and techniques of validating and verifying software systems. The training will be intellectually demanding and will cover not only the state-of-the practice in validation and verification, but also the most significant trends, problems and results in validation and verification research.Learning outcomes:

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

Understand correctness, consistency, faults and failures, static analysis and testing
	Understand the use of logic as a formal language for the specification of systems.
	Understand the use of symbolic execution.
	Verify simple systems.
	Understand the range of approaches to testing that can be applied to software systems.
	Undertake both black-box and white-box (unit-level) testing.
	Appreciate the limitations of the current tools and have insights into ongoing research topics to overcome them.
Content:

Basic concepts:

Software engineering lifecycle context.
	Correctness.
	Soundness and completeness.
	Faults.
	Errors.
	Failures.
	Static and dynamic analysis.
Validation:

Kinds of testing (unit, functional, integration, system, acceptance, regression).
	Black box and White box testing.
	Input partitioning and Random Testing.
	Coverage and Structural Testing.
	Mutation Testing.
	Regression Testing.
Verification:

Propositional and Predicate Logic.
	Specifying and verifying programs.
	Symbolic Execution.
	Hoare Logic.
Reading: Selected surveys, research papers, and book chapters.Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have a background equivalent to Years 1 and 2 of BSc/ MEng Computer Science at UCL.
Aims:

The module uses Python to give a grounding in the basic programming techniques of sequence, repetition, branching, and functions. Students also learn to use and manipulate data structures such as lists, dictionaries and sets to solve problems. Building on the fundamental skills, key object-oriented concepts are covered including the use of classes, objects and inheritance. At the end of the course, students will use some of the most popular Python libraries for data analysis. This is an intensely practical module and full student engagement outside of lectures and in lab classes is critical to successful completion of the module.Learning outcomes:

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

Understand why Python is a useful programming language for developers.
	Solve problems using a large sub-set of the language effectively.
	Understand how to write simple applications.
	Design object-oriented programs with Python classes.
	Use programming tools such as an integrated development environment (IDE) and debugger.
	Leverage the power of Python libraries in their code.
Content:

Why Python?
	Types, variables, sequence, branching, loops.
	Strings and functions.
	Data structures; lists, dictionaries and sets.
	Object-oriented programming.
	File handling and exceptions.
	Data analysis using Python libraries.
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 is about developing digital products and services to support patients' and the public's health. Users of healthcare are increasingly expected to take responsibility for their health and wellbeing, supported through a growing range of online sources of information and connected devices. This module covers current thinking on personal health informatics and the involvement of citizens as co-producers of health. It will provide an opportunity to reflect on long-term trends in healthcare and their possible impact on how organisations work with their communities to design services adapted to a changing world.

At the end of this module, you will have:

1. An understanding of the personal use of digital health and barriers and facilitators to engagement.

2. Understand evaluation and clinical risk management in relation to digital health.

3. Understand the socio-technical aspects of informatics focused on the consumer and the public.

4. An understanding of the theories of behavioural change and interaction.

5. An understanding of the organisational and human factor challenges to the effective use of digital health technologies.

The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session.
Module Outline:

The aims of this course are to give students an understanding of the methods by which organic reaction mechanisms are studied, an ability to plan and interpret mechanistic studies, and a broader knowledge of reaction mechanisms in organic systems.

Module Aims:

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

Understand the various methods which are used in elucidating reaction mechanisms.
	Interpret the results of kinetic, labelling, and other mechanistic studies.
	Understand the meaning of linear free energy relationships, and know the meaning of the parameters σ and ρ.
	Understand the experiments and spectroscopic techniques employed to study reactions that involve radical species.
	Understand the concept of electron transfer (ET) reactions and how they are distinguished from two-electron processes
	Suggest experimental studies that could be used to decipher mechanisms in unfamiliar systems.
Teaching and Learning Methods:

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

Workshops: This course relies heavily on workshops to give students experience of the type of problem solving skills that are required in investigating reaction mechanism. Workshop questions are available in advance although students are not required to attempt them prior to the workshops. Attendance at workshops is compulsory.

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (additional questions available on Moodle and past exam questions) and further reading in textbooks and online.
The Industrial Research Project aims to provide, via an industrial placement, experience which is directly relevant to the student's post-graduate taught degree programme. This course may only be taken after a relevant MSc (Chemical Process Engineering or Global Management of Natural Resources) has been completed.

The placement must be approved by the Department, which will make sure that adequate, identifiable supervision and training are provided by the host company, that adequate supervision is provided by the student’s home Department, and that the student’s plan of work for the year is related to his/her field of study and of adequate level.

Several reports are due during the placement, including a final one. The latter report is due upon completion of the placement, and will be used by the home Department for assessment. The assessment is Pass or Fail.
The course offers an overview of transport planning methods/models. The contents of the course include travel demand modelling (Four step trip planning models - trip generation, trip distribution, mode choice and assignment); Data requirements and other modelling approaches with their limitations; Accessibility analysis using GIS methods; Assessment of transport impacts (Safety & Environment), Appraisal of scheme (Web Tag/Cost-Benefit Analysis and Multi-criteria analysis).

Learning Outcomes

Knowledge and understanding of the main transport planning models/methods used by transport planners
	A critical understanding of their strengths and weaknesses
	Understanding of data required and methods to collect, interpret and analyse data for appraising a transport scheme
	Knowledge and understanding of methods to evaluate the impacts of a transport scheme
The aim of this module is to provide a general introduction to theories and approaches in second language acquisition (SLA). Various theoretical and empirical issues in the field are discussed, together with learner-internal and learner-external factors that influence the course of second language development. In particular, the module aims to provide you with an understanding of cognitive-interactionist and usage-based perspectives of SLA, and the roles of learner factors, such as age, first language and individual difference variables. The module also explores how SLA theory and research may be applied to aspects of second language teaching.

The key aims of this module are to:

enhance familiarity with key concepts in second language acquisition research, as a basis for critically understanding and developing professional practices;
	develop awareness of and ability to critique and design empirical research on topics related to SLA;
	develop an expert and personally relevant understanding of theoretical and empirical issues in the field;
	understand the relationship between theory, research, and classroom applications;
	achieve increased awareness of how a range of relevant research and research methods can be used for the development of your own research projects in the area.
Key areas to be covered are:

Key concepts in SLA
	Child language acquisition
	Age effects
	Cross-linguistic influences
	Learner language
	Input, interaction, and output
	Cognitive perspectives
	Individual differences
	Instructed second language acquisition
Within this module students will be introduced to the theory, context and challenges of user centric design within mobile systems as well as the design, implementation and testing of cross platform applications with respect to sensing the world around us. Students will be exposed to full stack of development tools as well as the process of designing and prototyping mobile applications to interact with IoT devices through Flutter, a cross device natively compiled application platform. Through a series of practical’s students, in groups, will create a mobile application to fulfil a client brief and within each practical will unlock new skills to further develop their application throughout the course.


Aim: To give the student an exposure and understanding of what makes a good mobile application, and developing the skill set to design and build a mobile interfaces and applications.
This module will consider real life transport or accessibility-related difficulties and the steps necessary to formulate a credible plan to address the problem. The key output of this module will be a consultancy study, developed as a group project, addressing a real-life transport or mobility related difficulty through the development of a strategy incorporating a range of potential options and a preferred course of action. This will consider analysis and framing of the problem itself, consider the wider vision and imperatives of an area, the generation of credible alternative options to be appraised to provide a preferred option.
This 15-credit lecture-based module is intended for students not specialising in Biochemistry and covers

essential topics in molecular biology. Building on the basic knowledge of biochemistry established in BIOC0001

in the first year, you will acquire a deeper knowledge of four selected areas of molecular biology:

1. DNA replication, DNA damage repair and technological advances (4 lectures)

2. RNA transcription, RNA processing and technological advances (4 lectures)

3. Chromatin modelling and epigenetic modifications (1 lecture)

4. Protein synthesis (2 lectures)

5. Protein trafficking (3 lectures)

6. Cell growth, tumorigenesis and cancer metabolic reprogramming (4 lectures)

 
This module is designed for students who wish to explore the relationship between sustainability and business, considering both the significant opportunities this presents as well as the tensions and challenges. It considers theoretical perspectives on value, innovation, circular economy, business models, supply chains, decision-making and reporting. It combines these with practical examples and case studies, and in-depth consideration of sustainability for particular example industry sectors. Guest speakers are deliberately drawn from both academia and industry. The aim is to engage students with current debates in this fast-moving field, and provide them with some frameworks to help navigate it. Activities and assessments are designed to facilitate discussion and critical thinking, whilst combining academic and business perspectives. It is suitable for students who want to engage with business and sustainability from a qualitative, strategic and discursive perspective

 
As an individual research project, the course provides the underlying training in conducting literature search, experiment design, collections of data and their analysis including conclusions and future work. The course is designed to develop student’s research skills and research methods through addressing the bioprocessing challenge in the production of biological therapeutics arising out of life science discoveries, from identifying, planning and executing a research project in biochemical engineering. Research topics are linked in with state of the art research areas being carried out in the department. The student will be assigned a supervisor and advisor to benefit from the interdisciplinary nature of expertise available.


Upon completion of the course, a student should be able to:
• Demonstrate an aptitude for either practical laboratory research, computational analysis or critical review of literature
• Gain basic research skills, gain confidence in the use of either relevant equipment and experimental techniques or computational methodologies or structured analyses of literature
• Design methodologies and exercise creativity
• Organize, analyse and present data with statistical analysis or appropriate benchmarking of data
• Draw accurate conclusions from the data obtained and compare with the published literature
• Present research findings in a technical report
Prepare a scientific poster and discuss the results obtained with an expert audience
As an individual research project, the course provides the underlying training in conducting literature search, experiment design, collections of data and their analysis including conclusions and future work. The course is designed to develop student’s research skills and research methods through addressing the bioprocessing challenge in the production of biological therapeutics arising out of life science discoveries, from identifying, planning and executing a research project in biochemical engineering. Research topics are linked in with state of the art research areas being carried out in the department. The student will be assigned a supervisor and advisor to benefit from the interdisciplinary nature of expertise available.
Upon completion of the course, a student should be able to:

Demonstrate an aptitude for either practical laboratory research, computational analysis or critical review of literature
	Gain basic research skills, gain confidence in the use of either relevant equipment and experimental techniques or computational methodologies or structured analyses of literature
	Design methodologies and exercise creativity
	Organize, analyse and present data with statistical analysis or appropriate benchmarking of data
	Draw accurate conclusions from the data obtained and compare with the published literature
	Present research findings in a technical report
	Prepare a scientific poster and discuss the results obtained with an expert audience
￼This module is aimed at an in-depth specialisation of design, growth and fabrication that is accompanied with a substantial written component of 15000 words. The project is developed individually or in groups of max two students. The module is focused on developing an Integrated Research Thesis with a high-level material and biochemical resolution, while implementing intense environmental analysis and some computational simulations. Key importance will also be given to the growth agenda of each project and how this is accomplished in a both controlled environment and outdoors. In addition to regular tuition, each project will rely on the regular input of an external consultant (chosen in Term 4) whose expertise is key to generate scientific data and an innovative piece of bio-integrated work. The overall project will be orally presented at the end of the year with an accompanying final document (almanac or book) and a series of prototypes that will be exhibited in the BPro show in September.
The STEaPP DPA student is first prepared for returning to his/her own organisation and for gathering relevant research materials for his/her thesis (including the policy portfolio) and subsequently does a designated piece of field work and reporting 'on the job'. The module contents include DPA-specific issues related to becoming a "reflexive practitioner" (like how to handle potential conflicts between obligations and loyalty to one's employer and being an 'independent' doctoral students’independent’ doctoral student at UCL, and questions of research ethics). Some specific additions are given to the research methods already are treated in the STEaPP DTP Research Methods module. During reading week and during the last week of term 1, twoTwo intensive days (6 hour per day) will prepare the students. Besides In addition to discussing relevant literature, practitioners will be brought in to share their experiences in of combining policy work with reflexive academic work. During the rest of the 12-month period in which this module is running, when the students are back in their organisations, students and supervisors will maintain interactions via a dedicated Moodle platform. The students will also comment on each others each other’s' experiences; they thus constitute a sort of 'action learning set'. At the end of the module, students will hand in a policy portfolio and a reflexive piece of writing.
This course focuses on the interrelationships between work and family, with special attention given to gender as a significant factor affecting the nature of these relationships. Both paid and unpaid work and care are included for study. The course is international and comparative in perspective drawing in particular from Europe, Asia, and North America.  It explores critical challenges of balancing responsibilities of paid work and family life, from the perspective of different stakeholders -women, men, children, and employers.  Specific areas to be addressed include: theoretical perspectives on gender; work and family; gender variation in household divisions of care and labour; class & ethnic inequalities and reshaping of the economy; labour market and parental employment; fatherhood, motherhood and childrearing; Policies to support working parents: maternity and paternity leave and flexible work arrangements; work-place cultures. Gender and work utopias and dystopias.
This module introduces students to public health, a discipline which seeks to prevent disease and promote the health of populations through the organised efforts of society. Public health addresses complex health and social problems that are influenced by social, cultural, political, environmental, organisational and economic factors. We explore determinants that shape inequalities in health and explore how the organised efforts of communities and governments can help to ameliorate these. You will learn how different theories support public health practice and develop your skills in critically appraising evidence. We explore a breadth of public health topics – from sexual health to mental health - and include examples from low-, middle- and high-income countries.
After the end of Communism, many cities in Eastern Europe are undergoing rapid social and economic change, which has had major effects on the physical outlook of these cities. It also has affected the ways in which people, urbanites as well as non-urbanites, perceive these cities and urban life in general. This course wants to offer an anthropological insight into how city dwellers, in the post-socialist context, perceive and use this rapidly transforming urban space, as well as how they try to shape and appropriate it.
This module is for students who have little or no prior knowledge of the target language and who wish to attain a level of competence which will allow them to communicate effectively in a many ordinary situations. Students will also be introduced to the reading of simple texts drawn from a variety of sources. The module provides a solid foundation knowledge of grammar and a broad general vocabulary as well as an introduction to aspects of the culture of the region of the target language.
The module will examine society and culture in Scandinavia in the period ca. 800-1100. Geographically the module will encompass Sweden, Denmark Norway, and the Norse colonies in the North Atlantic (the Faroes, Iceland, and Greenland). In the case of Iceland the time-span will extend to the end of the Commonwealth period (ca. 1262). The principal themes that the module will cover include: the causes of the Viking Age; the development and emergence of the three Scandinavian kingdoms; the nature of the pre-Christian religion; the conversion to Christianity; the development of Church organisation; relation with Europe, in particular the Insular world and the beginning of written culture. Particular emphasis will be placed on presenting and analysing the various source-categories relevant to Viking-Age Scandinavia. These include, for example, runic inscriptions, place-names, archaeological evidence and saga literature.
This module provides a comparative examination of health policy together with a study of policy reforms in the organisation and financing of health care. It enables students to analyse and evaluate different kinds of health systems and the likely health, financial and political effects of current reform proposals. The main aims of the module are:

• To enable students to describe and analyse health systems in terms of their basic financial, organisational characteristics.

• To evaluate the effects of commonly advocated reforms on the health status of populations.

• To identify the principal political issues likely to affect health systems reform in the future.
All public policy is based at least partly on ethical ideas; through their policies, governments aim to advance a vision of how the world should be. Just as those who exercise public power should be able to justify their policy decisions to citizens, citizens should be able to evaluate the policies that govern their societies. In this spirit, this module will explore the ethical ideas that underpin policy choices. Each week features a substantive policy issue as a means of illuminating key ethical concepts, theories and debates. In so doing, the module aims to equip students to think systematically and critically about fundamental issues in public policy, to make up their own minds about a range of contemporary policy issues, and to sharpen their skills of written and oral argumentation. 
This module explores a current analysis of one or more specific topics in syntactic theory. Examples from previous years are the encoding of grammatical dependencies, the mapping between syntax and information structure, and the relation between syntax and morphology. The module develops a specific proposal and discusses some of its advantages and disadvantages. Students are pointed to alternative views in the literature and asked to make an explicit comparison in the essay they submit for the module.

The main module objectives are:

To enable students to understand current issues in syntactic theory.
	To enable students to evaluate conflicting proposals critically.
	To enable them to adjust existing proposals in the light of new data and to test their adjustments.
Outline:

This course gives a thorough introduction to laser physics and nonlinear optics. At the end of the course the students should be fully conversant with the physical principles of laser action, the optics of laser resonators, the propagation of laser beams and the nonlinear interaction of laser radiation with matter (nonlinear optics). The students should be competent in applying this knowledge to problem solving in these areas.

Aims:

To provide a useful and exciting course on lasers and modern (nonlinear) optics, with insight into non-linear processes and modern applications of lasers.

Teaching and Learning Methodology:

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

During the February reading week there will be an opportunity to tour the Department’s extensive laser facilities.

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

Indicative Topics: 

Physics of optical transitions, Population inversion and gain in 3 and 4 level lasers, Resonator theory: longitudinal and transverse modes, Townes- Schawlow (T-S) model of open optical resonators, resonator stability, ray optics, S-T limit to the single mode linewidth, Laser Q Switching, Laser Modelocking, 2nd Order Nonlinear Optics-Second Harmonic Generation, birefringence and quasi phase matching, 3rd Order Nonlinear Optics -Intensity dependent refractive index and Kerr Lens Modelocking , self phase modulation, chirping and laser pulse compression.
Overview:

This module provides experience of working in a multi-disciplinary group in order to design a complex engineering product, system or service under stringent time and resource limitations.

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

This module runs over the academic year for all MSc students in Mechanical Engineering and Power Systems Engineering. The projects are wide ranging in their themes and each project is championed by an individual member of academic staff.
Dummy module to hold the end of year 2 summative result contributing to the IBSc for the pre 2016 cohort.  Not part of the MBBS Year 2 diet.
This course introduces students to the foundations of modern mathematical analysis, reinforcing the concepts of convergence and continuity studied in the first year in the context of functions of a single real variable, and extending them to the setting of general metric and topological spaces. We introduce some powerful new concepts such as compactness, uniform convergence and contraction mappings, which, as an illustrative application, we use to prove well-posedness of initial value problems for ODEs. On top of its intrinsic elegance, the material studied in this course also prepares students for further study in functional analysis, partial differential equations, variational methods, numerical analysis and spectral theory.
Teaching Delivery: This module is taught in 10 weekly lectures

Content: This module consists of reading extended portions of Longus’ Daphnis and Chloe in the original Greek, translation of sections into English as well as discussion of language, style, argument and context. Over the course of the module, students will become familiar with an important writer of Greek literature and with imperial Greek views on women, love, religion, politics, ethics, and pastoral literature, and acquire skills to discuss these issues with reference to appropriate evidence. Students will be expected to translate the Greek and read some of the relevant secondary literature every week.

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

– a good overall sense of the background, emergence and development of Greek prose fiction (‘the novel’)

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

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

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

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

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

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

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

Texts: 

E. Bowie, ed., Longus: Daphnis and Chloe, Cambridge, 2019. ISBN 978-0-521-77659-2

Shannon N. Byrne and Edmund P. Cueva, eds., Longus' Daphnis & Chloe: Introduction, Greek Text, Notes. An Annotated edition, Wauconda, Illinois, 2005. ISBN 0-86516-593-9.
This module uses contemporary London as a laboratory to introduce and explore a series of interconnected and interdisciplinary critical themes within urban studies. Reflecting on and developing ideas and perspectives from Ruth Glass’s London: Aspects of Change (1964) and Patrick Keiller’s film London (1994), it seeks to identify and investigate some of the main transformations London has undergone over the last sixty years. The focus ranges from socio-spatial dynamics of London’s economy and housing markets and notions of the multiethnic or multicultural city, to developments in London’s architectural, literary and musical life. Throughout, the course emphasises the specific spaces, places and histories of London’s metropolitan and suburban life, and the social, cultural and political landscapes that have shaped and fashioned the city.

The course aims:

- To provide an understanding and exploration of key perspectives and topics within urban studies such as regeneration, the global city, urban governance, and suburbanisation.
- To investigate recent processes of urban change by connecting broad themes and conceptual approaches to concrete events, experiences and representations.
- To develop critical insights into the dynamics of housing, transport and employment in contemporary London.
This course focuses on philosophical questions related to themes of law, freedom, and morality. Questions we will examine include: What does it mean to be a human being and a citizen? Does subjection to law threaten our freedom or our humanity? Must we accept the rule of law, or are there alternative forms of political leadership?

Readings will vary year to year but normally include Rousseau, Mill, Hume, Weber, and contemporary authors.
Module Content and Indicative Topics

This module examines the organization of human language in the mind of native speakers. Week by week, it will examine the major components of human language: Morphology (the internal structure of words), Syntax (the internal structure of sentences), Pragmatics (the meaning attributed to sentences in a conversation), Phonetics (the sounds used in human languages and their properties), Phonology (the representation of sounds in the mind of speakers).

On the notion of ‘grammar'
	Morphology (two weeks)
	Syntax (two weeks)
	Pragmatics (two weeks)
	Phonetics (one week)
	Phonology (two weeks)
Teaching Delivery

This module consists of 10 one-hour lectures to all students based on power-point presentations, plus 10 one-hour practice sessions in smaller groups to better assimilate the points covered in the main lectures. I will also assign weekly reading and practice exercises with model answers supplied on Moodle.

Each week, you will be offered a one-hour lecture based on a Power-Point presentation made available on Moodle, plus a one-hour seminar in smaller groups where you will be able to practice your analytical skills on selected linguistic examples.

You will also be assigned weekly readings and exercises, with a model answer for the latter supplied on Moodle.

 

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

Understand and provide the structural representation of words, compounds, and simple sentences.
	Identify the entailments, presuppositions, and implicatures associated with a simple sentence.
	Know the International Phonetic Association symbols for the sounds of human languages covered in the course (including all sounds used in the English language).
	Reason rigorously about how specific linguistic properties combine into a grammar.
	Have a clear notion of what ‘grammar’ is.
The objectives of this module:

To introduce current thinking on disability, based on World Health Organisation definitions
 To explore how individuals experience hearing loss, drawing on research evidence and personal stories
 To introduce the concept of rehabilitation and investigate how it applies to audiological services
 To develop competency in the use of basic counselling skills
 To explore factors that influence uptake and use of hearing aids
 To introduce you to a range of communication tactics and investigate how they can best be taught to hearing impaired people
 To introduce techniques used in therapy for tinnitus and hyperacusis
 To expand your knowledge of support services for hearing impaired people
 To familiarise you with a range of alternative aids to communication
This is a compulsory module in stage 2 of the MSc / PG diploma in Audiological Science with Clinical Practice.
This module is compulsory and needs to be taken by all students completing the MClinDent in Oral Surgery.
This module is compulsory and needs to be taken by all students completing the MClinDent in Oral Surgery.
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 MSc in Oral & Maxillofacial Surgery & MClinDent in Oral Surgery.
Aims:

This module introduces essential concepts and methods in the interdisciplinary research area of network science, with a particular focus on the Internet, the World Wide Web and online social media networks.

Topics covered include: topological properties and metrics of complex networks; mathematical models of networks; evolution of Internet topology; structures of the Web; network community detection; epidemic spreading models; analysis of social media networks; temporal networks; spatial networks; signed networks and network controllability.Learning outcomes:

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

Define and calculate essential network metrics;
	Describe the structure of the Internet and the Web;
	Relate graphic properties to network functions;
	Explore new angles to understand network collective behaviours;
	Design and conduct analysis on large networks;
Content:

Complex networks.
	Network graphic properties.
	Random networks.
	Small-world networks.
	Scale-free networks.
	Generative network models.
	Rich-club coefficient.
	Network mixing patterns.
	Network structural constraints.
	Network centrality.
	Internet topology and models.
	The Web structure.
	Network visualisation.
	Network community structure.
	Epidemic spreading models.
	Network controllability.
	Document networks.
	PageRank.
	Temporal networks.
	Spatial networks.
	Signed networks.
	Twitter botnets.
	Online social network analysis.
Requisites:

To be eligible to select this module as an option or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have a strong competency in programming.
The module focuses on a number of issues in the cultural and intellectual history of the period, as researchers lead sessions demonstrating how the relationship between theory and archival research can result in new insights into the early modern as a critical concept. Field trips which facilitate engagement with material forms and physical practice in the period include the Victoria and Albert Museum and the Royal Society Library (when possible).
The purpose of this module is to give a grounding in the understanding of relationships between urban form and formation: how insights from urban morphology and morphogenetic processes that created existing urban form can better inform the creation of future urban form through planning, design and more informal urbanism.
This involves study of different urban form components and patterns at different scales – buildings, spaces, streets and districts – and how these are created in relation to each other to generate overall urban form.
The module involves a combination of creativity and focused enquiry. It allows you to explore and research the creation of urban form and then go on to apply insights from this in relation to planning and design interventions.
This module is set up in a way to encourage interactivity – for students to learn from each other – through group working, interactive class discussions, presentation and feedback. As such, all students are expected to learn from all sessions.
The module comprises five lectures covering the understanding of urban form and formation, and five project studio tutorial sessions applying understanding to proposals for an urban site.
 

This module is concerned with the interrelationships between society and space in Britain’s and Europe’s cities. It will explore some of the key concepts and theories within the field of urban studies, urban sociology and urban geography to understand the link between social change and spatial processes, as well as the policies which have been designed to address important urban issues. One of the key underlying themes is the effect of economic, social and political restructuring on patterns of urban spatial change, social inequalities and spatial segregation in cities.

One of the key objectives of the module is to raise students’ awareness of their social responsibility as future professionals in the field of planning, urban regeneration, housing and real estate development; that is to say to encourage students to become reflective practitioners. The lectures and seminars consequently aim at making students critically think about - and discuss - the social equity implications of the trends, developments and policies shaping contemporary cities, and of their future professional practices. Various methods are used: film screenings, readings followed by group discussions, web- and media-based research... London is used as a rich case-study to illustrate and discuss issues of global significance for contemporary cities such as social exclusion, socio-spatial segregation, the housing crisis, gentrification, insecurity, and the role that planning and urban policies can play to address those issues.

The assessment for the module is 100% by coursework, via an individual 3,000 word essay on one of the key themes covered in the module.

 
This module will provide a “roadmap” of machine learning techniques for a wide variety of applications. Up until the turn of the 21st century large datasets appeared in a limited number of real-life applications. Currently, the amount of data collected daily around the world (whether experimental, behavioral, internet based or through databases) has grown exponentially. The challenge now lies in the development of efficient computational methods able to organize the gamut of available information in a way that will allow us to discern meaningful correlations and useful knowledge.

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

Determine the machine learning techniques which most appropriately address a real world problem
 Display an understanding of different machine learning tasks and the algorithms most appropriate for addressing them.
 Critique the results of a machine learning exercise.
 Apply the techniques of regression, classification, clustering, and dimensionality reduction on real world data
 Apply machine learning software and toolkits in a range of applications
 Carry out problem solving on a piece of practical work that requires the application of machine learning techniques.
This second-year BASc module (part of the Cultures pathway) looks at the intersection between concepts of race and gender, and the implications for feminism. Over the course of 10 weeks, we examine intersectionality in theory and practice, asking how racial and gendered constructs have been mutually co-constitutive in various settings. We will unpack overlapping and intersecting hierarchies of oppression, by exploring questions of individual and communal positionalities. Throughout, we pay particular attention to the continuing impact of colonial hierarchies and neo-colonial dynamics.

The BASC0042 module is organised into two parts. Part I, running in the first half of Term 1, looks at the key ideas and theories around race, gender and feminism. We will examine the colonial underpinnings of many oppressive hierarchies, and the ways in which feminist, anti-racist and other liberatory movements have challenged these hierarchies. Part II, starting after Reading Week, shifts the focus to specific contemporary issues, examining how racialised and gendered hierarchies play out in areas including migration, carcerality, and healthcare. The module concludes with a session on voice and representation, where we explore the racialised and gendered elements of storytelling.
 
For affiliate students in Term 1 only.

Russian cinema has borne important witness to the turbulent and traumatic events of the last 100+ years, reflecting, more than other national cinemas, key ideological and social shifts. This module examines the way in which Russian cinema has represented, interrogated and responded to historical, ideological and social change. Ranging from the pre-Revolutionary period to the post-Soviet present, it explores 17 films that illustrate and explore some of the major changes that have taken place in Russia since the release of the first Russian feature film in 1908, including: social developments in the late-Tsarist period, the Revolution and subsequent Civil War, the Stalinist thirties, the Khrushchev thaw, the Brezhnevite stagnation, the collapse of the Soviet Union in 1991 and the immense upheaval and social changes of recent years. This module also considers the cinematic evolution of Russian film during this period, examining such issues as: the first filmmakers’ attempts to differentiate film from theatre by creating a specifically cinematic language, the uses of melodrama, the development of montage, the fraught relationship between Soviet and American cinema, the coming of sound in the 1930s, Socialist Realism, the introduction of new genres, such as the musical, the war film and the gangster film, the representation of identity that is Soviet, but not Russian, the emergence and development of post-Soviet auteur cinema, and the arrival of new young filmmakers.
This module provides an introduction to the development of Russian society and culture from the 1917 Revolution to the present day. The materials chosen to illustrate this development are drawn from the areas of prose fiction, poetry, art and film. The module focuses on the contexts in which these works emerged, their themes, and their formal properties. The texts will be read in good quality and accessible English translations, but with the introduction of some Russian language material as appropriate. Students with A-level Russian will be required to undertake more reading in Russian. Film showings will be scheduled as appropriate. The texts studied include: Evgenii Zamiatin’s My (We, 1920), Sergei Eizenshtein’s Stachka (Strike, 1924), Mikhail Bulgakov’s Sobach′e serdtse (Heart of a Dog, 1925), Aleksandr Solzhenitsyn’s Odin den′ Ivana Denisovicha (A Day in the Life of Ivan Denisovich, 1962), and Viktor Pelevin’s Sinii fonar′ (Blue Lantern, 1993) collection.
This module looks at Latin America in the first century after independence. Its main stress is on Spanish America, but considers Brazil for comparative purposes. The continent will be studied as a whole, and specific countries will be examined too. No language requirement is set, and no prior knowledge of the subject is assumed. Students are encouraged to pursue their own interests. Topics include: liberalism and authoritarianism in Mexico; the character of the Mexican revolution; race and nation-building; environmental history; urbanisation; Argentine development in comparative perspective; slavery and abolition; the survival and demise of the Spanish colony in Cuba and Cuban radical traditions; US imperialism.
Teaching Delivery: This module is taught in 10 weekly lectures

Content: An introduction to the history of Ancient Greek, including an introduction to Greek historical phonology and morphology. The course will review the Indo-European origins of Greek; it will include an introduction to Mycenaean Greek, to the language of Homeric epic, and to the ancient Greek dialects. A range of epigraphic and literary texts will be studied: core topics will include the history of writing in the ancient Aegean and the graphic representation of Greek; the dialectal affiliations of Mycenaean and Homeric Greek; literary dialect and social registers of Greek; and the emergence of the koine in the late classical period.

Skills: At the end of the module students should:

1. Be able to give an account of the central linguistic issues in the history of the Greek language.

2. Understand how Classical Greek stands in relation to archaic Greek and the Greek dialects; and how it gave rise to the post-classical koine.

3. Be familiar with basic linguistic principles and understand how they inform our analysis of Greek of all periods, and of other languages.

4. Be in a position to demonstrate how Greek stands in relation to other Indo-European languages.

Texts: TBC
Teaching Delivery: This module is taught in 10 weekly lectures

Content: An introduction to the history of Ancient Greek, including an introduction to Greek historical phonology and morphology. The course will review the Indo-European origins of Greek; it will include an introduction to Mycenaean Greek, to the language of Homeric epic, and to the ancient Greek dialects. A range of epigraphic and literary texts will be studied: core topics will include the history of writing in the ancient Aegean and the graphic representation of Greek; the dialectal affiliations of Mycenaean and Homeric Greek; literary dialect and social registers of Greek; and the emergence of the koine in the late classical period.

Skills: At the end of the module students should:

1. Be able to give an account of the central linguistic issues in the history of the Greek language.

2. Understand how Classical Greek stands in relation to archaic Greek and the Greek dialects; and how it gave rise to the post-classical koine.

3. Be familiar with basic linguistic principles and understand how they inform our analysis of Greek of all periods, and of other languages.

4. Be in a position to demonstrate how Greek stands in relation to other Indo-European languages.

Texts: TBC

 
The final year dissertation is an opportunity to undertake an in-depth, empirical investigation of a social science topic of the students’ own choice. It allows students to develop and apply research skills acquired during the BSc Social Sciences. Support workshops are designed to ‘scaffold’ the research process throughout the year on issues such as research design, ethics, literature review, data collection and analysis. Individual supervisory support will help students to develop their confidence in articulating their ideas and structuring their arguments. All students present a poster or oral presentation as part of an end of year celebration of their dissertation achievements.
This second year module builds on methods teaching in year 1, and consolidates students’ skills and knowledge of qualitative research. The module will provide students with the ability to apply different approaches to data collection, generation and analysis. Through the module the students will learn about interpretation and presentation of qualitative data. They will learn to exercise reflexivity, develop an ability to interrogate the research process and findings, and to critically appraise rigour in qualitative research. Topics covered include interviewing, ethnography, visual methods, narrative research, ethical challenges in research, and presentation of research insights. The module also introduces students to different approaches to the analysis of qualitative data including content, thematic, IPA, discourse and narrative approaches.
This module aims to enable a deeper understanding of qualitative approaches and qualitative methods in the social sciences introduced in Term 1. Students will review a selection of approaches to qualitative research design, data collection/generation and analysis with the aim of enabling an appreciation of the challenges of triangulation within qualitative methods and between qualitative and quantitative methods.
Learning in this module will provide students with skills needed to undertake advanced qualitative analysis and by the end of the module students should be able to analyse critically the use of different qualitative methodologies in social research and feel comfortable with carrying out this type of research on their own.
Advanced themes will vary year to year but indicative areas include: Narrative Research; Ethnography, Visual and other sensory methods; Discourse and Conversational analysis; Social media research. Each year the module will cover two themes.
Adam Smith famously wrote that consumption was the “sole end and purpose of all production.” This was true for communist societies as well as capitalist ones, but communist societies initially prioritized economic growth and production. To what extent did communist consumer ideology privilege utility over pleasure, and efficiency over individuality? This seminar will explore aspects of consumption and consumer regimes theoretically, and then look specifically at various elements of communist consumer regimes in Eastern Europe and the USSR. Among the types of consumer goods considered may be fashion, automobiles, food, travel, and culture. It will conclude with a consideration of consumer culture in post-communism.
The module aims to develop a range of productive and comprehension language skills in spoken and written Polish at intermediate level; these skills will relate both to the students' studies and to practical situations in Poland. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Polish.
Welcome to Qualitative Research Methods! This module introduces students to a variety of qualitative research techniques used in the social sciences. It provides an understanding of how qualitative and quantitative methods can be used to complement each other to enrich a research project. The sessions cover theoretical, practical and ethical considerations required in qualitative research. Each week, students are introduced to a different qualitative method or approach that can be used in research into crime and security issues. Collectively, the sessions will enable students to construct qualitative research instruments appropriate to real-world research questions, analyse data in a scientific manner, and interpret findings appropriately. Students planning to use qualitative methods in their research projects (including mixed-methods approaches), are strongly encouraged to take this module. Since it is a very interactive module and students are expected to work collaboratively on a group project, students must be willing and able to commit to the group work.

Week 1: Introduction ; Week 2: Theory and design; Week 3: Sampling and an introduction to case study based research; Week 4: Interviews and focus groups; Week 5: Designing group research projects and peer assessments; Week 6: Ethnography and observation; Week 7: Analysis and interpretation ; Week 8: Coding data and reflexivity; Week 9: Quality of qualitative research; Week 10: Group presentations  

 
This module aims to give students a sound understanding of situational crime prevention and its location within the crime prevention process from inception to completion. This involves frameworks that can be used in planning prevention strategies and issues that are likely to come up when implementing prevention initiatives. Part of the lectures are devoted to case studies of prevention for specific crime types. These cover vehicle crime, antisocial behavior and minor crimes, violence, burglary and theft, racial discrimination. Emerging crime types (such as cybercrime) will also be discussed. Guest speakers will complement the module convenor for part of them. Tutorials are designed to foster student engagement, creative and critical thinking for situational crime prevention frameworks. This module focuses primarily on examples of crime reduction using situational crime prevention techniques.
This module will consist of 20 x 1 hour sessions facilitated by visiting speakers. Speakers will include business psychologists who work as consultants or who are eminent researchers in the field, as well as leading figures from the world of HR, psychological test publishers, etc. The module is designed to give students direct exposure to opinion formers in applied psychology, and speakers will represent different key areas of application of industrial/organisational and business psychology.
This module explores current developments in phonological theory. The module is designed to cover advanced issues in phonological theory, including recent developments. Each year, the course selects a topic of current interest in the phonological literature. The selected topic is explored in depth and critically evaluated with regard to the theoretical issues it poses to phonologists.

Topics covered in recent years have included: vowel harmony, learning biases, prosodic structure and segmental phonology in English, information in phonology and the speech signal, vowel reduction, consonant lenition, segment deletion. This year’s course will focus on the phonological interfaces with morphosyntax and phonetics.
Introduction to Neuroscience is taught though seminars and workshops. It will provide you with a philosophical and historical perspective on Neuroscience that focuses on key concepts and questions. Incorporated into this is a deeper focus on some of the key current topics in neuroscience, including Alzheimer, pain and neurobiology of mental disorders. This module will complement your other first-year teaching on the structure and function of nerves and brains and provide additional support for NEUR0005 Foundation of Neurobiology.

You will learn e.g. to analyse data that you generated yourselves, learn and apply statistical tests, work with state-of-the-art databases, write guided reports, learn to read, analyse and critique primary scientific literature. You will prepare and deliver an oral presentation on your choice topic from a wide range of neuroscience topics.

The submission of written work is a major and important component of the module. You will be trained, receive feedback for and will be assessed in a variety of written work. The writing tasks include guided reports, essays and short answer questions, these will provide you with a solid foundation for intermediate and advanced level courses.

Formative assessment (informal feedback on performance and progress, marks will not be part of the end of year mark) will be given during the workshops, in written assessments specified as formative and during/after the presentations. Summative assessments (marks will contribute to the end of year mark) for each section/workshop will be in the form of a range of different written assessments; e.g. essays, reports, grant proposal, short answers to questions. The specific written task will be explained and detailed at the time it is set.
This course aims to introduce the basic principles of project, programme and portfolio (3P) management and how 3P management differs from operational management. It will introduce the key tools and techniques to initiate, plan and manage projects, programmes and portfolios. Portfolio management will be considered in the wider context of business strategy and the external drivers on organisations today. Essential management skills such as leadership, team building and conflict management will be explored in the context of projects and programmes. The focus is on giving students a practical framework based on industry experience and standards, in particular the Association for Project Management (APM).

 
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

This module enables students to critically assess aspects of strategic project management. Organisations have to choose where they focus their resources and what they hope to achieve. Strategic project management introduces the key principles of project, programme and portfolio (P3) management, focusing on how projects are selected, sustained and completed. Students have the opportunity to understand how P3 management relates to operational management. This module introduces the key tools and techniques to initiate, plan and manage projects, programmes and portfolios within the context of business strategy. Essential management skills such as leadership, team building and conflict management will be explored in the context of strategic management of projects, programmes and portfolios. Through a blended learning approach, students are encouraged to evaluate organisational strategies through case studies both in lectures and coursework. Through strategic business relationships, case studies are both current and relevant. The focus is on providing students with insights based on current practice, significant industry experience and professional standards. The principles focus, in particular, on theory from the Association for Project Management (APM). Students will have the opportunity to take the APM Project Fundamentals Qualification (APM PFQ) and gain an industry recognised project qualification, as an optional extra.
This module prepares students to understand and apply the principles behind Leadership as a phenomenon situated in a context. It gives students the opportunity to practise and develop their own leadership and communication skills through both the study of theory, and the application of these theories through analysis and practice. There are many examples discussed and many opportunities to practise.

The module is delivered through weekly lectures. In the first part topics are introduced and discussed. The second part consists of practical workshops aimed at developing leadership and communication skills.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

This Module considers a wide range of major strategic financial analyses addressed by companies’ senior financial officers today. This non-quantitative, theoretical Key Concepts course, “CFS”, is designed to be of interest to numerous groups, including but not limited to: aspiring corporate financial officers, advisors, bankers and consultants dealing with firms’ top financial decision-makers, plus other Finance-oriented general management students who appreciate strategies aimed at maximising shareholder value. Focus is on alternative opportunities/threats encountered by the FD/CFO in key areas. Topics tend to include several of the following: solvency and working capital management, debt management, optimal capital structure, Capital Asset Pricing Model, capital expenditure evaluation and alternative approaches, the relationship of business model to financing options, financing plan development, and disbursements (buybacks and dividends).
The purpose of the module is to provide students with the concepts and tools required to analyse complex issues and develop powerful, well-grounded arguments.

During the module, students will analyse, write about and debate a set of topics that cover the types of problems and issues that managers in business have to deal with. The emphasis will be on developing reasoned positions and making sound and compelling arguments that support those positions. The examples used during the module will be drawn from business and management, but the concepts and tools can be applied to any discipline.
This module will give you a detailed introduction on how malnutrition develops into disease from a metabolic perspective. You will study in detail the effect of nutritional status on metabolism and the development of disease, the metabolic response to starvation, injury and sepsis and how disease modifies macronutrient and micronutrient requirements. You will discuss topics on the aetiology of obesity and linked complications in the short-term and long-term, how nutrition is relevant to disorders of the intestine, liver, kidney and immune system. You will also discuss nutritional challenges in the intensive care in vulnerable individuals such as preterm neonates or patients under dialysis.

After taking this module you should be able to provide an advanced analysis of the effect of malnutrition on metabolism and the development of a range of disease aetiologies and to provide an advanced analysis of the effect of malnutrition on disease outcomes.

As well as lectures and tutorials, you will have an opportunity to present case studies on malnutrition (formative assessment), using the approaches covered in the lectures to address specific treatment challenges and approaches.
Overview:

This is the first module of the Biomechanics Minor, which is a group of three modules:

MECH0018 Fundamentals of Biomechanics
	MECH0028 Biofluid Mechanics
	MECH0029 Solid Biomechanics
 

This module provides a broad introduction and overview of the mechanical challenges in biomechanics and an awareness of the relevant theories needed to design and evaluate biomechanical prostheses and devices. It covers some fundamental theories relating to mechanics of biomaterials, including experimental methods to characterize biomaterials which form the foundation for the remaining two modules of the Biomechanics Minor.

Topics covered:

The module will cover fundamental theories relating to the mechanics of biomaterials, including characterisation of material properties, and modelling of material behaviours:

Continuum mechanics theory, including analytical models for linear elasticity stress/ strain relationships and viscoelastic behaviour.
	Mechanical testing, including rheometry and stress-strain curves.
	Models for blood flow in the vessels of the circulation.
	Kinematics of deformation and motion.
Learning outcomes:

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

Relate mechanical theories to real-world examples of biomechanical implants, prostheses and devices.
	Perform a quantified investigation of a biomechanical implant, prosthesis or device, identifying any potential for refinement.
	Perform experimental tests to identify key mechanical properties of a biomaterial sample.
	Perform calculations to identify loading and deformation of biomechanical components.
This module covers the law of England and Wales relating to the insolvency of companies. The principles of the law are studied together with the relevant statutory and case law authorities, and are evaluated in the light of evolving legal policy and proposals for reform.

The course deals with the winding up of insolvent companies and with the treatment of assets and claims upon liquidation. This also includes a consideration of the role played by various forms of security and quasi-security interests, including fixed and floating charges, in mitigating the impact of the company’s insolvency on certain creditors. Another important theme is the way the law aims to counteract improper or imprudent conduct on the part of directors and others with responsibility for the conduct of the insolvent company, resulting in increased risk of loss to creditors and others.
The aim of this module is to introduce Undergraduate students to qualitative research methods. This course will provide an overview of different methodologies, such as ethnographic methods, grounded theory and standpoint theory, and methods, including different types of Interviews and Focus Group Discussion (FGD). Students will also gain practical skills in coding of qualitative data, data analysis and data interpretation. After completion of this course, students will have knowledge and skills to carrying out humanitarian research using qualitative methods.
The international community has evolved a system for responding to major humanitarian emergencies. This module will explain the structure and dynamics of this humanitarian  relief system, describe how it functions at international, national and other levels, and the challenges it faces during crises and disasters. It will enable students to become familiar with the major issues and trends associated with modern humanitarianism and the methodologies, tools, and guidelines used when responding to disasters. Examples will illustrate the principal challenges and achievements in the field. The module will build knowledge of practical, theoretical and ethical approaches to humanitarian action. Standards, norms and protocols will be discussed. Relief appeals and the donor system will be covered in this module.

 

The module will make a significant use of examples, scenarios, exercises and case studies to facilitate the development of critical thinking.
This module will serve as an introduction to the digitisation of cultural and heritage materials in the library, archive, museums and galleries sector. This module will also involve close liaison with UCL Museums and Collections, UCL Library Special Collections, and UCL Media Services to provide practical hands on teaching to understand the technical underpinnings but practical application of digitisation in the cultural and heritage sector.

Subjects to be covered include:

Principles of digitisation
	Handling of objects and documents
	Digitisation studio set up
	Metadata and object information
	Use and Usability of digitised content
	2D versus 3D digitisation
	Funding and costs
	The digitisation lifecycle - from institutional store to digital repository
	Best practice in digitisation
On successful completion of this module students will be able to:

Assess objects for digitisation, and understand handling conditions
	Undertake 3D digitisation of museum objects
	Be aware of the various 2D and 3D technologies available for digitisation in the cultural and heritage sector
	Understand the technical underpinnings of digitisation, including capture methods, file formats, compression methods, etc.
	Understand metadata and preservation issues related to digitisation
	Understand how and why digitisation technologies have been employed throughout the GLAM sector
	Understand the technological and financial frameworks which have encouraged the uptake of digitisation
	Have an awareness of the complete digitisation life cycle, from transportation of object from store, to deposit of digital surrogates in institutional repository (and beyond)
	Be familiar with key technologies: both hardware and software
Optional module for: Information Studies students.

PLEASE NOTE: Numbers will be limited to 16 in each term and priority will be given to MA/MSc in Digital Humanities students.

Taught by: Kira Zumkley
A comprehensive study of users and use of information resources moving through reference and research support, UX, information behaviour, current and retrospective bibliography, and serials control, to general and subject specific resources for library and information services in the 21st century.

Our sessions will examine librarian and user information and research practices as well as entities such as factual reference sources, bibliographies, databases and library catalogues. We will consider this most traditional area of LIS in a professional context now it has undergone revolutionary change, as the scope of the profession moves to address the digital challenge, printed works are replaced by their digital counterparts, and new communication formats emerge.

This module aims to give participants an understanding of information resources and bibliographic control, and confidence in working with differing resources in a range of subjects to answer both reference and research queries in today’s complex and diverse information environment. Students will have an awareness of the impact of bias, supporting diverse user groups, factors for change and their likely impact on information resources and retrieval.

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

Explain and critique the function and functionality of a wide range of general and specialized information resources
 Distinguish between and select different resources in a range of subjects to answer reference and research enquiries reflecting the information needs of diverse populations
 Recognise factors for change and their impacts on information resources and retrieval
 Design a subject-specific research guide for a particular population drawing upon detailed knowledge of subject-specific information and research practices as well as relevant resources in the field
Companies are two sided ledgers of assets and liabilities that change over time. This can be summarized as an income statement, balance sheet and cashflow statement. This module will provide students with a solid grounding in the mechanics of financial reporting, focusing on (1) theoretical frameworks, (2) entries that connect different financial statements and (3) information that can be created by manipulating financial data (e.g. ratios and changes over time). From this starting point, students will be expected to discern, from a venture’s financial statements, its current financial dynamics and where the firm is in its life cycle. These skills will enable detailed analysis of financial data, the application of valuation techniques, and investment and business decisions regarding the venture.

This module aims to provide students with a solid grounding in the accounting related to financial reporting and analysis. Although many sessions will be based on the actual financial reports of large companies, the detail and analysis will be tailored such that it is appropriate to smaller firms and startups that may be more relevant to the venture capital and private equity arena. The material of the module will connect with related modules on the MSc Venture Capital, Private Equity with Fintech.

Learning Outcomes

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

Demonstrate knowledge of the theoretical framework of financial reporting.
	Analyse an income statement, balance sheet and cash flow statement.
	Explain accounting terms such as gross profit and operating profit, or accounts receivable and accounts payable.
	Identify the key differences between GAAP standards used in America and IFRS used in Europe and elsewhere.
	Generate financial information from standardized financial reports.
	Apply valuation techniques to analyse financial information.
	Make business, managerial and investment decisions based on an analysis of financial information.
This module will provide students with an introduction to qualitative research methods equipping students with the knowledge and skills to understand, design and conduct high quality qualitative research. There will be an introduction into the principles of qualitative research. You will then apply this knowledge by conducting interviews, running a focus group, performing data analysis. Finally using all this knowledge you will develop and present an electronic poster about a qualitative research idea.

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.

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

Understand when and why you would use qualitative research methods
	Describe the principles of qualitative research design
	Be able to formulate and construct a topic guide
	Apply and evaluate some key interviewing skills
	Organise and facilitate a focus group
	Understand the principles and practicalities of conducting a basic thematic analysis
	Plan a qualitative research study, specifying the details of how a study will be carried out
Module leads are Professor Fiona Stevenson and Dr Nathan Davies.
This module provides students with the opportunity to pursue self-initiated, independent and in-depth research on their chosen topic. The independent research project allows students to demonstrate their ability to produce a substantial piece of written work, and enhances the skills required to do this: analysis and synthesis, clarity of thought, concision, organisation and project management. The topic of the research project must fall within the discipline range of SELCS. It may relate to the subject area of a module already taken but it must not significantly replicate arguments already produced elsewhere.

The project is a piece of independent research, under the guidance of a supervisor. Students and their supervisor will have approximately two hours of contact over the course of the academic year to discuss the progress of the work.
Aims: To provide undergraduates - who are not studying economics as part of their degree programme - with a wide knowledge of the most basic economic concepts; to deliver a solid understanding of consumer and firm behavior; to explain most basic demand and supply neo-classical theory; to present basic concepts in mathematical formulae and graphs in a systematic manner; and to describe recent data and real-world examples

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), 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: A-Level Maths or equivalent.

Assumed knowledge: Students should know A-level mathematics. They should know how to reason mathematically, solve simple equations; know linear algebra, differentiations and basic geometry. They should also know how to solve numerical exercises, draw graphs clearly, and understand two-dimensional geometric shapes.
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):

Indications and required criteria to enrol a patient into the corrective phase of therapy
 Fundamental concepts of surgical periodontal therapy of periodontal diseases
 Presentation of different types of periodontal surgery including: open flap debridement, resective and regenerative techniques
 Practical skills associated with flap design, flap elevation, surgical debridement and suturing techniques
 Post-operative management of the surgically-treated patient
 Interdisciplinary aspects (periodontal/prosthodontic therapy) as part of surgical periodontal management
 Expected short and long-term outcomes following surgical periodontal therapy
On successful completion of the module, graduates will have achieved understanding and knowledge of:

Systemic and local indications and contraindications to enrol a patient into the corrective phase of therapy and referral pathways
 Decision-making process: surgical vs. non-surgical management
 Concepts of surgical therapy of periodontal diseases
 Evidence supporting the choices of different surgical techniques
 Understanding of different types of periodontal surgery including: open flap debridement, regenerative techniques and resective including surgical crown lengthening procedures
 Surgical instruments and indications for their use
 Flap design, flap elevation, surgical debridement and suturing techniques
 Post-operative management of the surgically-treated patient
 Factors affecting the healing following different surgical procedures
 Interdisciplinary aspects (periodontal/prosthodontic therapy) as part of surgical periodontal management
 Expected short and long-term outcomes following surgical periodontal therapy
Aims:

Students will develop skills and knowledge to design, implement and integrate large-scale software systems from heterogeneous components and services. Emphasis will be put on fundamental principles and practical issues of system integration projects. Students will also develop essential research skills needed to stay at the leading edge of software development throughout their career.

Learning outcomes:

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

Demonstrate knowledge and critical awareness of techniques and technologies for systems integration.
	Apply such knowledge to the development of a substantial system by teams of developers.
	Independently research and evaluate new techniques and technologies for system integration.
	Communicate their evaluation to a variety of stakeholders in a professional environment.
Content:

This is a problem-based module where students will work in groups to design, develop and evaluate software systems that respond to a client's needs using disciplined agile software development practices.Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have practical experience of software design, programming, testing and debugging, at least equivalent to FHEQ level 6.
It is recommended to: (1) have taken Requirements Engineering and Software Architecture (COMP0101) and Tools and Environments (COMP0104) in term 1 (since software development activities build on an industrial project started in COMP0101) and; (2) have good working experience of software development tools and environments.
The module consists of two small-group, intensive seminars, each of which takes place over a five-week period. Students are encouraged to pursue their own research interests and to choose from a range of options, typically including seminars on cultural and gender identities; world literature; literary forms and genres in changing historical contexts; themes, myths, and archetypes; literature and other arts; cultural memory; and reception studies.
Aims:

To provide students with the skills necessary to carry out the research component of MSc programmes effectively and successfully.

Learning outcomes:

Upon completion, the students will be expected to have gained:

understanding of the necessity and principle of research and the scientific method;
	understanding of research methods available and in which domain they are most appropriate;
	understanding of the advantages and disadvantages of these methods;
	understanding of how to manage a research project;
	knowledge on how to carry out an effective literature review.
Synopsis:

This module will provide students with an introduction to research, giving an insight into the underlying principles upon which research is based.
It will then go on to describe the tools and methods used to carry out and disseminate qualitative research. It will include 8 major themes:

Research Ethics
	What Is Research and How Can We Undertake It?
	Project Management
	Interacting With ‘the Literature’
	Qualitative Data for Engineering
	Asking/ Answering Questions and Constructing Convincing Arguments - Debate and Interview Skills
	Written Presentation Skill
	Oral and Visual Presentation Skill
This module uses exciting practical applications to introduce different forms of advanced structural analysis. In all cases the emergence of structural analysis as an amalgam of material behaviour, equilibrium and compatibility considerations is emphasised. The practical applications are timber-concrete composites (where slip analysis is the key), double-stiffness hyperstatic spans (where moment optimisation analysis via manipulation of stiffness distributions is the key), FRP-plated reinforced concrete sections (where analysis to show the effect of material nonlinearities on plated section behaviour is key) and some form of composite construction where a non-standard structural analysis crucial to the design process is the key. The first three topics are assessed via a 2 hour exam at the end of the academic year, while the fourth is assessed via coursework.

Learning Outcomes

Understand the role of connections and the importance of slip in timber-concrete composites and be able to perform meaningful calculations to quantify the effects of slip.
 Appreciate the manner in which algebraic analysis based on normalised variables, implicit differentiation for optimisation purposes and graphical representation combine to provide a framework of ideas for understanding the influence of stiffness distribution on the load response of statically indeterminate structures.
 Demonstrate a capability to draw together material nonlinearities, strain compatibility and section / member equilibrium to define curvilinear behaviour of FRP-plated concrete members.
The aim of this compulsory module is to introduce students to a variety of approaches used in educational research in order to develop skills for 1) critically reviewing and analysing existing research and 2) designing, conducting and analysing research, and 3) considering ethical issues that arise in educational research contexts. The module explores a range of methodological approaches and methods used in educational research, critically examining their strengths and weaknesses. The module includes a number of research-oriented tasks and exercises, where students can use specific examples for research related to their own interests. The assessment comprises a 5000 word reflective essay that critically engages with key theoretical and practical issues around research methods, and which can be based on the student's own proposed research interests.
This module aims to ensure that students on the MSc Spatial Planning Degree Apprenticeship are making effective use of the workplace learning opportunities of their apprenticeship and are supported to work towards their end point assessment. The module will consist of a series of workshops which consider how professionals learn, the importance of reflective and reflexive practice, the skills required to be an effective chartered town planner, and the requirements of the Royal Town Planning Institute’s Assessment of Professional Competence. Students will be guided through the completion of a reflective journal to bring together their university and workplace learning throughout their apprenticeship.
This module introduces planning systems, particularly in the UK but within their European framework, providing a context for what planning is, why we plan, how planning fits within a wider governmental context and the role of the planner in society, economy and environment.

The module will provide students with an understanding of planning as an interlocking system of policy and political intervention amidst a range of governmental and private interests and high expectations from a range of stakeholders. For BSc students in the Bartlett School of Planning, this will serve as a useful basis for the development later in the degree of the managerial and organisational aspects of the urban environment.
This module is designed to provide you with essential skills that are required for your next year(s) of study, and beyond. The module is delivered through workshops, lectures and online quizzes and tutorials.

Oral presentation skills (with workshops run by the Royal Academy of Dramatic Art [RADA])
	Referencing workshops
	Careers
	Computing skills
	Introduction to Year 3
	Scientific calculations
Most face-to-face sessions take place daily in post-exam period in term 3, although there are some additional sessions/ workshops/ quizzes throughout the year.
Module content

This module will equip you with skills and experience in the field of transformative enterprise. It involves innovation immersive experience with a partner organization plus in-depth discussions on relevant topics (such as intervention ethics, technology and privacy, inclusivity and societal impact). You will have the choice of working: i) on an innovation project with a partner organization (such as a start-up enterprise, incubator, company, government agency, community group or non-profit organization); ii) on a research assignment with one of IGP’s research teams in the UK, Lebanon or Kenya; or iii) on an innovation project of your own design in collaboration with a UK or overseas organization of your choosing.

Illustrative module outline

Challenge-setting workshop with partners
	Masterclasses on specific innovation challenges
	Innovation ethics
	Co-designing for social innovation and prosperity
	Innovation fair
Module summary: This module aims to enable students to become skilled users of tools to simulate the performance of buildings; develop a critical view of the use of simulation results; have a fuller understanding of the errors and confidence that can be placed on the results of such tools. Development of good practice and competence in the use of simulation will be developed by undertaking a series of modelling tasks; as part of the coursework, students are expected to develop their own modelling portfolio.

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

understand the underlying concepts & theories regarding the modelling & simulation of complex systems, of which buildings are one type;
	identify the types of modelling & simulation tools available for advanced building performance analysis & understand the limitations of application of each;
	establish the link between basic building physics concepts and their implementation by building simulation tools;
	understand principles of sensitivity and uncertainty analysis and quantify the impact of uncertain / unknown parameters to the accuracy of the outputs;
	become familiar with statistical programming tools for use within building simulation and data visualisation.
Course content will encompass lectures covering the key topics of synthetic biology that are currently, or may in future be, applied to challenges in industrial biotechnology and bioprocessing of biopharmaceuticals. Fundamental elements of what currently defines synthetic biology will be explained and explored. These elements will include concepts such as the standardisation of molecular biology techniques and resources (BioBricksTM), and the International Genetically Engineered Machines (iGEM) competition. Further topics will include introduction to areas relevant to:

- Industrial challenges in 'green' biosynthesis of high-value small molecules and biofuels; modelling of metabolic pathways, flux analysis of metabolism, pathway engineering, protein design, de novo pathway design and construction

- Cell-engineering for improved bioprocessing; design and modelling of novel genetic circuits, whole genome editing and construction, novel chassis and hosts.

- Engineering biological systems; mathematical modelling of synthetic gene networks

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

Acquire knowledge of commercial applications of Synthetic Biology and understand how these arise from interdisciplinary research
	Appreciate how to link information from different biological contexts can be used to build and design new elements, pathways, cells and systems
The characteristics of real estate investments are markedly different from those of more traditional asset classes, like stocks and bonds, with many questions remaining about risk, return, allocation targets, and investment strategy. However, real estate is the largest alternative asset class of an institutional investors’ portfolios. In addition to real estate being an important asset class, the sector also plays a critical role in critical issues related to sustainability with ESG considerations becoming central in all real estate investment decisions. In the ‘Property Investment Analysis’ module, we build on skills developed during its predecessor modules and shows how to apply financial concepts in the practice of investing in real estate assets. Specifically, it focuses on data driven approaches to investment decision making with a series of lectures on the financial concepts governing these decisions. Following these lectures, we analyse real-life case studies to demonstrate how different issues in real estate investing can be addressed, giving the students an opportunity to use data and software for giving investment recommendations.
Following a more introductory agenda of the first module of the second year, this modules is aimed at an in-depth specialisation of design, growth and fabrication that is accompanied with a substantial written component of 15000 words. The project is developed individually or in groups of max two students. The module is focused on developing a Comprehensive Project Thesis with a high-level design and material resolution, while implementing intense environmental analysis and extensive computational simulations. Key importance will also be given to the growth agenda of each project and how this is accomplished in a both controlled environment and outdoors. In addition to regular tuition, each project will rely on the regular input of an external consultant (chosen in Term 4) whose expertise is key to generate an original and highly innovative bio- integrated design piece. The overall project will be orally presented at the end of the year with an accompanying final document (almanac or book) and a series of prototypes that will be exhibited in the BPro show in September.
You will investigate the themes of this module by designing a speculative building, installation, device or other mode of investigation. Every Unit will have a different approach.

The investigation could extend beyond the field of architecture into other disciplines such as art practice, literature, philosophy, psychology, sociology, science or technology.

You will critically examine ideas from outside the field of architecture to find their design implications. Some ideas will suggest the gathering of empirical data, organising analytical studies and conducting observations of people, place, context and materials appropriate to the project at hand. You will critically examine their investigations to seek their design implications.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0644, 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.
‘Movement science and pain’ will build on your knowledge of mechanical theory and biomechanical behaviour of individual musculoskeletal tissues to provide you with knowledge and understanding of whole body mechanics and movement. Movement is modified significantly by pain and the fear of pain and you will learn about pain mechanisms, central sensitisation of pain and the management of pain with emphasis on biopsychosocial aspects. Visiting the Pain Management Programme at the Royal National Orthopaedic Hospital will complement teaching in the classroom. The module will provide you with knowledge and understanding of the kinematics and kinetics of gait and you will gain practical experience of cutting edge techniques to assess gait inside and outside the clinic. You will learn about neuropathologies and syndromes such as hypermobility that have an impact on gait and movement. You will be introduced to assistive technology devices designed to allow people with mobility dysfunction to regain independence and improve quality of life.
This module is for students who have little or no prior knowledge of the target language and who wish to attain a level of competence which will allow them to communicate effectively in a many ordinary situations. Students will also be introduced to the reading of simple texts drawn from a variety of sources. The module provides a solid foundation knowledge of grammar and a broad general vocabulary as well as an introduction to aspects of the culture of the region of the target language.
Old Norse, the medieval precursor to the modern Scandinavian languages, was once heard throughout Europe and beyond. During the Middle Ages Scandinavian ships travelled west to North America and east to Istanbul. The scope and variety of the Old Norse literary corpus matches the remarkable span of these journeys: myths and legends, love- and battle-poetry, prose narratives about kings, adventurers, poets and saints are all found in Old Norse. This module will introduce students to a wide range of Old Norse language and literature, situated within the broader context of the history and culture of Viking and medieval Scandinavia. Students will develop a good understanding of the basics of Old Norse grammar and by the end of the module will be able to translate medieval Icelandic prose and some forms of poetry. They will become familiar with key saga texts and will begin to explore ways in which contemporary scholarship can shed light on the complex but rewarding world of medieval literature.
This module explores issues of war, peace, and human rights from the perspective of international law. In particular, we may examine topics such as the law on the use of force (the jus ad bellum), international humanitarian law (the jus in bello), international human rights law, and international criminal law. The themes in the module may include: the prohibition of war in international relations, the exceptions to that prohibition (namely self-defence, Security Council action, and the debated doctrine of humanitarian intervention), the rules and principles on the conduct of hostilities (especially those related to the protection of combatants and civilians), the principles and practice of UN action in the fields of peace-enforcement and peacekeeping, and the role of human rights concerns in these debates. Throughout the module, we will be asking whether existing legal frameworks are adequate for governing contemporary forms of conflict and how the law should be interpreted in light of the changing nature of war.
This module does not presume any prior legal training, but students are expected to engage with complex issues and topics and to develop a critical perspective in their understanding of the legal regime governing war, peace, and human rights. Seminars will include theoretical and conceptual discussions as well as sessions that will enable students to tackle doctrinal and interpretative aspects of international law as it relates to armed conflict. Upon completing the module, students will have a solid grounding in international law, will gain legal analysis skills that they can apply to contemporary events and cases regarding armed conflict, and will be able to critically engage with scholarly work and international case law in this domain.
This is one module in a series of three modules on early child development, which focus on child development and the caregiver-child relationship in the early years, considering the interplay of different factors, such as psychological, biological and environmental. Particular attention will be given to the bi-directional nature of the parent-child relationship, how the child influences and is influenced by their environment. The focus of the module is on normal development in the early years and which aspects or issues in the child, the parent and their relationship that can lead to future mental health problems.

This particular module, the first in the series, will focus on the following stages: pre-natal/pregnancy; transition to parenthood; newborn (up to one month); and infancy (up to six months).

The module will consider different aspects of the child, parent and parent-child relationship, such as:

development of the child’s internal world;
	parent’s internal world and its impact on their parenting and the child’s development;
	intergenerational transmission of attachment and trauma;
	complexity and diversity of family and cultural settings within which a child can develop.
All these aspects will be considered through teaching of psychoanalytic theory and contemporary research in developmental psychology and neuroscience, and exemplified through clinical examples.
Aims: This module aims to provide an extensive overview of our current understanding of learning and memory from behavioural, cognitive, and neural perspectives, with particular emphases on theoretical ideas about the ways in which distinct memory processes can be isolated and identified, and on the practical applications of research. Objectives: Students are introduced to the idea of a processing stream from initial encoding and storage in short-term memory to subsequent consolidation in long-term memory and retrieval. The elements of this stream are not independent but are linked via interactions among component processes occurring at different points in the stream (transfer-appropriate processing). A key objective of the module is to equip students with the ability to evaluate evidence regarding the existence of distinct memory processes in this stream. Broad understanding of aspects of the neural basis and neuropsychology of memory are relevant to this objective, hence the characteristics of amnesia are discussed in depth. Students also learn about the multiple ways in which influences of memory can manifest themselves in behaviour. Applied topics such as aging, memory distortions, cognitive enhancement, and eyewitness memory are included in the module. Summary of module: The module covers major current topics in the study of human learning and memory, usually including: Short-term Memory, Working Memory and Neuroplasticity, Encoding Processes, Consolidation, Implicit Learning, Reliability of Long-Term Memory, Memory and Self, Mechanisms of Forgetting, Aging, Dementia, Metamemory, Mechanisms of Memory Retrieval, Effects of Retrieval, Transfer-Appropriate Processing and Neuroscience of Memory.
An introductory course in phonetics, including lab work, transcription and aural/oral practice at postgraduate level. This module introduces basic phonetic concepts and focuses on developing critical skills, with the aim of providing a foundation for further study in phonetics, phonology, and related fields.

The primary learning objectives are:

• To understand how all of the sounds of the world’s languages are produced.

• To be able to transcribe speech sounds using the International Phonetic Alphabet (IPA).

• To understand basic acoustic and aerodynamic properties of speech, and some tools used to study these properties.

• To apply this knowledge in understanding how speech sounds are used and distributed in the world’s languages.
This course focuses on central issues in the writings of the German idealists - Fichte, Schelling, and Hegel. Each of these philosophers thinks that self-consciousness is the central issue in philosophy. In this course, we will survey the different ways in which each of the idealists conceived of self-consciousness. For Fichte, the most important way that our self-consciousness is given is our self-consciousness as moral beings. For Schelling, the most important is our self-consciousness as natural beings. For Hegel, the most important is our historical self-consciousness. Therefore in this course we shall pay particular attention to Fichte's moral philosophy, Schelling's development of Fichte's position into a philosophy of nature, and Hegel's philosophy of history.

Philosophy Area C
This skill is important for changing practice (usually prescribing), and it is important that all practitioners are well versed in audit. As part of FS2, practitioners will be required to complete an audit in the placement (in liaison with their FS2 Supervisor) or if a focus for audit cannot be identified then practitioners may undertake a service evaluation project instead. The audit or service evaluation will be written up as a poster and short written report. Practitioners present the poster at the diploma audit session (usually an afternoon). The poster can also be presented at the Trust’s research and audit day, as well as national conferences, e.g. UKCPA.
This module will consider in detail the use of polymers in drug delivery systems. It will first revise some fundamental concepts in drug delivery, before covering key aspects of polymer chemistry (synthesis and characterization). It will then describe the properties of polymer/drug composites, their characterization, and effects on drug solubility, release rates and mechanisms. The module will finish with discussion of some leading contemporary polymer-based drug delivery systems, and consider the likely future direction of this field.

 List of lectures:

  Introduction to polymers in drug delivery
 
  Polymer chemistry
 
  Polymer-drug composites
 
  Drug release from polymer composites
 
  Characterisation of polymer-drug composites
 
  Practical session: Characterisation of polymer-drug composites
 
  Fast-dissolving polymer formulations
 
  Modified release formulations
 
  Implantable polymer devices for peptide delivery
 
  Future formulations
In this course, you will learn how to create effective, reliable, fast C++ for numerically intensive research, and deploy this code to research computing infrastructure, including state-of-the-art supercomputers and cloud services like Amazon EC2.

The module aims to:

Prepare students to write well-engineered, reliable, tested C++
	Build familiarity with tools, libraries and techniques used in research computing
	Prepare students to use high-performance parallel research computing platforms
Topics covered include:

Arranging your code. A program scaffold. Testable code. CMake. The Google C++ unit testing framework.
	Modern C++ (1): Recap of features and concepts. Lambda constructs. C++ standard library.
	Modern C++ (2): OO concepts: encapsulation and data abstraction, inheritance, polymorphism.
	Modern C++ (3): Extensible code design. Patterns. Templates.
	Code Quality: tools for pretty code, memory leaks, profiling, benchmarking.
	Libraries for research computing: e.g. Boost. Linear algebra packages.
	Performance programming. What a computer is and how one works. Memory, processors, and cores. Caches. Single-core optimisation. Compilers. How parallel computers work. Shared and distributed memory. Amdahl. Schedulers and job submission.
	Shared memory parallelism (1). OpenMP. Parallel sections, Reduction. Safety, Locks and races.
	Shared memory parallelism (2). Task-oriented parallelism. Load balancing.
	Distributed memory parallelism. Message passing. MPI. Parallel storage. Parallel algorithms and design.
 
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 considers the challenges faced by small firms that are aiming to become big ones. It is an integrative course that focused on planning for, and overcoming barriers to, growth. We look at both hard and soft skills and utilise an array of case studies, lectures, speakers and mini-workshops.
While on your year abroad you will study modules at the host institution relevant to your degree programme. Delivery methods and assessment will be determined by the host institution. Your module choices should be approved by your Study Abroad Tutor at UCL. The grades you receive at the host institution will be converted into a single UCL equivalent mark which will represent your year abroad result.

Students undertaking the study abroad year in their 4th year must select modules at graduate level to meet the requirements of the integrated Masters programme.

Students must register for the study abroad programme by completing and submitting a Study Abroad Approval Form to the Study Abroad Team by the end of the autumn term of their second year.

During the spring term, students will participate in the Study Abroad Preparation Programme, the successful completion of which is a prerequisite for progression to the period of study abroad.
This module is an introduction to both magnetic resonance imaging (MRI) and Biomedical Optics as used in clinical applications, with an emphasis on the underlying physical principles. It will provide a solid foundation for students who wish to: 1.Understand the physical principles of MRI and Biomedical Optics; 2.Understand how medical physics can be used to improve clinical practice; 3.Pursue research, or develop clinical or industrial applications, in MRI or Biomedical Optics.

A video description can be found at the UCL Media Central.
This module will consider the links between food and drink and risk of different types of cancers. You will study the role of diet in cancer prevention and survivorship and will explore the association between obesity, dietary patterns, individual foods and their links to specific cancers. You will be introduced to key concepts on research integrity and the reliability of source information and how to evaluate data quality in cancer research. You will develop skills in assessing scientific literature and critical reading and will practice your communication skills by creating a video based on a cancer related nutrition topic and participate in social media activities centered around topics known to be controversial. By completion of this module students will be able to evaluate relevant data and effectively communicate this to a range of audiences.

After taking this module you are expected to be able to appreciate the various sources of evidence that will be required to evaluate and interpret cancer risk, to develop essential skills to effectively communicate research and technical evidence to different stakeholders and to incorporate emerging findings in this fast paced continually evolving arena.

As well as lectures and tutorials, you will have an opportunity to learn how to create a video presentation, how to produce digital material, how to synthesize the available scientific evidence for a lay presentation and how to develop strong arguments in a debate.
This module focuses on Old English literature and court culture, considering both works which were produced in connection with a particular court and works whose contents include representation of a court or courts. The module includes a study of some writings associated with Alfred's court at the end of the ninth century and also of poetry such as Beowulf (focusing on, for example, the courtly speeches and their ornate syntax and layers of meaning, and comparison and contrast of Hrothgar’s, Hygelac’s and Beowulf’s courts). Its approach allows students to engage closely with texts from a literary point of view and also to consider how historical, linguistic, and cultural issues bear in significant ways on the interpretation of Old English writings. Some prior knowledge of Old English is required for the module.
Note: MA Medieval and Renaissance Studies students may take the 15-credit 'Skills and Sources' module in conjunction with this module.

The purpose of this module is to introduce students to the variety of skills required to read and interpret medieval manuscripts from the Anglo-Saxon period to the fifteenth century.

Using important examples of books containing poetry and prose, students will be taught to read medieval handwriting, and how books were constructed and produced. The second strand of the module will include broader social and literary issues concerning medieval books such as patronage and ownership; readership, both male and female; the changing role of scribes and illuminators both in making books and helping to fashion assumptions about reading and interpretation; genre; and locality. By providing a range of material from the Anglo-Saxon period to the later Middle Ages, students will have the opportunity to compare books across both periods while still receiving specialised tuition on each.

Old English will usually be studied in one term and Middle English in the other.
Modelling the propagation and scattering of acoustic and electromagnetic waves has proved a major challenge to mathematicians and physicists for many centuries, and its practical importance can be observed in many applications prevalent throughout our modern world. These include the mitigation of aircraft, rail and traffic noise in urban areas, sonar detection, wireless and fibre optic communication, baggage screening, medical diagnostics and the workings of the cochlea. This course aims to provide an introduction to linear and nonlinear wave theory and the approximate methods used to tackle wave reflection, transmission and scattering in inhomogeneous media.
The traditional title for this material is Advanced Calculus and Geometry. Building on the material covered in MATH0040, it provides a foundation course in 3-dimensional geometry, calculus of several variables, differential operators and eigenvalue problems.
The course provides the type of mathematics useful in physical sciences. It focuses on revising and extending A-level work, aimed at those with a high pass (B or A) in A-level Mathematics.
Teaching Delivery: This module is taught in 20 weekly lectures.

Content: This module aims to enable students to acquire the principles and techniques of writing Latin prose (translation from English). We will use the text-book R. Ashdowne & J. Morwood 2007 Writing Latin: An introduction to writing in the language of Cicero and Caesar (London). To begin with, we will revise the more complex constructions of Latin syntax, and translate sample sentences from English into Latin. After the first few weeks, we will proceed to translating passages of around 200 words, and eventually, we will move onto translating more extended passages of English prose. Each week, for homework, students will be expected to translate sentences or passages from English into Latin, and to revise their knowledge of Latin accidence. In class, we will test the students’ knowledge of accidence, go over the homework, and cover new topics in Latin syntax.

Skills: Students will develop their ability to express themselves in writing, to analyse sentence structures, and to solve complex problems by applying extensive memorized information.

Introductory reading: R. Ashdowne & J. Morwood 2007 Writing Latin: An introduction to writing in the language of Cicero and Caesar (London); Tobias Reinhardt, Michael Lapidge & J. N. Adams (edd.) 2005 Aspects of the Language of Latin Prose (Oxford) (see the introduction in particular).
This module explores the relationships between science, war and the prevention of war. It will place military and security technologies within social, political, and historical contexts. We place a particular emphasis on the twentieth and twenty-first centuries and on weapons usually designated as ‘unconventional’ or ‘weapons of mass destruction’. In addition to thinking about how science, technology and warfare have shaped each other, this module also considers the changing role of the scientist in relation to the state. It also considers broader themes, such as arms control, disarmament, ethics, and popular culture in relation to war. No prerequisites.
Much of the science around us today has been shaped by processes operating since approximately 1800. This module surveys the evolution of science over this period and around the globe, with particular emphasis on science in the twentieth century. Science will be considered in its social, political and cultural contexts. Topics include science in different national contexts, science and war, the development of key new disciplines (such as quantum physics, relativity, genetics, particle physics) as well as the expansion of older ones. Emphasis will be on the physical and life sciences, with some comparative consideration of the social sciences.
The History of Asian Medicine aims to provide knowledge of the background and development of key concepts and practices in the history of Chinese medicine, with a secondary focus on the history of Tibetan and Indian medicine and their interrelatedness. It will describe the transmission of these Asian medical systems and traditions to Europe and the reception of traditional medicines in the modern world. The course will give a broad historical perspective, while at the same time focussing on the social, cultural and political contexts of key times of medical innovation.
Sources for Greek History offers an introduction to some of the main sources for archaic and classical Greek history, and to Greek ways of representing the past.  It tackles not only the major historical narratives - incorporating both oral traditions about the recent and distant past, written records, and eyewitness accounts - but also the key sources for our understanding of the politics, society, and culture of ancient Greece.  The latter include inscriptions, comedies, and law court speeches, as well as epic and didactic poetry.  The aim is to show what the peculiarities, strengths, and weaknesses of each of these sources are, and how these shape our knowledge of Greek social and political history.
In this module, we shall examine the representation of women in Orientalist paintings by Gérôme and Delacroix, in the ‘erotic’ post cards compiled by Malek Alloula in Le Harem colonial, in literary texts by André Gide, Albert Camus and Assia Djebar, in the filmic narrative of Pontecorvo, as well as in the theoretical and critical works of Frantz Fanon, Pierre Bourdieu and Tahar Ben Jelloun. By focusing on these visual and textual narratives the aim of this option is to probe and problematise the intersections of gender, race and sexuality. 

 

Primary Texts 

 

André Gide, L’immoraliste. 

Albert Camus, L’Étranger. 

Albert Camus, ‘La Femme adultère’ 

Malek Alloula, Le Harem colonial. 

Gillo Pontecorvo, La Bataille d’Alger 

Assia Djebar, Femmes d’Alger dans leur appartement. 

Assia Djebar, L'amour, la fantasia 

Frantz Fanon, L’An cinq de la révolution algérienne. 

 

Coursework: Students will be required to give presentations in class. Satisfactory attendance at classes is a prerequisite for entry into the assessment process. 
The Module examines the sets of rules, regulations, laws and ethical issues in the healthcare sector. The Module adopts an interdisciplinary approach to help students to identify and discuss legal and ethical challenges in the relevant subject area. Some of the topics which shall be discussed in this course include legal and ethical issues relating to:  

The Structure of the National Health Service and recent legislative reforms in the healthcare sector  
	Medical Negligence  
	Consent to Treatment  
	Mental Health Law  
	Confidentiality  
	Organ Donation  
	Dying and Death Global Health and International Public Health Concerns 
Managing the City Economy is designed to train you in the application of economic concepts, theories and criteria to the analysis and strategic management of the city economy in both developing and developed countries. It aims to enable you to develop a critical understanding of the key components and operating dynamics of the city economy and the factors that underlie the economic development performance of cities. By linking theory with practice and through critical evaluation of relevant policy experiences around the world, this module will enable you to develop not only a deeper understanding of urban economies but also skills of developing and formulating city development strategies. It is particularly useful for those who are interested in a career that involves the strengthening of the city economy through public intervention.


This module comprises 18 sessions over two terms. The first term dissects the city economy and examines sector-specific activities and policy issues. The second term explores key challenges and debates around the implementation of sustainable development at the city level, followed by in-depth city as case studies.
Indicative lecture topics

TERM ONE
Introduction to cities and ethics of development
The central business district and international financial centres
Urban industry, industrialization and deindustrialization
Making manufacturing work
Services and services exports
Promoting service industries and services exports
Transport and logistics
The real estate industry
Property-led urban regeneration and land value capture.TERM TWO
Implementing sustainable development
Managing infrastructure and municipal finance
Poverty reduction
Urban governance and poverty amelioration
Analysing the metropolitan economy and its structural change
Formulating and evaluating city development strategies
Case studies of the city economy
Final reflection and discussion.
All Masters students are required to submit either a dissertation or report at the end of their final year of study. These must be based on research, either empirical or theoretical. It provides the opportunity to explore an in-depth issue, with supervision, and introduces students to the skills and techniques required for research and writing scholarly publications. This module runs across an entire academic year. It provides support for the development of dissertation/ report research through: online activities and discussions (autumn term), development of a research proposal (autumn/ spring), and one-on-one tutorial support in conducting research and writing (spring/ summer). As a result of completing this module, students will be able to:

• conceptualise and write a coherent research proposal;

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

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

• complete a literature review which synthesizes and critiques relevant knowledge and ideas in a particular field of study and links to one or more research questions;

• critically evaluate and analytically discuss evidence from primary and secondary sources;

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

Assessment of the module consists of a research proposal, evidence of peer-review of a proposal, completion of an ethics review and a dissertation/ report. Dissertation students will write a 2,000 word proposal + 17,000 word dissertation. Report students will write a 1,500 word proposal + 8,000 word dissertation.
The module covers the following areas: (i) The physiology of motor control and the role of the Basal Ganglia  (ii) Disorders of the Motor system including Movement Disorders and demyelinating diseases (iii) The neural control of cardiovascular and urogenital functions and their disorders  

The aim of the module is to provide you with an understanding of the basic science underpinning the study of motor control, and its clinical context, focusing on the study and treatment of movement disorders and demyelinating diseases. Disorders of the autonomic nervous system commonly accompany these disorders and the module also aims to provide an understanding of the neural control of cardiovascular and urogenital functions, and their disorders.                                                                                                                                                                                                                                      

The module covers a variety of topics that generally may include an introduction to the motor system; Motor control theories; Sensory control of action; Basal ganglia physiology; pathophysiology and clinical correlates of hypokinetic movement disorders such as Parkinson’s Disease and Atypical Parkinsonism; Hyperkinetic Movement Disorders;  Cerebellar disorders; Spasticity and spastic paraplegia; pathophysiology and clinical correlates of  Multiple sclerosis and demyelinating disorders; Neural control of urogenital and cardiovascular autonomic functions and their disorders
This module will provide students the opportunity to build on their previous knowledge base of physiology and cancer biology to develop and synthesise learning of radiotherapy and advances in oncology practice for treatment and management of cancer. Key concepts relating to principles of radiotherapy will be revisited and developed to reflect the increasing complexity of the therapeutic approach to the malignancies studied in this module.
With the Government’s Green paper of Dec 2017 “Transforming Children and Young People’s Mental Health Provision” Schools Mental Health is a key priority.

This module looks at aspects of Young People’s mental health in schools, the relationship with neuroscience, how to recognise common mental health disorders as well as considering what evidence we have to best support young people in the education setting.

Aims of the Module:

To explore child and adolescent mental health using key theories (such as attachment, neuropsychological, systemic), and consider them in the context of educational settings.
 To consider our current knowledge of neuroscience in education and learning.
 To consider how to recognize common mental health issues and neurodevelopmental difficulties that present in schools.
 To consider evidence based interventions to address mental health issues that present in the educational setting.
 To develop a reflective practice as a professional so as to engaged in a process of continuous learning during and beyond the course.
Teaching Methods

There will be a variety of multi-modal face-to face teaching methods, facilitated small group discussions and recommended peer reviewed literature for private study. At the end of the module, as an overview of the central module themes, there will be a reflective learning session in which students will be offered opportunities to present key topics of interest in a formative exercise.

There will be weekly e-forum tutorials using Moodle in which students discuss key questions as a group. The course tutor will act as moderator and discussant.
The aims of the module are to develop the students’ abilities to understand legal principles and procedures of relevance to planning and real estate professionals, to apply a grasp of such principles to practical problem-solving exercises and to prepare for future planning and development practice.
By the end of the module, students should have acquired skills of (i) ascertaining the legal principles applied to a given professional practice problem, (ii) sourcing and referring to complex planning guidance and law, and attributing appropriate weight to that guidance when balancing material planning considerations, (iii) writing or presenting evidence as part of a mock planning inquiry exercise, and (iv) reflecting on the role of planning and property law in the process of making planning decisions, and within the planning system.
Through a series of lectures, this course gives students an introductory yet comprehensive overview of urban design theory. It develops this understanding and relates it to practice through the completion of a single project in three parts supported by weekly discussions with a studio tutor.
‘Energy systems in society’ addresses the challenges of placing consumers at the heart of the energy system. With generation and consumption increasingly embedded in our buildings and communities, greater social engagement in energy is inevitable and essential. This module will introduce you to the role individual behaviour and social structural issues play in delivering the energy transition. Substantively, the module will focus on technologies and energy systems, the performance of which is highly dependent on user behaviour. Both technology acceptance (social acceptance of energy infrastructure, as well as consumer acceptance of end-use technologies) and technology use (both of owned end-use technologies and energy services) will be addressed. The module will introduce you to key social science concepts, ranging from anthropology and psychology, through social psychology and behavioural economics, to social practice theory and other sociological theories. Throughout the module interdisciplinary and multi-method approaches to the analysis of socially dependent energy technologies will be emphasised, along with an emphasis on application of critical thinking skills.
The aim of this course is to enable students: (a) to recognize the connections between mathematics and engineering and how mathematical ideas are embedded in engineering problems; (b) to represent real-world systems and design problems from engineering in a mathematical framework. The module builds on the knowledge and skills gained in Modelling and Analysis I.

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

Identify and draw upon a range of advanced mathematical concepts, including Analytical and Numerical solution of (systems of) ODEs, Linear Algebra, Matrices and Eigenvectors/Values, Statistics and Partial Differential Equations (PDEs)
	Analyse specific problems and identify the appropriate mathematics to realise a solution
	Employ appropriate computer programming and modelling techniques and statistical analysis to efficiently solve and evaluate the performance of engineering systems
	Relate the behaviour of the output of mathematical models to the underlying physical or conceptual models of interest
	Carry out engineering problem solving both collaboratively in a team and independently
	Present and interpret mathematical results in effective and appropriate ways to varied audiences, including non-mathematical engineering audiences.
Real estate plays a significant role in our lives with direct implications on our health and productivity, the fabric of local communities, and the stability of the economy as a whole. Moreover, it is the largest alternative asset class for institutional investors and the largest market by any account in most advanced economies around the world. Furthermore, being responsible for 30-40% of global carbon emissions, the real estate sector has seen a plethora of policy - and industry initiatives related to sustainability, and as such, environmental, social and governance considerations have become deeply ingrained in the analysis of real estate markets. Therefore, real estate markets are hugely consequential in our lives; however, understanding what affects them and how analysing real estate data is as important as it is difficult. The ability to obtain and process real estate data using programming languages to perform accurate statistical analyses is a fundamental asset to any professional. With these data and programming skills you will be able to answer questions such as what is the effect of air pollution on house prices, or how much are businesses willing to pay for locating their office outside a flooding risk zone, or what were the implications of Brexit on real estate development in London, among others. In this course we will dive into the analysis of real estate data using R, an open source statistical package and programming language, and we will learn which questions we can answer employing them and, more importantly, how.
This is a compulsory module for BASc students on their year abroad.

Aim:

To practise and further develop your language skills and advance your level while you are on your year abroad.

Level:

The next level up from the one you have just completed at the CLIE. E.g. if you took German level 3 in 2020-21 then your BASC Study Abroad Project and Vlog are at German Level 4.

Project:

You should identify an aspect in the CLIE language module Project you completed in 2020-21 that you would like to research further, and use this as the basis for your Study Abroad Project. You must not reuse content from your previous Project.

There are several stages in order to support and guide you:

Proposal: to be submitted by email to the CLIE language tutor you had in 2020-2021.

Draft: Submit a draft of the first part of your Project (approximately 40% of the UPPER word limit for your level) by email. You will then receive feedback on structure, content and any main grammatical issues.

CLIE Project Marking Criteria will be used; which can be found in the CLIE Modules Student Handbook.

Vlog:

A 5-minute oral summary of your Study Abroad Project (similar to the presentation of your Project that you give as part of your CLIE Oral Examination).

CLIE Oral Examination marking Criteria will be used.
SERS0002 Year 1A Use of Russian covers a broad range of topics and functions. As the module progresses, the range of materials extends to take in literature as well as social and cultural developments.

This module concentrates on the development of a sound command of Russian grammar, allied to the productive use of Russian for speaking and writing skills. The module aims to enable students (i) to achieve a sound base in Russian in writing and speaking skills, (ii) to develop a sound understanding and command of Russian grammar and to acquire a good working vocabulary, as well as (iii) to boost language awareness and language learning study skills.

By the end of the module students will have acquired (i) a sound knowledge of the structures of Russian, (ii) a working vocabulary of 2000 - 3000 words, (iii) an ability to use and understand Russian, moving from beginners to intermediate level, (iv) the experience of using Russian in a Russian-speaking environment.

Resources include textbooks, audio recordings and computer - mediated materials. All the resources are available on the SERS0002 Year 1A Use of Russian Moodle page.
Module description

This module aims to develop the student’s ability to speak and understand, read and write Icelandic up to an advanced level and to deepen their understanding of the grammar of the language. Particular attention will be given to impersonal and passive constructions and to the use of the subjunctive. 

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 is designed as a challenging introductory course and is specifically for non-History of Art students. It examines modern and contemporary art focusing on objects in London's galleries and museums. The specific content of this module changes each year but its aim is to introduce students to key issues and themes in British, European and North American from the mid nineteenth century through to the present day, by focusing on works in institutions such as Tate Britain and Tate Modern as well as smaller contemporary galleries such as The Whitechapel. It is assessed by two essays, of 2,500 words, equally weighted.
This module is designed as a challenging introductory course and is specifically for non-History of Art students. It examines modern and contemporary art focusing on objects in London's galleries and museums. The specific content of this module changes each year but its aim is to introduce students to key issues and themes in British, European and North American from the mid nineteenth century through to the present day, by focusing on works in institutions such as Tate Britain and Tate Modern as well as smaller contemporary galleries such as The Whitechapel. It is assessed by two essays, of 2,500 words, equally weighted.
This module is designed as a challenging introductory course and is specifically for non-History of Art students. It examines modern and contemporary art focusing on objects in London's galleries and museums. The specific content of this module changes each year but its aim is to introduce students to key issues and themes in British, European and North American from the mid nineteenth century through to the present day, by focusing on works in institutions such as Tate Britain and Tate Modern as well as smaller contemporary galleries such as The Whitechapel. It is assessed by two essays, of 2,500 words, equally weighted.
This module is designed as a challenging introductory course and is specifically for non-History of Art students. It examines modern and contemporary art focusing on objects in London's galleries and museums. The specific content of this module changes each year but its aim is to introduce students to key issues and themes in British, European and North American from the mid nineteenth century through to the present day, by focusing on works in institutions such as Tate Britain and Tate Modern as well as smaller contemporary galleries such as The Whitechapel. It is assessed by two essays, of 2,500 words, equally weighted.
To provide students with an introduction to the basic transport phenomena required to analyse and design processes handling labile biological materials. Focus is on the development of a physical understanding of the underlying momentum transport phenomena and upon the ability to apply transport analysis to practical bioprocess-oriented problems. The physical interpretation of the problem will be emphasised via the understanding of the problem’s mathematical solution.

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, 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.
To provide students with an introduction to the basic transport phenomena required to analyse and design processes handling labile biological materials. Focus is on the development of a physical understanding of the underlying momentum transport phenomena and upon the ability to apply transport analysis to practical bioprocess-oriented problems. The physical interpretation of the problem will be emphasised via the understanding of the problem’s mathematical solution.

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, 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.
This module is offered to the students (practitioners) in the ‘minimally invasive pathway’ and not those registered for the ‘surgical pathway’. The module will cover topics that will supplement the core skills and knowledge learnt from the 'Fundamentals of Aesthetics' module. An understanding of basics skin care and principles of applications of surface-active devices is also part of the teaching plans. In addition, the students (practitioners) will learn the basics of neuromodulators and tissue fillers as well as expanding the importance of minimally invasive aesthetic treatment planning. Demonstrate Students will also acquire an understanding of gender fluidity of attractiveness. In addition, advanced skills in performing injection procedures on the upper face region will be taught in a simulated environment.   
This module is intended to introduce you to medical science scenarios, which have required the development of materials, devices and prosthetics. This will include understanding the engineering, design, technical communication, engineering practice and professionalism requirements for such solutions, as well as the requirement for experimentation. Specific components of the module that you will study and engage in include; introduction to professional medical practice (medical sciences/engineering discipline); critical thinking/problem solving; team working/learning own strengths and weaknesses; ethics for medical scientists; introduction to medical sciences and experimentation; the biomedical research discovery cycle; sourcing information and the technical literature in medical sciences; scientific writing and presentation; industry standards/ professional conduct. A major component of this module will be to learn about the principles behind basic cell and molecular biology techniques which forms part of a series of laboratory reports.
This module provides the opportunity to undertake original research or a quality improvement project; or a systematic review or meta-analysis of published literature on a specified topic with secondary supervision by a UCL academic. Guided by your own local supervisor, you will develop skills in searching literature databases, reading and critically evaluating published work and presenting a written and oral report of the work. To help you find a suitable project you may propose your own topic or can be provided with a list of potential subject areas following discussion with our dissertation co-ordinator. Self-organised dissertations must be formally approved by the dissertation co-ordinator.
Summary of the content of the module / component:

 1. Biomechanics and classification of spinal injuries

 2. Diagnosis and principles of surgical treatment

 3. Science and treatment of spinal cord injury

 4. Diagnosis and treatment of injuries from pelvis to feet

 5. Multidisciplinary care of elderly fracture patients

 6. Management of nonunion, malunion and infection of fractures

 Aims of the component: The aim of the module is to teach the principles of management of lower limb injuries, including the issues of orthogeriatric co-management in elderly trauma patients and the management of nonunion.

 Intended learning outcomes:

 1. Be able to describe and discuss the patterns of injury that occur in the lower limb.

 2. Be able to describe and discuss the treatment options for injuries to the spine and lower limbs.

 3. Be able to describe and discuss the biology of nonunion, including infected nonunion and how to achieve healing.

 4. Be able to describe and discuss holistic care to elderly patients with low-energy fractures.
Summary of the content of the module / component:

1. Diagnosis and principles of surgical treatment

2. Diagnosis and treatment of injuries from pelvis to feet

3. Multidisciplinary care of elderly fracture patients

4. Management of nonunion, malunion and infection of fractures

Aims of the component: The aim of the module is to teach the principles of management of lower limb injuries, including the issues of orthogeriatric co-management in elderly trauma patients and the management of nonunion.

Intended learning outcomes:

1. Be able to describe and discuss the patterns of injury that occur in the lower limb.

2. Be able to describe and discuss the treatment options for injuries to the spine and lower limbs.

3. Be able to describe and discuss the biology of nonunion, including infected nonunion and how to achieve healing.

4. Be able to describe and discuss holistic care to elderly patients with low-energy fractures.
The module aims to give students a solid understanding of the principles and practice of quantitative research methods. The emphasis is on the application of statistical models to large-scale datasets and the interpretation of the results. It builds on the first-year modules Introduction to Social Science Research and Discovering Qualitative and Quantitative Methods. During the first six weeks, the module introduces the principles and practice of data handling, a review of probability and statistics, comparison of two groups with t- and non-parametric tests, comparison of multiple groups with ANOVA/ANCOVA, and measures of association. The last four weeks treat the regression framework which is a generalization of the methods discussed in the first six weeks. Within the regression framework, the analysis of binary outcomes is also discussed (i.e., logistic regression). Through weekly tutorials, students gain hands-on experience with the data analysis software (SPSS) and of applying quantitative methods to real-world datasets.
This module covers more advanced aspects of regression analysis and builds on the Stata skills acquired in Introduction to Regression Analysis (SOCS0053). The module starts by revisiting OLS regression, this time paying more attention to the underlying assumptions, violations of those assumptions, and other issues and technicalities. Subsequently, students are introduced to regression models for categorical dependent variables. In the second part of the module, the focus shifts to modelling techniques that are suitable for more complex data structures, especially multilevel and panel data analysis. 
The spread of democracy has been one of most consistent and widespread trends in world politics over the last 200 years. The module provides an introduction to the study of democracy as a political system distinct from other regimes and the question of democratization: how and why societies become (more) democratic - and how and why democratic progress is sometimes reversed during periods of "autocratisation".

It begins by reviewing models and definitions of democracy and debates how we can measure democracy. It considers successful and unsuccessful experiences of democratization across a range of historical and geographical settings - 19th century and inter-war Europe, post-colonial Africa, Southern Europe in 1970s, post-communist East Europe and 'Arab Spring' -  and how political scientists have explained them.

It then examines factors that enable new democracies to succeed and sustain themselves over the long term. The course concludes by looking the recent rise of 'illiberal democracy' in some states; debates about 'democratic quality' and ‘democratic backsliding’ in established democracies. 
The AQM module builds on the foundation techniques taught in 'Quantitative Methods' module during Term1. It is designed to master students’ ability in empirical econometric analysis of economic and social sciences data. The module starts from advanced topics in multiple regression analysis followed by more specific analysis of time series data, panel data modelling and introduction to limited depended variable models. This module caters for students from diverse backgrounds with different levels of statistical knowledge. For those with a limited statistical background there is the opportunity to gain more quantitative skills, for those with limited experience in using statistical software classes in Stata will be on help and for those with more experience there is the opportunity to hone skills and undertake original quantitative research at a more advanced level.

There is an emphasis throughout on the use, by working with real-life economic data, interpretation and understanding of results rather than proofs. The module can though act as a lead into a more theoretical econometrically oriented modules.
This module aims to develop a range of language skills primarily for the purposes of conducting research: to support master's dissertation work, for PhD research and for use in other contexts where intermediate reading skills, along with a range of further language skills, are required. The students will gain fluency in reading research and media materials, as well as communication skills of speaking, writing and understanding Russian in a working environment. The module develops reading skills for research to an intermediate level, in particular in relation to the students' specific disciplinary/research topic interests; at the same time the course acquaints the students with a range of discourses and materials in order to develop a broader base for the comprehension of written texts. The module also consolidates command of the grammar of the language and develops productive skills of speaking and writing, in particular in relation to the students' specific disciplinary/research interests, but also with a view to developing communication skills for use in practical situations. By the end of the module students will be well equipped to read and summarise written materials at intermediate level. They will also develop more general competence across a range of productive and receptive skills. Students will improve their intercultural understanding and communication skills, independent study skills, analytical, writing and summary skills.
The module aims to develop a range of productive and comprehension language skills in spoken and written Slovene at intermediate level; these skills will relate both to the students' studies and to practical situations in Slovenia. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Slovene.
The module aims to develop a range of productive and comprehension language skills in spoken and written Finnish at intermediate level; these skills will relate both to the students' studies and to practical situations in Finland. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Finnish.
Since ancient times, people have engaged in the art of secret communication i.e., have developed mechanisms for ensuring that confidential information is not leaked to unauthorised parties. In the modern era, the interactions in which we engage have become significantly more complex, leading to a landscape in which both the security goals of a system and the threats faced by it are difficult to define, let alone evaluate. This module introduces students to the design and evaluation of secure systems, both in the physical and computerised realms.

PLEASE READ IF YOU ARE AN MRES SECURITY SCIENCE (SECReT) STUDENT: You are encouraged to take this module unless you have a background in computer science and cybersecurity.
This module provides an introduction to advanced quantitative methods in psychology. You will learn how and when to use advanced research designs and statistical techniques to present empirical research. Topics may include experimental designs (laboratory, field, and natural), log-linear models, logistic regression, and path analysis. Examples will be drawn from many areas of developmental and educational psychology using social, cognitive and neuro-cognitive approaches. You will also learn data analytic skills using a variety of statistical software packages (e.g. SPSS, R and JASP). This is an advanced module intended for students who have already had some training in quantitative methods for data analysis and, at a minimum, understand probability, hypothesis testing and linear regression.
Outline:

This module provides an introduction to the approaches and techniques of physics and astrophysics research through an open-ended scientific investigation. Students will be supervised by a member of academic staff within one of the Department’s research groups. The research work will develop independent research skills, by first requiring students to plan and write a research essay (PHAS0001), which acts as preparation for the research project itself. Students work full time on their research project from the end of the examinations in late May until the end of August. Topics can be chosen from a range of research areas in theoretical and experimental Physics and Astrophysics, but please note that due to demand we cannot guarantee to assign a student to their first choice of project area.

Aims:

The aim of the module is to develop the student’s independent research skills, by requiring them to undertake and complete an open-ended research project. At the end of the project, towards the end of August of each academic year, the student is required to submit a detailed written project report, written in the same style as a scientific paper.

Intended Learning Outcomes:

At the end of the module the student should have acquired:

increased skill and confidence to plan and work independently;
	improved skills in conducting a complex, open-ended scientific investigation, in an active research environment;
	acquired in-depth experience of a particular specialised research area, through literature review, as a member of a research team;
	obtain increased ability to seek out information as required from a variety of sources;
	become accustomed to developing ideas in discussion and by reference to the literature;
	develop a sound knowledge of the underlying principles which form a thorough basis for careers in physics and related fields;
	develop increased ability to seek out information as required from a variety of sources.
The module is designed to give ophthalmic practitioners (optometrists, orthoptists and ophthalmic nurses) the knowledge and skills to evaluate and manage more complex ophthalmic emergencies in both a primary and secondary care setting. This module will provide clinical assessment and management skills to registered practitioners working that will cover:

Advanced knowledge of clinical assessments, procedures and triage relevant in an emergency setting
 Identification of tests for further investigation and interpreting results via sophisticating imaging techniques
 Development of clinical management plans
 Knowledge on use and prescription of common drugs for use in managing acute and recurrent conditions
 Knowledge on how to recognise systemic conditions that may be linked to ophthalmic presentations, where co-management/referral may be necessary
 Understand the mechanisms on how to deliver emergency services and different models of care
On completion, practitioners will have both the knowledge and skills to work at an advanced specialist level both in a multidisciplinary setting and/or independently when examining patients presenting with ophthalmic emergencies.
This module delivers a comprehensive introduction to the study of ophthalmology and provides a baseline knowledge of the field. In taking this module you will gain a core knowledge of the structure and function of the eye, including the basic applied anatomy and physiology of the eye. The module will also introduce other basic sciences subjects related to Ophthalmology such as pathology, immunology, microbiology, embryology and genetics.

There will be introductory sessions to subspecialty subjects in Ophthalmology that will be developed further in the relevant subsequent modules. You will gain key ophthalmic skills, including an understanding of the common clinical skills needed to examine ophthalmic patients and interpret clinical findings and the ability to take a comprehensive and directed clinical history relevant to eye symptoms.

You will understand the principles, use and interpretation of some common ophthalmic investigations and imaging modalities, and gain a connected understanding of the investigations and approaches used in ophthalmology, and the context and relationships between subspecialties.

 
The Financing Technology Ventures module is geared towards students interested in working within some aspects of the venture capital industry -whether directly as a venture capitalist, as a fund of funds investor, a corporate investor or as an entrepreneur or corporate manager who is financed by venture capital.

The course provides a deep understanding of the venture financing cycle, starting with the sources of capital available, a deep dive through the due diligence process, an understanding of the valuation methods for early stage technology companies and finishing with an in-depth analysis of the economics of the deal.

The module covers both economic as well as strategic topics. On the economic side, the module covers topics such as the economics of the venture capital firm and the economics of the investment. On the strategic side, development of investment thesis, negotiations and board dynamics are widely discussed during the module. For participants that want to start a company and raise money from venture capitalists, this module provides the tools to successfully attract and negotiate the terms of an external funding round.

The module will aim to cover the differences of entrepreneurial practices and venture capital investments in Europe, US and China.
The aim of this course is to develop student knowledge on advanced quantitative finance and, in particular, asset pricing theory, portfolio theory, and derivatives pricing, and corresponding applications. Topics covered include stochastic calculus for finance, advanced models of option pricing such as Black-Scholes, and hedging strategies.
This module introduces students to capital markets. As economic globalisation has broadened the possibility of where capital can be raised and invested, our perspective is necessarily international. We will analyse financial actors (e.g. issuers, commercial and investment banks and other intermediaries, and institutional investors) and the dynamics of their interactions as capital is exchanged using financial instruments to generate returns while managing risk. We will analyse the context in which these actors operate, i.e. the markets, as well as the regulations that are imposed on these markets. Considering recent history, there will be an exploration of  the 2007/08 financial crisis and the role the different actors played in this crisis.

To establish a base level of understanding of financial concepts, this module will set a required text. The module will also make reference to relevant case studies as well as recent news from the financial markets. The emphasis will be to impart students with a general understanding of the behaviour of financial actors, the market environment in which they operate, and the regulations to which they must comply.
Aims:

You will focus on practical teaching through four interrelated components all contributing to the development of student pedagogical knowledge, understanding and skills.

Outcomes:

You will be equipped to provide effective, high quality knowledge on each of the four module components:

School Experience;
 Pedagogy;
 Curriculum;
 Professional Issues.
This module is designed to accredit practical teaching experience and assess students' practical teaching against the Standards for Qualified Teacher Status (QTS); these are legal requirements as stated by the Department for Education and Skills and the Training and Development Agency in Schools in the document Qualifying to Teach (2002).
Specialism grouping no teaching
This is the first module in the PG Dip in Social Science Research Methods which introduces the students to research questions and their role in the research process. The module enables the student to develop skills in creating good research questions through a mixture of online activities and face-to-face tutorials. By the end of the module students will be able to create workable research questions, evaluate research questions of others and understand the role of a literature review to inform their research questions.

This module is non-condonable.
Aims: In this module we shall analyze strategic behaviour of rational decision makers in situations of conflict or other interaction. We say that decision making is strategic if it involves taking into account what other agents want, know, believe and do. Strategic behaviour is an important component in interactions such as market competition between firms, bilateral bargaining, auctions, voting, information transmission, etc. Game Theory is a name for a collection of analytic tools that economists use to understand strategic interactions. In this module we will introduce some of these tools: strategic-form games with complete information, strategic-form games with incomplete information, dynamic games, equilibrium concepts for analyzing these games. We will present many economic applications of these tools as well as some behavioural evidence.

Prerequisites: ECON0065: Microeconomics
Aims: To provide students with a thorough understanding of core concepts and methods of macroeconomics, as a foundation for subsequent study of macroeconomic topics within the degree programme, and as one of the key elements in the professional training of an economist.

Suitable for: BASc students - Science Pathway (Y000 & Y001). Affiliate students may take ECON0017 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 equivalent.

Assumed knowledge: Students coming in to the course should have a sound knowledge of the supply and demand side models of the macro-economy covered in ECON0002 (Units 6, 7, 9, 10, 13-16 of The Economy https://core-econ.org/the-economy/ ), including the micro-foundations of the labour market and of credit constraints using principal agent models of the labour and credit markets.
This module will enable you to gain an in- depth understanding of the psychosocial consequences of acquired hearing loss and knowledge of a range of strategies other than amplification that can improve quality of life amongst hearing impaired adults. This is an optional module in the MSc / PG diploma Advanced Audiology.
This module covers the role of genetics in dental anomalies and teaches students to identify and outline a treatment plan for common dental anomalies.

In the Diploma year of the MSc in Paediatric Dentistry, you will undertake the following modules DENT0020, DENT0022, DENT0134 & DENT0136.
Teaching often involves examining areas that are known or that are agreed upon. However, many aspects of the world are not known. Many issues; political, moral, social, historical, aesthetic and scientific are matters of belief - often supported by various forms of reason. In these areas different beliefs are contested and can be matters of controversy. This module is an introduction to the philosophical and pedagogical questions raised by the teaching of controversial issues. It aims to offer both a theoretical basis and practical strategies for teaching controversial issues in schools. Participants will explore what controversial issues are and why they should be taught, examine concepts such as tolerance and respect and consider the role of reason in developing opinion. They will reflect on the role of the teacher in classroom discussions of controversial issues and explore a range of pedagogical techniques and resources.

The module is assessed by 5,000 word essay.
Aims:

The module will train students in the principles, application, and analysis of software development practices. The module will cover the fundamental practices that one would expect from any software professional one would want to hire. It will also offer an introduction into research on analysing software and extracting information from software repositories. The module is based on decades of experience, including the latest thinking on software process and analysis.Learning outcomes:

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

Understand the nature and variety of software development practices that are available for achieving software engineering tasks.
	Select appropriate practices for the task at hand and to apply the tools and practices to achieve the task.
	Understand and appreciate current research directions in analysing software and repositories.
Content:

Version and Configuration Management.
	Mining Repositories.
	Building Systems.
	Debugging and Profiling.
	Software Analysis.
	Code Review.
Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) understand the basics of programming, computer science and software engineering equivalent to Years 1 and 2 of MEng Computer Science at UCL.
Teaching Delivery: This module is taught in 18 bi-weekly lectures with 2 weeks of one seminar where the class will split into two groups. 

Content: This module will focus on reading and discussing primary sources in translation and it is a broad-sweep survey of Roman literature, covering the principal authors and genres and starting from the beginnings of early Latin literature, through the Republican period and into early Imperial Rome. This course is intended as an introduction to Latin literature and theoretical approaches to literature, and it aims to provide students with a chronological and thematic framework for further study of ancient Latin literature. Topics will include the Roman theatre; satire; Roman epic and challenges to epic; historiography; lyric and love poetry; declamation and oratory; and the birth of the novel.
Twice weekly classes take as a starting point selected readings from major authors; the format is mixed lecture and discussion. Students will be expected to equip themselves with specified translations of some works, which are cheaply available in paperback; other texts will be supplied as handouts.

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

Introductory reading: S. Harrison (ed.), A companion to Latin literature (Malden, MA, 2005), P.E. Knox, - J.C. McKeown (eds.), The Oxford Anthology of Roman Literature.   (Oxford; New York 2013)
This module will introduce you to a range of more advanced statistical techniques used in healthcare. In particular you will learn advanced modelling methods, including semi-parametric survival models and generalised linear models. Incomplete data is a common problem in healthcare data, so you will study methods for handling missing data, with a focus on multiple imputation. We will also discuss how conclusions about causality can be drawn from observational data using methods such as directed acyclic graphs and propensity scores. You will also learn about bootstrapping and other related methods.

At the end of the module you will:


	Be able to use linear regression, logistic regression and Poisson regression within a GLM framework
	
	
	Be able to apply Cox proportional hazards and Weibull modules for time-to-event data
	
	
	Understand and be able to apply the MAR/MCAR/MNAR framework for missing data
	
	
	Be able to use multiple imputation
	
	
	Be able to use directed acyclic graphs
	
	
	Be able to use propensity scores
	
	
	Be able to use bootstrap methods
	
The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session.
This module is intended to be a ‘synthetic chemistry bootcamp’ whereby students with differing levels of experimental chemistry experience can learn skills and techniques that will raise them all to a similar level and have the confidence to conduct their own synthetic chemistry research with minimal supervision.

The theoretical content of this module will be delivered through a series of laboratory demonstrations and lectures; students understanding of the theory will be tested through group work in the lectures and some online tutorial workThe module will run in Term 1, in order to prepare the students for the practical demands of their independent Research Project.

Intended learning outcomes include:

LO 1; understand the interaction between scientific theory and experimentation. Have a good knowledge and understanding of some of the experimental synthetic techniques commonly used in inorganic, materials and organic synthetic chemistry.

LO 2; be able to apply these methodologies to conduct chemical syntheses and analysis in a research laboratory environment.

LO 3; be able to design and carry out scientific experiments and accurately record and independently analyse the results of these experiments.

LO 4; know how to access, search and use the chemical literature to help with this.

LO5; be aware of the safety issues in chemical research. Be able to complete COSHH and risk assessments.

Students will be assessed by a practical exam that incorporates all of these learning outcomes.
Aims:

To provide students with the skills necessary to carry out the research component of MSc programmes effectively and successfully.

Learning Outcomes:

Upon completion, the students will be expected to have gained:

understanding of quantitative research methods available and in which domain they are most appropriate.;
	the advantages and disadvantages of these methods;
	understanding on the treatment of numerical data and statistics;
	understanding of the appropriate presentation of numerical data
Synopsis:

This module will provide students with an introduction to research, giving an insight into the underlying principles upon which scientific and social research is based.
It will then go on to describe the tools and methods used to carry out and disseminate quantitative research. It will include 5 major themes;

Understanding Quantitative Research & Managing Your Research
	Scientific Methods and Design of Experiments
	Analysis of Numeric Data & Statistics
	Presenting Quantitative Data
	Management, Storage and Archiving of Quantitative Data
Aims:

The aim of this module is to extend the students’ knowledge of fluid separation processes to more complex systems commonly found in the industry. Students will develop:

a thorough understanding of the underlying chemical & physical phenomena of the processes;
	a working knowledge of methods for design and operation of industrial separation units;
	a working knowledge of simulation tools applicable for the analysis and design of industrial separation units; skills to propose energy efficient and sustainable design solutions.
Learning Outcomes:

On completion of this module students should:

be able to understand the thermodynamics and mass and heat transfer phenomena involved in complex fluid separation processes;
	be familiar with the procedures for the design of complex fluid separation equipment in the context of sustainability and sustainable development;
	be able to select an appropriate fluid separation process to meet a required separation performance;
	be able to apply conceptual design methods for the design of complex fluid separation processes simple and complex distillation columns;
	be able to simulate complex fluid separation processes with an appropriate level of detail
Synopsis:

To provide an understanding of the principles of complex fluid separation processes, as well as an ability to suggest and select energy efficient and sustainable design & operation alternatives thereof, such as

Extractive and azeotropic distillation
	Batch distillation
	Distillation control
	Process intensification including dividing wall columns, reactive and hybrid distillation
	Multi-component and reactive absorption
	Advanced chromatographic processes
	Cooling and evaporative crystallization
Aims:

Advanced use of computers in process design, operation and management. Particular emphasis is placed on Process Synthesis.

Learning Outcomes:

On completion the students will be expected:

to be aware of the role of optimisation techniques in plant design, operation and management;
	to be aware of numerical techniques for solving continuous and discrete optimisation problems;
	to be able to formulate and solve complex optimisation problems both analytically and using computational tools;
	to be aware of techniques for process synthesis and be familiar with a contemporary tool
Synopsis:

Approaches to process synthesis and process optimisation.
	Linear programming by the simplex and graphical methods.
	Introduction non-linear process optimisation, optimality criteria, conditions for an optimum,unconstrained optimisation, constrained optimisation. Application to flowsheet optimisation.
	Discrete modelling of process systems. Solution methods for discrete optimisation problems: integer programming, mixed integer linear programming, mixed integer non-linear programming.
	Process synthesis using implicit enumeration. Algorithmic approaches to synthesis of sustainable systems: heat exchanger networks.
	Process synthesis under uncertainty. Flexibility analysis.
Making the world a better place means engaging with society. All engineering activities take place in the context of society at large. They are driven by society’s needs - for clean water, sanitation, transport, buildings, waste disposal, energy etc. - and they have an impact on society when they are implemented. Not all these interactions are positive and we need to understand how to try to make sure that our activities work for the best in society, both now and for future generations. This course explores these interactions and brings students to participate in live issues as well as to understand the impacts of engineering decisions and the role and responsibility of engineers to minimise those impacts. These concepts will be applied in Scenario A and B where the students will be given briefs that covers the societal impacts on delivering civil engineering projects. ?This module aims to help engineering students understand that engineering decisions must be made with the needs of society and the planet at their core and to understand the potential impacts of those decisions on health and well-being.

Learning Outcomes

Understand the key principles of sustainable development
 Understand the mechanisms and consequences of key environmental issues facing society today
 Understand the negative and positive impacts of engineering on the natural, constructed and social environment
 Understand how to take responsibility for incorporating the complex, local and global, social, political, ecological and economic context into engineering decision processes
 Understand and know how to implement the types of policy, financial, legal and regulatory mechanisms that could be used to manage the impacts of engineering projects
 Understand how to make responsible decisions in a structured and rigorous manner
 Understand and know how to evaluate engineering projects
The student will gain fundamental but advanced knowledge in Environmental Fluid Mechanics which goes beyond undergraduate level fluid mechanics (years 1-3). They will acquire analytical and modelling skills to carry out more advanced engineering tasks in the water, coastal, environmental engineering space. Successful completion of the module will allow students to comprehend better physical processes of Fluid Mechanics and in particular will allow them to develop problem solving skills that are based on a better understanding of the physical mechanisms involved in Fluid Mechanics applications.

Learning Outcomes

Knowledge of the differential form of the conservation of mass and momentum
	Understanding of turbulence in the environment and how it affects environmental fluid mechanics applications
	Insights into transport processes in environmental flows
	Knowledge of reservoir mechanics, stratification processes in standing water bodies and principles of jets and plumes
	Understanding of flows in rivers and estuaries and quantification of flows in open-channels
	Basic knowledge of computational fluid dynamics
Reading List:

Imberger J. Environmental Fluid Dynamics, AP 2013
The module is designed to allow students to reconfigure and problematise intercultural communication in respect of practices such as tolerance, curiosity, openness, altruistic concern and care, as these are notions that transpire, or should transpire through the process of intercultural communication in diverse settings. Sessions will aim to discuss issues in communicative practice in the circumstances of linguistic diversity and cultural difference. The aim of this module is to lead towards a reflection and applied practices on the potentialities and limitations of complex understandings of language and culture in relation to intercultural communication.
This module starts by defining innovation and moves on to explore the simultaneous coupling model and the use of Pentathlon Frameworks to understand and drive innovation. Examination of managing innovation is followed by defining, understanding the process of managing service and service levels. Service delivery models and performance measurement are then look at both in terms of service and innovation. Supply Chain Management theory, application and its digital implications close the module.
Pre-requisites: Students should have confidence with interpreting economics-related equations.

This module introduces students to the economics of international trade and discusses legal, political and governance structures concerning trade. In the specific case of commodities, this module analyses historical trends using a range of data sources and considers how governance structures and laws have shaped the international flows of commodities. You will be introduced to a range of theoretical models and will familiarise yourself with these models through targeted exercises discussed in class.
This module explores the mathematical models and physical concepts of illumination and compares them to the reality of the luminous environment.
This module introduces specific value drivers for different sectors of the real estate market. It discusses office, industrial, residential and retail markets separately and discusses their specific drivers of value, market practice and trends. It also develops skills in modelling their cash flows as well as understanding the assumptions that are made in valuation models. Finally, it discusses how broad economic trends such as online retail or the gig economy can be incorporated into valuation of real assets.
Digital technologies radically affect businesses and their organisation. In this module you will be introduced to theories of organisation science and how they are mobilised in the context of digital engineering in the built environment and other capital project industries. The module aims to provide you with a theoretically grounded understanding of how organisations are made up, e.g. human resources, strategy, competitive advantage, organisational learning, change management, and how these components are adjusted to respond to digitalisation. You will develop your organisational management abilities and learn how to research, justify, make and communicate informed decision-making on dealing with digital work in firms.

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

Understand concepts, ideas, constructs of digital, digitisation, digitalisation and digital transformation
	Learn key theories and concepts in relation to organisation management
	Understand how digital technology can be integrated for commercial success
	Identify and evaluate digital transformation and disruption
	Outline the evolution of management and organisation theories
	Critically analyse management concepts, such as strategy, competitive advantage, transcultural communication and value in the context of digitisation and influence decision makers for technology investment
	Critically examine the digital technological competence in businesses in built environment
This core module will introduce students to the preservation and public presentation of archaeological sites. The module will focus on a model of site management planning as an aid to reconciling conflicting interests in the ""use"" of a site, including research, conservation, and tourism. It explores different approaches to valuing heritage, community and interest groups involvement, the aims and principles of conservation, heritage legislation and charters, and the influence of past interventions on present-day perceptions of the past. Principles are illustrated with a wide variety of international case studies.

Aims of the course

To debate the ethics of archaeological resource management
	To provide an understanding of the processes that lead to the preparation and implementation of a site management plan
	To equip the students with the theory and practice needed to carry out similar processes
Objectives

To facilitate debate on the theory and methodology of value-based management planning processes
	To demonstrate the need for site management planning as a holistic tool
	To provide students with an understanding of the tools and the techniques for developing and implementing a site management plan
Learning Outcomes

By the end of the course students should be able to demonstrate:

Observation and critical reflection
	Application of acquired knowledge
	Written and oral presentation skills
Teaching Methods

The module is taught through lectures, seminars, practical sessions and field visits. Fieldtrips will be arranged, to give students greater familiarity with the methods and techniques covered in the course.

Further information is available here https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/managing-archaeological-sites
This is a core module for MS Aesthetics taught to students (practitioners) in both pathways, surgical and minimally invasive aesthetics.  The module will cover molecular and cellular mechanisms of skin ageing and diseases as well as the concept of cutaneous diagnosis and disease processes.  In addition, the relative importance of volume, movement, and surface to the appearance of the skin will be discussed. Students will also learn how to evaluate principles of facial beauty and gender dimorphism.
This module will introduce how Virtual Reality (VR) can be used in surgery. The concept of VR models will be introduced, and the theoretical advantages of VR will be discussed. The use of high-definition imaging modalities such as CT and MRI in building surgical applicable VR models.

The concepts, theories and skills that will be learnt concurrently into the direct application in Surgery. Students will learn and build basic VR models for different surgical situations demonstrating how VR can be beneficial for surgeons.

An introduction to haptics and the next generation of ‘serious gaming’, which can be applied to surgical training.

Aims of the module:

To understand the concepts of VR
	To understand how VR applies to surgery
	To understand how to build a VR model
	To appraise the success of VR surgical models
	To use mobile surgical applications to teach technique
Learning outcomes:

Understanding the concepts of VR
	Understand the key role of VR and its applications in Surgery
	Understand the principles of building a VR model
	Understand how mobile technology can be used effectively to teach surgical techniques
This module provides students with a broad, up-to-date introduction to the economic analysis of public policy issues including some guest lecturers from the Institute for Fiscal Studies on current public policy issues. The module will draw on microeconomic tools learnt in the first year Economics modules and will expand these analytical tools, including empirical tools, to allow a sound economic analysis of key public policy issues.
This module is for students who have little or no prior knowledge of the target language and who wish to attain a level of competence which will allow them to communicate effectively in a many ordinary situations. Students will also be introduced to the reading of simple texts drawn from a variety of sources. The module provides a solid foundation knowledge of grammar and a broad general vocabulary as well as an introduction to aspects of the culture of the region of the target language.
The aim of this course is to analyse the concepts of nation, nationalism and national identity and, in particular, their relationship to political power and democracy. The course takes an interdisciplinary approach, examining explanatory and normative literature from sociology, social psychology, history and political science. The course will be structure 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.
This module is for students who have little or no prior knowledge of the target language and who wish to attain a level of competence which will allow them to communicate effectively in a many ordinary situations. Students will also be introduced to the reading of simple texts drawn from a variety of sources. The module provides a solid foundation knowledge of grammar and a broad general vocabulary as well as an introduction to aspects of the culture of the region of the target language.
This is one module in a series of three modules on early child development modules, which focus on child development and the caregiver-child relationship in the early years, considering the interplay of different factors, such as psychological, biological and environmental. Particular attention will be given to the bi-directional nature of the parent-child relationship, how the child influences and is influenced by their environment. The focus of the module is on normal development in the early years and which aspects or issues in the child, the parent and their relationship that can lead to future mental health problems.

This second module in the series will focus on the following stages: infancy (up to one year); toddlerhood (up to 3 years); and pre-school (up to 5 years).

The module will consider different aspects of the child, parent and parent-child relationship, such as:

development of the child’s internal world;
	parent’s internal world and its impact on their parenting and the child’s development;
	intergenerational transmission of attachment and trauma;
	complexity and diversity of family and cultural settings within which a child can develop.
All these aspects will be considered through teaching of psychoanalytic theory and contemporary research in developmental psychology and neuroscience, and exemplified through clinical examples.
Four assignments which illustrate your ability to apply psychological principles to professional practice in educational psychology. Course objectives 2 and 3 will be assessed through the examination of these assignments. All of your assignments must relate to one of the following three aspects of psychology that have been found to have a distinct significance in professional practice, i.e. the topic of each assignment must fit under one of the following headings. In addition, you need to ensure that across the four assignments, you have covered each topic at least once:

Psychological assessment and/or intervention
	The profession of educational psychology and its context
	Personal effectiveness in a professional context
This module is only available to students registered on the Doctorate in Educational Psychology (DDYPSYSEDU01)
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description: A key element of the doctoral training is the assessment of the trainee’s clinical capacities, as demonstrated in the clinical setting. The training is divided into a series of one-year ‘placement periods’, with the training usually continuing for four years in one setting (or sometimes shared across more than one setting). Clinical competence will be monitored throughout the clinical placements and will be assessed at the end of each year. Trainees must pass each year before they can progress onto the next year. For further information about the module description contact the programme team.
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description:  A key element of the doctoral training is the assessment of the trainee’s clinical capacities, as demonstrated in the clinical setting. The training is divided into a series of one-year ‘placement periods’, with the training usually continuing for four years in one setting (or sometimes shared across more than one setting). Clinical competence will be monitored throughout the clinical placements and will be assessed at the end of each year. Trainees must pass each year before they can progress onto the next year. For further information about the module description contact the programme team.
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description: A key element of the doctoral training is the assessment of the trainee’s clinical capacities, as demonstrated in the clinical setting. The training is divided into a series of one-year ‘placement periods’, with the training usually continuing for four years in one setting (or sometimes shared across more than one setting). Clinical competence will be monitored throughout the clinical placements and will be assessed at the end of each year. Trainees must pass each year before they can progress onto the next year. For further information about the module description contact the programme team.
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description: A key element of the doctoral training is the assessment of the trainee’s clinical capacities, as demonstrated in the clinical setting. The training is divided into a series of one-year ‘placement periods’, with the training usually continuing for four years in one setting (or sometimes shared across more than one setting). Clinical competence will be monitored throughout the clinical placements and will be assessed at the end of each year. Trainees must pass each year before they can progress onto the next year. For further information about the module description contact the programme team.
This module introduces the concept of phonemic transcription and discusses the features of connected speech in English.

Feature representations of segments are introduced and the concept of formal phonological rules and underlying representations are discussed. An introduction to acoustics and speech perception.

The primary learning objectives are:

To enable students to develop skills in phonemic transcription of English, which will be used in later modules in English phonology.
	To introduce phonological concepts.
	To relate phonetic concepts to physical descriptions of speech.
A selection from the following topics will be covered:  

Word meaning and the nature of concepts
 Vagueness and context dependency
 Linguistics variation in lexical semantics
 Compositionality
 Application of set theory  and logical tools in semantics
 Semantics/pragmatics distinction
 Kinds of context-sensitivity and pragmatic processes 
 Types of conversational implicature
 Pragmatic inference and theory of mind
The intended learning outcomes are:  

Understanding of the concepts and issues outlined in the aims of the module given above
 Ability to form and and evaluate hypotheses in semantics and pragmatics
This module aims to provide conceptual and theoretical foundations for studying linguistics.

We will develop our understanding of foundational concepts, such as mental grammar, language universals, innateness etc. We will explore deep, often interdisciplinary and sometimes controversial questions such as How did language evolve? We will also explore how the key questions in the study of language could be addressed through experimentation.

In addition, we will explore and practise the academic skills needed to succeed at university, including research methods, writing skills, and presentation skills.

The main objectives of the module are:

- good understanding of foundational concepts in the study of linguistics

- development of critical thinking and analytical skills through exploration of difficult topics

- development of academic reading and writing (and speaking) skills

- better understanding of ‘big’ questions concerning language and linguistics
The course will involve a close reading of a historical text on the nature of perception. A different text will be chosen each time the course is offered. Contemporary philosophy of perception is very different from earlier historical discussions, especially in the pre-modern era. This is not due solely to advances in psychology, but the kind of questions that are asked are often very different. Part of the point of engaging in these texts is to bracket our own presuppositions about the nature of perception so as to become critically conscious of them. Sometimes these may be reaffirmed. Sometimes, however, they may be called into doubt. The student will gain an in depth understanding of the text under study, learn about close readings and historical scholarship, and hopefully gain a new perspective on the nature of perception.

Indicative Topics

The topics covered in the module will vary with the historical text under discussion.

Teaching Delivery

Teaching will consist in a weekly two hour seminar.

Assessment

This module will be assessed by essay. No paper topic will be assigned. Instead you must meet individually with the instructor after reading week to discuss your potential paper topic and receive guidance concerning it.

Philosophy Area C
Outline:

This module aims to provide students with foundation understanding of wave motion and the properties of different types of waves with major applications in physical and geometrical optics and propagation of sound waves. Topics include: basic properties of waves, transverse and longitudinal waves, dispersion, Doppler effect, properties of light, interference.

Aims:

This module aims to provide:

an account of the phenomenon of wave propagation and the properties of the wave equation in general, in a form which can be applied to a range of physical phenomena;
	an explanation of the way in which wave equations arise in some specific cases (transverse waves on a string; longitudinal sound waves in gases and solids);
	a discussion of reflection and refraction, illustrating the relationship between the wave and geometric (ray) pictures;
	a description of phenomena which arise from the superposition of waves, including interference and diffraction;
	an overview of simple optical devices in terms of geometric optics, including small numbers of lenses and curved mirrors, with a discussion of the limitations placed on such devices by diffraction;
	an introduction to simple optical devices which rely on interference;
	a description of the propagation of waves in free space and in simple enclosures;
	a foundation for the description of quantum mechanical wave phenomena in course PHAS0022 Quantum Physics and the theory of electromagnetic waves in PHAS0021 Electricity and Magnetism.
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.
Understanding the benefits and limitations of in vivo models is an important aspect of biomedical research. This module covers how in vivo models can be used to investigate fundamental biological and pathobiological mechanisms in preclinical research. A variety of in vivo models will be covered, with an emphasis on zebra fish and mice, on a theoretical as well as on a practical level. Modern experimental tools, such as genetic manipulation, advanced microscopy, in vivo imaging, gene profiling and others will be discussed in detail, alongside the importance of the 3R’s and the legal framework.
Important business decisions cannot be left to intuition alone. We need to communicate the structure of our reasoning, defend it to adversarial challenges and make presentations that show we have done a thorough analysis. We also need to make sense out of various sources of data, organise the inputs of experts and colleagues, and use state-of-the-art tools to provide analytical support for our reasoning.

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

This is a practical course, which uses state-of-the-art decision support software to illustrate how to apply the methodologies introduced. Therefore, the course consists of a mixture of lectures and computer workshops. The software used in the lectures and workshops is Microsoft Excel, with add-ins SimVoi for simulation, TreePlan for decision analysis, and Solver for optimisation. To ensure that you are equipped with the requisite working knowledge of Microsoft Excel, you will be provided with some resources in the forms of tutorials and formative exercises prior to the start of the module.
Important business decisions cannot be left to intuition alone. We need to communicate the structure of our reasoning, defend it to adversarial challenges and make presentations that show we have done a thorough analysis. We also need to make sense out of various sources of data, organise the inputs of experts and colleagues, and use state-of-the-art tools to provide analytical support for our reasoning.

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

This is a practical course, which uses state-of-the-art decision support software to illustrate how to apply the methodologies introduced. Therefore, the course consists of a mixture of lectures and computer workshops. The software used in the lectures and workshops is Microsoft Excel, with add-ins @Risk for simulation, PrecisionTree for decision analysis, and Solver for optimisation. To ensure your working knowledge of Excel, we require you to attend a workshop session in Excel in Term 1 and complete the necessary assignment prior to the start of the course.
This module will explore advanced aspects of the key cell and molecular biology processes that are essential to living organisms. An understanding of cell and molecular biology is a fundamental element of biomedical science and medicine. In this module, students will examine the different mechanisms that are central to the way in which all cells function and place these biological processes into the context of human disease and advances in cell-based therapeutics.
This module will develop the themes in Nutrition and Metabolism I in detail so that students understand how macro- and micronutrient metabolism depends on the target organ; on inter-organ trafficking of metabolites and on the integration of metabolism. The module integrates this with an understanding of the nutritional requirements for the body and of methods to measure diet and body composition. Areas covered include: macronutrient and micronutrient metabolism, metabolic and nutritional needs of different systems, measuring food intake, dietary reference standards, food composition tables and databases, pre- and pro-biotics and epigenetics and vegetarian and vegan diets.
This module explores basic topics in human nutrition and metabolism. Topics will include: Introduction to Nutrition and basic concepts in Nutrition, Metabolism I (glycolysis and krebs cycle), Metabolism II (electron transport chain), Protein and amino acids, Lipids, Micronutrients, What is a diet? An introduction to diet diaries, Food commodities, non-nutrient aspects of food, An introduction to the Association for Nutrition and an introduction to anthropometry and body composition. There will be a mixture of lectures, tutorials and practical sessions for this module.
This module, which runs in Term 1 following the Clinical Transitions module, introduces the student to aspects of clinical scientific practice. During the module, students will learn the process of research publication and the importance of unbiased, critical appraisal of research data. They will explore the value of evidence for acceptance of new medical therapies and the process in which approval for new medicines, procedures and devices. Students will also critically examine the role of complementary medicine in modern medical practice. Practical classes on structured writing, research study design and study appraisal will be included, and students will learn the theory and practice behind the major research techniques utilized in modern day medical research. The module will also address and explore, via small class tutorials, visits to investigational facilities and discussions with individuals working at the cutting edge of technological advances, the ways in which basic scientific research has contributed to the understanding of disease pathogenesis and influenced clinical practice.
This is a 12 week clinical placement-based module taken after your final examinations in March and comprises an 8 week clinical elective at a hospital in a country of your choice and a 4 week Student Selected Component (SSC).

The aim of the clinical elective is to

deepen knowledge of subjects relevant to the MBBS curriculum, that are of particular interest to a student, in a different clinical and cultural environment of your choice and the objectives are to: develop organisational skills, and as an independent learner formulate a well thought out self-directed period of study;
 witness the conduct of medical practice, and enhance professional skills, preferably in an environment not already encountered during previous MBBS studies;
 increase clinical experience in an area of particular interest to the student; 
 and to broaden cultural experience in the UK or further afield.                                                                        
The aim of the post-finals SSC is to provide a unique opportunity, free from the pressure of exams, to prepare for your upcoming Foundation post. The Preparation for Practice SSCs on offer in this block focus on preparing you for your role as an FY1 doctor.

They also include opportunities to develop other key professional skills such as audit or quality improvement projects or to develop your understanding of leadership and management in the NHS.

You should seize this opportunity to have a meaningful and interesting experience, free from the worries of exams and with your focus clearly on your future as a young doctor. Most Preparation for Practice SSCs take place in our associated NHS Trusts.
This is an 8 week clinical placement-based module taken prior to your final examinations in March and comprising a 4 week placement with a GP Practice and a 4 week Student Selected Component (SSC) in a medical specialty of your choice.

The GP placement is an assistantship designed to make students 'think about the bigger picture'. In comparison to GP placements in other years of the curriculum, the final year provides a greater challenge to gain experience relevant to Foundation posts. Students will build confidence in seeing patients by leading their own surgeries and formulating management plans.

The SSC is a 4 week clinical placement designed to encourage self-directed learning and problem solving which will be characterised by your active participation (e.g. in clinical work, lab work, field work, etc.). Project work is a feature of all final year SSCs and while the type of activity and project involved will differ from one SSC to another, they all share the aim of encouraging your active participation.
This is the third module of the PG Dip in Social Science Research Methods which provides students with an opportunity to develop their own small scale research project and to undertake it with the support of a research tutor. This module gives the student insight into life as a research student and will enable him or her to explore their suitability for further research study. By the end of the course students will be able to undertake a small scale research project by creating workable research questions, selecting suitable research strategies, research designs and research methods, and they will be able to defend their choices and deliver a project successfully.

Most of the sessions are on line with a few face to face sessions.

This module is non-condonable.
This module introduces concepts related to data visualization, and develops practical skills in visualization. Specific themes include:

Principles of data visualization
 Types of visualization
 Meaning and mis-representation in visualisations
 Critical assessment of existing visualisations
 Acquiring, processing and preparing data
 Creating basic and more advanced visualisations using appropriate software
 Geographic Information Systems – principles
Learning Outcomes

On successful completion of the course, students will:

Recognise different types of data visualisation
 Understand the need to use visualisations appropriately
 Qualitatively assess ‘good’ and ‘bad’ examples of data visualisation
 Be able to prepare data in order to load in to appropriate software
 Use an appropriate programming language to produce a variety of types of data visualisation
 Be able to choose appropriate visualisation approaches given different type so data
 Be able to use GIS software to produce maps
Compulsory module on the MSc in Digital Humanities, and the MSc in Knowledge, Information and Data Science.

Optional module on the MA in Digital Humanities.
This module explores the interactions between science and art from the mid-nineteenth century to the present. Its philosophical focus is the notion of "representation," conceived as a crucial common link between scientific and artistic visual practices. Integrating the history and philosophy of scientific and artistic representations, the module will address a broad range of issues. These will include questions on the nature and role of visual representations in scientific and artistic practice, what counts as "objective" and "accurate" representation, when and how images count as "evidence," and whether the relations between science and modernism contribute to overturn the common sense view that "art invents, science discovers". No prerequisites.
This module explores the interactions between science and art from the mid-nineteenth century to the present. Its philosophical focus is the notion of “representation,” conceived as a crucial link between scientific and artistic visual practices. Integrating the history and philosophy of scientific and artistic representations, the module will address a broad range of issues. These will include questions on the nature and role of visual representations in scientific and artistic practice, what counts as “objective” and “accurate” representation, when and how images count as “evidence”, and whether the relations between science and modernism contribute to overturn the common sense view that “art invents, science discovers”.
Science plays key roles in solutions to problems of global and local concern. But science never is the only force at work, and increasingly it faces stiff competition for influence. This module focuses on science when it is put to use in solutions. We concentrate on engagement between scientists and others within communities of interest coming together to solve problems. Think climate change, pandemics, earthquake prediction, or collapse of biodiversity as problems of global concern; or, air quality, water supply, nutrition, or pest control as problems of local concern. In this module, we explore the forces that can constrain and enhance science in these engagements. We investigate ways scientists can improve their effectiveness when engaging. We’ll ask if better engagement can circle around to improve science itself.

HPSC0019 is available only to Year 2 students in Human Sciences BSc.
What science gets covered in print, on TV and online? How and why is that material selected? How can we investigate the effects of media coverage on public knowledge of or attitudes towards science? This module offers an introduction to media studies for those interested in relations between science and the media and the general discipline of science communication. The module surveys relevant empirical and theoretical work in media studies and public engagement with science. It also encourages the application of theory to real-world case studies.
We will examine and interrogate a set of overlapping concerns that have not only shaped global history, imperial history, and histories of empire, but also stirred debate about the dividing line between such historiographical approaches. These concerns are to do in the first instance with scale in historical analysis and the drawing of connections and comparisons across and between different scalar units of analysis and over time. The core course will introduce students to relevant concepts and categories, trace the evolution of these different approaches to historical production, examine their application to a range of historical sub-fields, and consider some of the hallmark or canonical works.

 
This module explores selected topics in economic history. The weekly seminars are organised around broad themes each will be linked to a major debate in economic history, including the role of the state in economic history, the relationship between religion and economic development, long-term economic divergence and convergence, historical trends in prices and wages, and crises in economic history. The seminars will critically discuss different types of methods, theories and historical evidence used by economic historians including the formal models, quantitative evidence and statistical analysis methods. The readings will cover a wide range of historical periods, but the majority of the discussion will focus on early modern and modern eras. In terms of geographical coverage, most of the themes will be explored from a comparative or global perspective. Although a background in economic history is not necessary, students will be expected to engage with the technical language of economics and rethink certain types of historical questions from an economic perspective.
The Babylonian Talmud, composed in late Antiquity, is the most important classical text of rabbinic Judaism. This course introduces students to its structure and contents, its complex redaction, its language and terminology, its variety of genres, and its historical context. The course will be text-based, and include selections of legal texts, biblical exegesis, and stories. Students will be introduced to the earlier rabbinic sources which the Talmud builds on, such as Mishnah, Palestinian Talmud, and Midrash; and beyond the Talmud, to its medieval commentaries and to its modern, academic study.

 
The course aims to introduce geological structures and the construction of geological maps, air photographs and satellite images. It will teach elements of map interpretation including the construction, analysis and balancing of cross sections, three-point problems and the concept and uses of structural contours. An introduction to photogeology will also be included, focusing on the interpretation of air photos and satellite images, radar images, etc. of the Earth and other planets. Lectures and labs will also introduce the field description and interpretation of geological structures. A geological field trip will take place prior to the start of the course, and will introduce students to the techniques of geological mapping.

By the end of the course, students should:

have acquired knowledge of classification and terminology associated with different geological structures, and a broad understanding of how they form;
	be able to engage in structural synthesis and interpretation of problem maps and geological survey maps;
	have gained field experience of basic geological mapping techniques and produced a fair copy map and report
	be able to draw a simple digital geological map
GEOL0007 The Earth is a prerequisite for GEOL0015. In addition, GEOL0015 is a prerequisite for GEOL0010 Surface Processes and Structures. Fieldwork for Maps, Images and Structures takes place preceding Year 2, usually beginning of September.
This course debates topical issues in migration studies, of global scope. The course content is flexible to reflect shifting contemporary concerns. The course builds directly upon, and extends the discussions initiated in the module ‘Interdisciplinary Approaches to Global Migration’. The range of topics will be chosen to reflect the interdisciplinary nature of the MSc programme, and will complement and extend the approaches course, allowing key concepts to be applied to issues of current controversy.

Students will enhance their knowledge and understanding of contemporary issues in migration in a globalised world - economic, demographic, health-related, political, anthropological, cultural and historical – and the ways in which they have been debated. This appreciation of the scope and nature of argument on key topics will develop critical and analytic skills with regard to the academic literature, policy documents, a wide range of empirical sources. Students will acquire transferable research skills in critical thinking, information collection and management, communication and presentation.

The course will usually involve contact time of 3 hours a week, comprising a mixture of seminars and student led discussions. Each week there will normally be a 2 hour seminar session and a separate 1 hr student led discussion based on readings set a week in advance. Students are expected to engage in independent reading, to make presentations to the group and engage in discussion.
Only available to single hons Geog and joint degree Geog students. The course introduces students to a range of research techniques commonly used in contemporary human geography. A particular emphasis is placed on the practical questions associated with how and when you should choose a particular method and how identified methods are effectively implemented. It is a prerequisite for anyone proposing to undertake a third-year dissertation involving any such methods.

Students completing this course will gain valuable transferable skills in the following areas:

Evaluating different forms of evidence
	Written communication and argumentation
	Interviewing and qualitative analysis
	GIS, statistical analysis and coding
	Project design and management
 
During your MSc study you will gain a subject-specific knowledge and skills offered by the different modules in your programme. Along with learning that content, you will also need to acquire transferrable skills to be successful in your studies and in your future careers. The aim of the module is to teach students a wide range of transferrable and research skills that will aid the rest of the MSc and beyond and are essential for academic research and other professions. In addition, it offers students lectures and tutorials that discuss contemporary topics and issues related to human genetics research.



This module will help you further develop your writing and presentation skills together with analytical skills when reading and presenting research papers. After taking this module you will be able to:



Explain complex inheritance and linkage mapping in Human Genetics
 Write effective CV/cover letter and further develop your job interview skills
 Communicate science to experts and to the public
 Discuss current insights/issues relating to ethics of human genetics research and be aware of the advances in genetic diagnostics
 Extract DNA from saliva and perform PCR
 Use the R language and software environment for statistical computing and graphics
Examples of lecture topics (based on 2019/20 syllabus)

Human Genetics: Complex Inheritance
 Human Genetics: Linkage mapping
 Time management skills
 How to critique a scientific paper and essay writing
 Research poster design and effective presentation
 Science communication to experts and non-experts
 How to write a CV and a cover letter, job interview skills
 Ethics of human genetics research
 Genetic Diagnostics
 Biobanks
Practicals

Introduction to R
 Laboratory skills: Extraction of DNA and PCR
Workshop

Mock job interviews
This module discusses the question of citizenship in multicultural France. It tackles the issues of immigration, nationality and citizenship in France, and looks at the French philosophy of integration through the study of the French republican tradition. Other topics on the module include the relationship between laïcité, the French politicised conception of secularism, and religion. The option concentrates on the legal, philosophical and political components of French citizenship and overall attempts to answer the following question: how to be French?

It explores theoretical, historical and sociological aspects of the question; old and recent debates which revolve around the issue of French citizenship.
Aims: This module provides an overview of key topics in the field of labour economics. More specifically, the module:

- teaches the key elements of labour economics

- uses labour economics to say something about how real world phenomena related to the labour market work

- shows how models in labour economics derived from first order principles can inform empirical analysis and policy

- is strongly empirically motivated, but also stresses the links between theoretical and empirical research

- touches at commonly used empirical methods to obtain causal effects (difference-in-differences, instrumental variables, regression discontinuity)

- covers key papers (often written 15-20 years ago) in conjunction with related (unpublished) papers at the current research frontier
This module covers:

Restoration of the primary and permanent dentition (including both basic and advanced techniques)
	Endodontics for the primary dentition
	Composite restoration of permanent incisor teeth focusing on aesthetic restoration of fractured incisors
	Aetiology, pathogenesis, diagnosis and epidemiology of acquired disorders of teeth and supporting structures.
	Prevention of common acquired disorders affecting the dentition with a focus on caries and erosion.
In the Certificate year of the MSc in Paediatric Dentistry, you will undertake the following modules DENT0001, DENT0002, DENT0018 & DENT0019.
The overall aim for the module is for you to develop and appreciate the impact that cancer as a disease has on society - psychological, financial and cultural. As one in two people born after 1960 will develop cancer the burden to society is immense. Themes included in the module are history of cancer medicine, medical anthropology, health economics, impact of cancer on the arts (including music, art, literature, film), cancer patient psychology and palliative care. It is delivered by world leading multidisciplinary researchers and clinicians from across the UCL campus.

There has been a paradigm shift on how cancer patients are treated in recent years including the introduction of immunotherapy and personalised cancer medicine. Through these improvements in diagnosis and treatment over the last 20 years cancer is becoming a chronic illness that individuals live with rather than die of. This will be explored with an emphasis on how we might change the public’s perception of a cancer diagnosis.
Module Outline

This module will comprise of a series of topics drawn from the entire breadth of chemistry, highlighting contemporary research areas within the department, as well as developing on areas already introduced in earlier years. You will select nine topics to be assessed in from a selection of ca. 25.

Two or three topics will be available in each of the following areas (many of which will be interdisciplinary in nature):
materials, organic synthesis, natural products, catalysis, physical chemistry, molecular characterisation, intense radiation methods, biological chemistry, data analysis, and quantum mechanics.

Module Aims

At the end of this module students should have:

An understanding of 9 topics on the frontier of contemporary chemistry.
 Knowledge of varied chemistry topics, from theory to practical applications, which will directly support and enhance their research projects.
 Extensive unseen problem solving skills.
 The skills and confidence to ask questions around the frontiers of chemistry research.
 Knowledge and skills which make the students prepared for research degrees or professional employment in the chemical sciences.     
Teaching and Learning Methods

A topic will be taught through (as appropriate for the topic) lectures, workshops, on-line activities, reading, and problem/practical (non-lab) classes.
Module Outline

This module will comprise of a series of topics drawn from the entire breadth of chemistry, highlighting contemporary research areas within the department, as well as developing on areas already introduced in earlier years. You will select six topics to be assessed in from a selection of ca. 25.

Two or three topics will be available in each of the following areas (many of which will be interdisciplinary in nature):
materials, organic synthesis, natural products, catalysis, physical chemistry, molecular characterisation, intense radiation methods, biological chemistry, data analysis, and quantum mechanics.

Module Aims

At the end of this module students should have:

An understanding of 6 topics on the frontier of contemporary chemistry.
 Knowledge of varied chemistry topics, from theory to practical applications, which will directly support and enhance their research projects.
 Extensive unseen problem solving skills.
 The skills and confidence to ask questions around the frontiers of chemistry research.
 Knowledge and skills which make the students prepared for research degrees or professional employment in the chemical sciences. 
Teaching and Learning Methods

A topic will be taught through (as appropriate for the topic) lectures, workshops, on-line activities and reading, and problem and practical (non-lab) classes.
Module Outline

This module comprises of a series of topics drawn from the entire breadth of chemistry, highlighting contemporary research areas within the department, as well as developing on areas already introduced in earlier years. You will select three topics to be assessed in from a selection of ca. 25.

Two or three topics will be available in each of the following areas (many of which will be interdisciplinary in nature):
materials, organic synthesis, natural products, catalysis, physical chemistry, molecular characterisation, intense radiation methods, biological chemistry, data analysis, and quantum mechanics.

Module Aims

At the end of this module students should have:

An understanding of 3 topics on the frontier of contemporary chemistry.
 Knowledge of varied chemistry topics, from theory to practical applications, which will directly support and enhance their research projects.
 Extensive unseen problem solving skills.
 The skills and confidence to ask questions around the frontiers of chemistry research.
 Knowledge and skills which make the students prepared for research degrees or professional employment in the chemical sciences.     
Teaching and Learning Methods

A topic will be taught through (as appropriate for the topic) lectures, workshops, on-line activities, reading, and problem and practical (non-lab) classes.
This module overviews the psychological and technical issues that underpin environmental design requirements in the context of building control strategies. Principles of energy, effective controls for health, comfort and wellbeing will be introduced. Students will also develop an understanding of the concept of 'big data' and the Internet of Things related to occupant centred design and operation of buildings.
This module provides an option choice for MA REPS students. It explores the many contributions made by the African American polymath W.E.B. Du Bois, whose intellectual and creative interventions in several fields guided the global politics of anti-colonial movements and the freedom struggles of black Atlantic peoples during the twentieth century.

Examining Du Bois’ biography in relation to his auto-biographical writing, the module will consider his intellectual and political development through the close reading of key texts produced in various genres and disciplines, both fictional and discursive. Du Bois’ attempts to harness social science to the freedom struggles of his fellow African Americans is of particular interest as are his feminism, his internationalism, his socialism, his Pan-Africanism and his revision of German philosophical traditions.
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 is only for affiliate students at UCL for Term 1 only.

This module examines key novels of major Russian writers of the nineteenth century from the perspective of a distinctive Russian novelistic tradition. The texts are placed in the context of Russian historical, social and cultural development, with attention given to a broad range of critical and theoretical perspectives.
This module will cover:

• Understanding the multidisciplinary nature of patient care

 

• Understanding of how advances in Medical Sciences & Engineering to support current clinical practice

 

• Appreciate the current unmet clinical need and how innovation in Medical Sciences & Engineering could transform treatment

 

• Understand how to formulate a professional report and develop further presentation skills

 

• Able to make better and more informed choices for own future career path

 
The module will provide students a broad introduction to surgical professional practice and provide a better holistic understanding of surgery as a career. Student experience includes attending lectures, operating theatres, clinics and specialist multidisciplinary team meetings. Students will be expected to immerse themselves in the day-to-day surgical activities throughout. Students will shadow the assigned surgical tutor's teams during their clinical work and complete a short project. Assessment will be based on the project report (2000 words) and a 10 min presentation. Students will be encouraged to write reflective notes on their clinical experiences but these will not be used for assessment.  The projects can be a case report and literature review, systematic review, surgical audit, etc. Many of previous projects have resulted in a peer-reviewed publications. The students will be well supported throughout and excellent personal interaction with the module leads has been enjoyed by the students in the past.
Comparative politics is a field of political science that offers ideas and techniques for explaining differences and similarities between countries, institutions and groups. Its aim is to reach general conclusions about the way the political and social world works. This module introduces the core ideas and methods of comparative politics. It focuses on the comparison of post-communist states and the differences between the region and other parts of the world (Western Europe, Africa, Latin America). The module considers some key themes in social and political science such as the state, democracy, political institutions, political culture and participation. The module is primarily intended for students taking BA Politics and East European Studies and HPE, it assumes awareness of basic political science concepts.
This module provides an introduction to contemporary macroeconomic theory and policy. The course concentrates on building a coherent model, based on an analysis of three different markets (the goods market, the financial markets and the labour market), which can then be used to addresssome of the most important questions facing economic policy makers and to explain both past and future economic events. The major macroeconomic event of the last ferw years is the on-going crisis afflicting the global economy.

Understanding and analysing this crisis (the so-called 'Lesser Depression') and the policy responses which have (and haven't) accompanied it is a major part of the course.

While 'Introduction to Macroeconomis' can be taken as a stand-alone course, it also provides the necessary foundation for the level 2 unit, 'European Macroeconomics' and together these 2 units provide a solid background for more advanced studies in macroeconomics.

Aims and objectives

1. To build a coherent short-and medium-run model of the Macroeconomy.

2. To show how this coherent modelling framework can be utilised to inform macroeconomic policy debate in the European and global Economy.

3. To understand the causes and consequences of the policy response to it. A working knowledge of contemporary short-and medium-run macroeconomic theory.

4. The ability to apply tools of macroeconomic theory to actual economic phenomena, such as the recent global economic crises.

5. Teh foundation necessary to pursue further study in macroeconomics and to access a range of macroeconomic publications.

6. The knowledge and confidence to access and interpret a range of macroeconomic data.

7. Practice in a range of cognitive skills.
This module provides a thorough introduction to contemporary microeconomic theory and its applications.The module concentrates on how individuals, policy makers, and firms can use microeconomic tools to analyze and resolve problems. We will study the theory of thefirm, and explore firm behaviour and welfare analysis in various market settings including perfectly competitive markets, monopoly,oligopoly and strategic interaction between firms. We will also see the sense in which market economies are efficient, and the way governments can make our economy less or more efficient.
The module aims to develop a range of productive and comprehension language skills in spoken and written Estonian at intermediate level; these skills will relate both to the students' studies and to practical situations in Estonia. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this course. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Estonian.
The module aims to develop a range of productive and comprehension language skills in spoken and written Romanian at intermediate level; these skills will relate both to the students' studies and to practical situations in Romania. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Romanian.
This module is organized into a number of discrete seminar series. In each series you will critically consider psychoanalytic theory alongside a number of fields, including psychopathology and other distinct disciplines concerned with the wider culture, such as Philosophy or Literature. Importantly, throughout the module, you will not only consider how psychoanalysis might be ‘applied’ in the narrow sense to each one of the fields, but will also explore psychoanalytic theory as a live body of knowledge that can be put in dialogue with other disciplines and respond to its challenges, both within and beyond the clinic. The module is delivered by programme staff and guest lecturers, and is taught in a combination of lectures and seminars. Individual engagement with the material is essential and you will be expected to prepare for each seminar by reading one or two assigned paper-length texts on the topic. Please note that this is a compulsory module in the MSc Theoretical Psychoanalytic Studies programme and is only open to students in this programme. (NB students taking the programme in its Foundation Course Pathway take the PSYC0001 Foundation Course module instead)
The module is designed to give ophthalmic practitioners (optometrists, orthoptists and ophthalmic nurses) the knowledge and skills to evaluate and manage ophthalmic emergencies in both a primary and secondary care setting. This module will provide clinical assessment and management skills to registered practioners working that will cover:


- Advanced topics in anatomy & physiology of the eye;
- Knowledge of clinical assessments, procedures and triage relevant in an emergency ophthalmic setting
- Identification of tests for further investigation and interpreting results
- Development of clinical management plans
-  Knowledge on use and prescription of common drugs used in the accident and emergency department

On completion, practitioners will have both the knowledge and skills to work both in a multidisciplinary setting and/or independently when examining patients presenting with ophthalmic emergencies.
This module will provide students with a thought-provoking perspective on changing patterns of new value creation around the world. It considers the economic and social impact of entrepreneurs, their interactions with institutions, how opportunities arise and are evaluated, and the role of social enterprise and entrepreneur philanthropy in the economic cycle.

It looks at how culture - national and organisational - creates the environment to support new venture creation and manage risk around that venture. It uses case studies of some of the most globally successful ecosystems such as Silicon Valley, to explore how environment interacts with the innovation process.

It will take students beyond their local known context to think of entrepreneurship in a global, connected context by understanding the drivers and constraints that arise around the world.
This module provides a description of the international financial environment within which multinational firms and financial institutions operate and deals with the theories and practices of international financial management. Students will discuss balance of payments, exchange rate regimes, currency derivatives, international money and capital markets, interest rates and interest rate derivatives, as well as international investment. This module will give students the ability to manage the international financial operations of a firm.
This module explores how the emerging technologies of Artificial Intelligence (AI) and Distributed Ledger Systems (DLT) are affecting our socio-economic systems.

Students will learn the backgrounds of these technologies and then explore how they are affecting business models and processes as well as disrupting industries by creating new market opportunities. Students will examine how different stakeholders are being affected and how organisations can set strategies in the face of these technologies.

The module will introduce tools and frameworks for various stakeholders to understand how to act through the framing of AI as enabling cheaper prediction and DLT as enabling cheaper value transfer.
This module is an introduction to the application of advanced computational methods (algorithmic and AI) for biological data analysis (diagnosis and discovery) and dealing with large data arrays.

The focus will be on advanced computational methods in Genomics, Transcriptomics and Proteomics, with added emphasis on sequence collection, comparison and interpretation.
This module provides an overview of medical imaging used for diagnosis in the clinic and within clinical research. The module topics include image handling, clinical trials, imaging biomarkers, diagnostic tests and a strong emphasis on clinical imaging across a range of anatomies and diseases. The module is delivered by scientists and clinicians from UCL and its associated Hospitals.
This module will firstly introduce the concept of pre-clinical research and model systems in biomedicine, from bacterial cultures, to lower organisms, small animals, large animals and finally man. Students will undertake the Animals (Scientific Procedures) Act 1986 UCL Training Course (modules 1-4) to become fully trained for pre-clinical research, followed by tutorials to aid completion of forms required to obtain a Home Office Personal Licence.
This module introduces students to the principles and practice of alternative dispute resolution

It examines the various processes that collectively constitute ADR, for instance, negotiation; mediation; arbitration; collaborative lawyering; early neutral evaluation; summary jury trial and mini-trials. It explores the role played by Ombudsman and recent developments in Online Dispute Resolution (ODR). It does so by examining the nature of disputes, the history and theory of dispute resolution and the development of ADR since the 1970s. The module includes practical exercises in mediation to illustrate the nature and limitations of ADR and the skills of the mediator.

It provides experience in the value and limitations of adopting a ‘problem-solving’ approach to disputes. Students will gain an understanding of the dynamics of mediation and negotiation and the necessary skill of the mediator. Theoretical and skills-development is provided through seminars, practical exercises, the application of dispute systems design, and the writing of a substantial final assessment.
This module considers the principles and theories of cataloguing and classification, as well as the various guidelines and systems based on these principles.   This module focuses on the description and organisation of both physical and digital bibliographic resources, covering bibliographic cataloguing, name authorities, subject analysis, subject indexing and classification schemes.  Students will contemplate significant models and theories, such as LRM (an important model of bibliographic information), and key classification principles, such as about-ness and hierarchies.  Students will also gain practical skills: for example, using RDA and MARC21 to learn how to catalogue bibliographic resources such as books and e-books, and exploring the Library of Congress Name Authority File (LCNAF) and Library of Congress Subject Headings (LCSH).  Thinking about the “why” and contemplating how cataloguing and classification principles impact on users are key narratives throughout the module, as are the many ethical considerations of cataloguing and classification.

By the end of the module, students will have a theoretical and practical understanding of:

the purpose and history of cataloguing
 bibliographic models
 bibliographic description
 the principles of subject analysis
 the broad principles of classification and a general classification scheme
 controlled vocabularies, subject indexing and subject headings
 the limits and challenges inherent in current systems
 the future of cataloguing.
This module supports students to develop advanced science writing 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. It consists in a short intense period of classroom-teaching and a longer period of independent work, with the possibility of receiving formative feedback during the development of the portfolio content. The assessment is a portfolio of different formats of science writing. 
This module consists of six lectures, four practicals and a fieldtrip, which usually takes place during the Easter vacation. This course aims to provide students with a knowledge and understanding of:

sedimentology and the principles of stratigraphy, facies analysis, and palaeoenvironmental reconstruction;
	sediment transport / deposition processes in a range of sedimentary environments, both in siliciclastic and carbonate systems;
	measurement and interpretation of sedimentary and structural features;
	construction of sedimentary logs at a bed scale, and at a mapping scale;
	recognition of a range of fossils and trace fossils;
By the end of this module students will gain:

an understanding of many sedimentary rocks and their depositional environment
a basic understanding of simple fluid dynamics applied to sediment transport/deposition processes;
	an understanding of process-based aspects of selected modern and ancient sedimentary environments, variability and criteria for recognition;
	an introduction to the concept of [sequence] stratigraphy analysis as tool to help understand sedimentary environments;
	ability to measure and interpret various sedimentary and structural features
Passes in GEOL0006 Surface Processes and GEOL0015 Maps, Images and Structures are prerequisite modules for GEOL0010 Sedimentology and Stratigraphy.
The course explores the social and political geographies of contemporary transnational migration with a focus on the everyday experiences of migrants and their families. It considers different theoretical perspectives and engages with policy debates with a broad geographical focus (including the UK, Europe, North America and East and Southeast Asia). The course aims to cultivate an understanding of contemporary migration and mobility, in relation to political, economic, social and cultural processes, from a geographical perspective. It aims to foster an appreciation of theoretical approaches, to develop critical insight into a range of policy debates and to provide students with the opportunity to develop their own research interests in migration.  

It covers topics including: -Theoretical approaches to migration, transnationalism and diaspora -Critical analysis of data sources on migration and ethnicity -The politics of asylum, legal status and 'irregularity' -Globalised markets in skilled and unskilled work and migrants' strategies -The shaping of transnational families, social networks and remittances -Mobility and cultural identities -Debates over multiculturalism, integration and cohesion - The politics of asylum, legal status and ‘forced migration’
The sessions develop qualitative analytical skills, provide students with the capacity to critically analyse official data sources and policy documents, and the intellectual tools to situate and reflect on current political and theoretical debate.
The aim of this course is to introduce engineering students to the materials, methodology and applications for the topic known as ‘nanotechnology’, that is the application of nanometre scale material and devices for Engineering.

Upon completion of this module students should be able to:

Understand materials at the nanoscale.
	Appreciate nanotechnology in nature.
	Acquire an insight into nanoscale devices for electronic, photonic, magnetic, mechanical, chemical and biological uses.
	Be familiar with differing methodologies for building nanoscale devices;
	Understand issues associated with scaling and the needs of manufacturing with regard to nanoscale materials and devices in all fields of Engineering
	Consider different methods and techniques for characterising nanomaterials and nanoscale devices
	Consider key future nanotechnology enabled technologies
	Understand the impact of nanoparticles on the environment and human and other species health
	Consider the negative impact of nanotechnology on climate change plus positive methods for climate control through the application of nanotechnology
	The impact of nanotechnology through the consideration of an annually variable Engineering case study
	Practically use scanning probe methods to visualise the nanoscale
This module is designed to cover key sociological perspectives and concepts in the analysis of contemporary education policy. Topics covered include approaches to analysing education policy and the relationship between policy and practice, as well as global developments in education policy such as marketisation, choice of school, and private sector involvement in public education. We consider the form these developments take in England and elsewhere. We also draw on recent research to assess the impact of recent policies. This module can be taken as a stand alone module.
This module is compulsory and needs to be taken by all students completing the MSc Sports Dentistry.
This online module has been designed to enable those working in schools or colleges as mentors to enhance their mentoring practices.

Participants will bring to the module their practices and evidence of working with beginning or continuing teachers. Activity as Mentor Teachers in Partnership Schools (through IOE partnerships or others) can form some aspect of the learning.

The module has six units: Mentoring – building relationships. Supporting stages of initial teacher development. Challenging practice and supporting change. Record Keeping and Feedback. Advancing mentoring skills – mentoring more experienced teachers and ‘Passing on the baton’ – becoming a Critical Friend.

All participants will be expected to keep an electronic portfolio which exemplifies their practice and development. This portfolio will be used to support critical reflection in the essay submitted for summative assessment with the portfolio being monitored but not assessed. The essay will explore through critical analysis of scholarship and critical reflection of practice an aspect of participants’ mentoring practice and identified ways forward for their mentoring development.

The module is taught online and will run in the Summer term in 2022-23.

This module belongs to the MA Advanced Educational Practice, MA Education (Advanced Practice) and the Graduate Diploma in Advanced Educational Practice programmes.
Contact ioe.aep@ucl.ac.uk for further information.

Students are required to have relevant prior experience of working in an educational setting in order to effectively reach the learning outcomes of the module.
In this module you will work on a case study based on a healthcare challenge requiring digital transformation. Case-studies will be devised in conjunction with NHS partners and will guide you through understanding the current status of the area, understanding what is possible and devising and communicating a strategy for digital transformation. This module will cover qualitative and quantitative research methods.

At the end of this module you will:

Understand information governance, and issues of privacy and confidentiality.
	Understand the technical and social aspects of informatics.
	Discuss methods and techniques for requirements gathering, design and user-centred evaluation and testing relevant for health systems and technologies, understanding their strengths and limitations.
	Understand the theories of behavioural change and interaction.
	Understand the organisational and human factor challenges to effective use of health information systems and technologies.
The module is an optional module on the MSc/PG Dip/PG Cert in Health Informatics.

The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session at the University of Manchester campus.
Module Outline:

This module aims to provide students with an AS level in maths with the required level of mathematics for the remainder of the chemistry degree programme.Module Aims:

At the end of the module students should be able to:
1. Understand how to present mathematic workings and solutions.
2. Perform statistical analysis of data sets.
3. Understand and be able to use operators, vectors, and eigenvalue equations.
4. Understand and be able to use complex numbers, matrices and different coordinate systems.
5. Understand and be able to integrate functions of more than one variable, expand functions in terms of a basis set, and recognise and find/prove solutions of differential equations.Teaching and Learning Methods:

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

Workshops: Your learning is supported by workshops or problem classes. Questions will be available on Moodle prior to the workshop and you will work through the problems with the assistance of the workshop leader. Answers and full solutions to workshop questions will be posted on Moodle. Workshops are an opportunity to receive feedback on your understanding of the module material, hence preparation and active participation is essential if you wish to derive the most benefit. Workshop attendance is monitored, but not compulsory.

Self-study: In addition to timetabled hours, it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (workshop questions, additional questions available on Moodle, worked examples from lectures), completion (and redoing under exam conditions) the set coursework, and further reading in textbooks and online.
The aim of CELL0017 is to introduce students - with a good grounding in cellular and molecular biology - to the power of cross-disciplinary research. The contribution of chemists, microbiologists, immunologists and physicists to solving cell biological problems will be discussed. The module emphasises the relationship between the chemical scale and more complex levels of organisation in cells, and the balance of interactions required for cellular function. It explicitly recognises the different understandings of cell biology in different branches of biosciences, including virology and microbiology in health and disease.

The module will build on CELL009, CELL0010, and CELL0023 and supplement and reinforce CELL0016 Advanced Molecular Cell Biology and/or PHOL0008 Cell Signalling in Health and Disease. CELL0017 aims to appeal to students on strong interdisciplinary programmes, who will be very well placed to appreciate and comprehend the broad remit.

Through consideration of evidence, students will acquire a good broad knowledge of the principles and practice of modern cell biology. They should be able to use this knowledge to enhance their understanding and appreciation of other aspects of molecular life sciences.

Indicative lecture list (based on the syllabus from the last couple of years):

Origin of Life (bacteria and archaea)
	Origin of Life (eukaryotes )
	Scarring, fibrosis and mechanobiology (2 lectures)
	Model Systems and Disease State
	Uncovering hidden information in databases
	Dementia and heart disease in yeast
	High throughput screening to probe EGFR signalling
	Imaging and homeostasis
	Modelling Epithelia
	The control of tissue size and shape
	"What I find cool in Cell Biology".
This project-based module engages students in a practical plan-making exercise. As in an urban laboratory, small groups of students will apply creative problem-solving, develop critical thinking, and integrate analytical skills and knowledge acquired in other modules to produce a strategic plan for the future development of a large-scale urban area in a city outside of the UK. The module is delivered through weekly group tutorials and a field trip to the case-study city.
To prepare a dissertation embracing an accredited (chartered engineering status) design study on a process for the production of biomaterials arising out of life science discoveries. Such biomaterials would typically include biopharmaceutical products arising out of phase II clinical trials and the dissertation will examine the four key stages to production:

The creation and analysis of a bioprocess
	Economic appraisal of a bioprocess
	Facility design and layout
	Safety audit of a bioprocess
The module progresses through 3 stages towards the final design project element.

Stage 1: Whole bioprocess study (practical based studies)

Stage 2: Bioprocess entrepreneurial business plan (group work project)

Stage 3: The design project / dissertation (taught elements and group work)

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

Complete an original research investigation at laboratory or pilot scale into the process performance for a target product
	Undertake a specific role within a start-up company and produce a detailed business plan addressing all stages from evaluating technology readiness to research and development work to manufacturing issues, etc.
	Undertake a full process design, based on a target product and specific constraints, including process analysis, economical appraisal, safety audit and facility layout.
To provide students with skills in advanced modelling, optimisation and statistical techniques such that they are adequately equipped to address problems related to evaluating the cost-effectiveness and robustness of alternative bioprocess design strategies.

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

Use a set of approaches such as discrete-event simulation, dynamic simulation, Monte Carlo simulation and linear and mixed-integer programming to address bioprocess challenges
	Perform multi-variate data analysis to derive insights from complex datasets
	Formulate decision problems related with bioprocessing design in a structured way and select appropriate methods to solve them
	Build simulation models, optimise key decision variables and critically analyse output results
	Conduct advanced research in Bioprocess Systems Engineering
	Take the acquired expertise into industry to work as developers of simulation/optimisation/process economics models in real biomanufacturing companies
	Improve Matlab proficient such as modifying scripts and running functions to solve bioprocess problems
This module explores the challenges and opportunities in early project conception and initiation. Drawing on ideas from entrepreneurship, strategic and stakeholder management, we will explore the fuzzy project front-end where key decisions that give birth to a project are made. We will particularly focus on the client’s perspective in defining the project requirements working with the delivery team and other relevant stakeholders. We will address the project requirements that will be a result of project client’s long-term organisational objectives, for which the project will be an enabler.

Aims:

Exploring and defining the project front-end from the project client’s perspective.
	Understanding key organisational, management and planning challenges associated with the initiation of projects.
	Based on the application of ideas and concepts on project front-end, the ability to govern the specific interests and processes involved in the briefing and early stages of complex projects in differing sectors.
Issues that the Module may tackle:

The strategic importance of the fuzzy ‘front-end’ of projects for clients and owners.
	The role of the client, delivery team and stakeholders in project initiation.
	The social negotiation of early stage project requirements.
Learning outcomes:

Identifying the long- term business or organisational need for which a project will be the solution
	Designing several project options that respond to the long-term organisational outcomes and identifying the project that best addresses the long-term organisational need.
	Ability to adequately engage with the set of actors in the project conception and initiation stage.
MSc Dissertation equips students to plan and conduct a research topic of their choosing. Students following the Architectural Computation MSc are required to submit a 10,000-word dissertation on a subject agreed with the Course Director and assigned tutor. Dissertations are produced between May and September. This module provides the opportunity to undertake a narrative review of published literature on a specified topic with one-to-one supervision by a UCL academic. Guided by your supervisor, you will develop skills in searching literature databases, reading and critically evaluating published work and presenting a written and oral report of the work. To help you find a suitable project you will provided with a list of potential subject areas and supervisors but you may propose your own topic with a supervisor not on the list. Self-organised dissertations must be formally approved by the dissertation co-ordinator.
This module introduces the student to methods of research with computational systems via two or more small research projects. These are intended to develop initial research questions for the MRes.

Lecture, seminar and studio components will normally be provided by auditing relevant modules in appropriate computational domains, to supply specific background knowledge and a forum for discussion with other students. Architectural Computation studio-based modules Creative Complexity (BARC0032 Digital Studio and BARC0038 Digital Ecologies) and Embedded & Embodied Technologies (BARC0036: Body as Interface and BARC0037: City as Interface) may be recommended. Projects may follow a similar structure to those offered in these modules, but will be assessed based on research questions specific to the Architectural and Computation MRes student.

Selection of modules to audit, along with research questions and project assessment will be the responsibility of the supervisor. Project assessment will be on an individual basis.

The aims of the module are as follows:

To give a grounding in the use of computation as a research tool to students who will continue to group and/or independent research.
	To give students an opportunity to begin to use programming and computational modelling to investigate research questions.
	To differentiate between the scientific understanding of computational systems and the construction of an artwork or design piece.
	To introduce students to specific programming, data manipulation and systems design skills that will be of use with respect to their chosen research questions.
The module discusses cognitive systems and processing in the central nervous system. Four main weekly topics will be discussed.

Students will become familiar with cutting edge research into Cognitive Neuroscience. Multiple animal models (rodent, zebrafish, monkey, and human) and techniques (electrophysiology, 2-photon microscopy, optogenetics, MEG and fMRI) will be discussed.

Indicative lecture titles

Week 1: Brain state (sleep, fear, addiction, arousal, etc.)

How neocortex retrieves memory to detect novelty
	Working memory and cognitive control
	Zebrafish sleep
	Cortical states
Week 2: Learning, decision making and reward

Planning under cognitive limitations
	The prefrontal cortex and decision-making
	Cerebellar plasticity and motor learning
	Neuronal reinforcement learning
Week 3: Spatial navigation

Neural encoding of space
	Human spatial navigation
	Computational models of grid cell firing patterns
	The post-natal development of the neural map of space
Week 4: Motor system

Supraspinal control of locomotion
	Action planning
	When motor cortex is active?
	Do humans have mirror neurons?
This module introduces students to the emerging technologies in the field of nanotechnology and its applications to biomedicine. At the nanoscale, physical and chemical (and thereby biological) properties of materials differ from the properties of individual atoms or bulk matter. These nanoscale properties are offering new opportunities for disease diagnosis (eg. quantum dots, magnetic nanoparticles) and treatment (eg. targeted nanoparticle drug delivery, nano-targeted radiation therapy). Topics covered in this module include: 1. Why size matters (forces on the nanoscale). 2. The physics of the nanoscale. 3. Nanoparticle drug delivery. 4. Nanoparticles for enhanced theranostics (focus on imaging and radiation therapy). 5. Nanotechnology in Tissue Engineering. 6. Nano-engineering. 7. Nanotoxicity
This module provides an academic foundation in support of graduate nursing professionals engaged in the care of the high-risk surgical patient recovering from major surgery. The module expands on an existing professional practice syllabus, to provide the student with an opportunity to explore a number of relevant professional areas including, advanced respiratory support and monitoring, an approach to organ system assessment and management in the immediate post-operative period and for an extended period of up to 12 hours after surgery. Students will gain an appreciation of systematic and safe professional practice, team dynamics and advanced monitoring.

Students will be required to acquire documented evidence for professional development throughout the module by the development of a Professional Practice Portfolio, which will form part of the module assessment.
This module provides a range of learning opportunities for you when conducting, editing or reading a systematic review. Whether you are a complete beginner or a seasoned reviewer, you will find new opportunities to learn here about systematic review and meta-analysis methodology and processes. On completion, you should have the skills to conduct your own systematic review dissertation.
Independent research projects in subjects that are relevant to each student’s interests and career progression are offered. The projects are tailored to suit both full and part-time study and can be clinical or laboratory-based.

The project proposals are hosted by active research groups across the Division or UCL (at campuses in Bloomsbury, Royal Free, Stanmore, Northwick Park Institute of Medical Research) and vary each year depending on the priorities of the research group. Topics may be clinical or basic science, encompassing the fields of cancer intervention, nanomedicine, vascular surgery, musculoskeletal biology, stem cells etc. Examples of current titles include: Anatomic progression of disease following aortic progression; siRNA conjugated iron nanoparticles as therapeutic carriers for specific targeting of cancer cells; Application of OCHRA to assess generic, robotic surgical skills during training

OUTCOMES:

Students develop a wide range of research skills including: experimental design, data mining, laboratory and analytical techniques, investigative and statistical analyses; while gaining knowledge of scientific principles and critical appreciation of scientific literature. The completed project imparts further skills in communicating science both verbally and by writing. We strongly encourage students towards submitting their work for presentation at conferences and for publication.
This module explores the debates and social research evidence around personal relationships in contemporary society. The module will mainly draw on sociological and anthropological scholarship. Students will learn about the interplay between intimate life and social organisation, to understand better how wider social forces shape the most personal of experiences. Drawing on scholarship from across the globe, the module will explore how intimacy and love differ across the cultural, socio-economic and political contexts in which individuals live. The module will explore different kinds of ‘intimate relationships’, whether romantic, family or friendship based. Sexuality will be explored as a practice of intimacy. Students will also explore the range of methodological approaches and ethical dilemmas involved in researching personal life and sexual practice.
This module is a first year core course that prepares students for the second year optional module, 'Economics of Public Policy'. It is both an introduction to economic way of thinking, as well as a basic microeconomic theory module. It demonstrates how market-level phenomena is built up from individual decisions of economic agents, discusses when market forces work and when they fail. All topics will be covered with a strong policy focus and no advanced mathematics will be used. The module aims to familiarize students with basic concepts and principles of economic thinking, and also to teach students a solid understanding of a basic modelling toolkit to analyse how simple versions of public policies (e.g. taxes, antitrust regulations or insurance policies) may affect economic outcomes. Students will also get a flavour of how microeconomics is used in public policy debates.
This module seeks to analyse the development of national identity and statehood in Estonia, Latvia and Lithuania in various stages of their histories: as part of the Romanov Empire, during the first period of independence, as part of the Soviet Union and during the second period of independence after 1991. Throughout the module we will seek to discover the sources of political power in the Baltic States and seek to understand the relationship between power, legitimacy and identity. Particular attention will be paid to issues of nation-building; citizenship and integration; electoral and party politics; political culture; foreign policy; socio-economic change; EU and NATO enlargement and problems of migration.
This module aims to develop a range of language skills primarily for the purposes of conducting research: to support a Master's dissertation, for PhD research and for use in other contexts where intermediate reading skills, along with a range of further language skills, are required. The students will gain fluency in reading research and media materials, as well as developing communication skills such as speaking, writing and understanding Russian in a working environment. The module develops reading and comprehension skills for research to an intermediate level, in particular in relation to the students' specific disciplinary/research topic interests; as well as acquainting the students with a range of discourses and materials. The module consolidates the student's command of grammar and develops speaking and writing skills, for research, but and for use in practical situations.
Students will undertake a 15-credit Research Project or Freestanding Dissertation on a topic of their own choosing. Students will have the support of a personal supervisor throughout Terms 1 and 2.
This module seeks to analyse the socio-political developments in Estonia, Latvia and Lithuania. We start by discussing the development of national identity and statehood from the earliest history and through the first period of independence and the period of Soviet occupation until the present day. Throughout the module we will seek to discover the sources of political power in the Baltic states and seek to understand the relationship between power, legitimacy and identity. Particular attention will be paid to issues of nation-building; citizenship and integration; electoral and party politics; political culture; foreign policy; socio-economic change; EU and NATO enlargement and problems of migration.
The aim of the module is to help students understand how they can apply their skills to influence the work of architects, product designers, engineers, computer scientists and managers to reduce criminal risks. For this, the module will teach students about the system-thinking approach, and how it can be applied to crime. The module also seeks to make students more employable by presenting a number of risk management process models and systems engineering frameworks widely used in industry.
The Nordic countries have often been regarded as ‘model’ societies, famous for their high levels of economic prosperity, social equality and political stability. We will discuss the historical roots of this distinctive ‘Nordic’ experience and how it has changed since the end of the Cold War, as the Nordic countries have needed to adopt to new regional, Europewide and global developments. This historical introduction will be followed by a thematic examination of contemporary Nordic societies in a comparative perspective, looking at the varied legacies of the ‘Nordic model’. Topics to be covered include Nordic foreign and security policy, domestic politics and the rise of the populist right, immigration and integration, crime and justice, gender equality, environmentalism and Nordic co-operation. It should be noted that a focus on the Nordic countries will also provide a new perspective on some of the most important developments affecting the whole of Europe over the last 30 years.
This is a second module in a series of two modules on parent infant observations. Students undertake a weekly hour-long observation of a baby at home (either in person or remotely via video). This is to acquaint students with the capacities, growth and changes that occur in the early months of life and to enable them to learn first-hand about this developmental period and early caregiver-baby relationships. Students write up what they’ve observed after the observation and discuss this in a small group seminar led by an experienced psychoanalytic clinician. These discussions allow students to gain further understanding of what they’ve observed and make links to psychoanalytic and developmental theory and research.



This particular module will focus on the second year of baby’s development.
This is one module in a series of two modules on parent infant observations. Students undertake a weekly hour-long observation of a baby at home (either in person or remotely via video). This is to acquaint students with the capacities, growth and changes that occur in the early months of life and to enable them to learn first-hand about this developmental period and early caregiver-baby relationships. Students write up what they’ve observed after the observation and discuss this in a small group seminar led by an experienced psychoanalytic clinician. These discussions allow students to gain further understanding of what they’ve observed and make links to psychoanalytic and developmental theory and research.



This particular module will focus on the first year of the baby’s development.
This is one module in a series of three modules on early child development, which focus on child development and the caregiver-child relationship in the early years, considering the interplay of different factors, such as psychological, biological and environmental. Particular attention will be given to the bi-directional nature of the parent-child relationship, how the child influences and is influenced by their environment. The focus of the module is on normal development in the early years and which aspects or issues in the child, the parent and their relationship that can lead to future mental health problems.

This third module in the series will look at the impact of early years development and parenting on later stages of life such as latency, adolescence, young adulthood and the process of becoming a parent. More specifically, the module will consider how early experiences of separation, trauma, object constancy, containment, parental reflective functioning, parental mental health, as well as attachment relationships can influence different aspects of emotional, cognitive and social development, such as:

Mental health;
	Development of own identity
	Formation and quality of new relationships (peer, romantic, work, becoming a parent);
	Capacity for emotion regulation;
	Reflective Functioning
All these aspects will be considered through teaching of psychoanalytic theory and contemporary research in developmental psychology and neuroscience, and exemplified through clinical examples.
This module focuses on advanced measurement techniques that are routinely used in industry, government, advocacy and academic research. The module builds on the material in the second year Data Analysis module and covers theories of quantitative measurement as well as practical measurement strategies involving data reduction techniques and latent variable modelling. Examples are taken from the wide variety of social science fields that use these methods. The module provides hands-on training in the application of these measurement strategies in to real data sets.
The module falls into 2 parts.
Part I – (first 3 lectures) is a continuation of Part II of PLIN0045. It looks in more depth at pragmatics:
the nature of communication, the relation between language and communication, and some recent approaches to
the study of communication.
Part II – (last 7 lectures) is project-based and looks in depth at some current topics in the study of meaning.
This skill is important for changing practice (usually prescribing), and it is important that all practitioners are well versed in audit. As part of FS2, practitioners will be required to complete an audit in the placement (in liaison with their FS2 Supervisor) or if a focus for audit cannot be identified then practitioners may undertake a service evaluation project instead. The audit or service evaluation will be written up as a poster and short written report. Practitioners present the poster at the diploma audit session (usually an afternoon). The poster can also be presented at the Trust’s research and audit day, as well as national conferences, e.g. UKCPA.
Outline:

This module aims to provide students with an introduction to advanced mathematical treatments of deterministic dynamics. The topics include Lagrangian and Hamiltonian dynamics, for both particles and for fields, non-linear systems and solutions to equations and the approach to chaos.

Aims:

Stretch mathematically inclined students by presenting advanced material on the dynamics of classical systems. The second-year modules MATH0043 and PHAS0026 would be an advantage but not a prerequisite;
	Develop Lagrangian and Hamiltonian mechanics;
	Foster an understanding of the role of non-linearity in discrete and continuous equations of motion, particularly through the development of phase space portraits, local stability analysis and bifurcation diagrams;
	Show how non-linear classical mechanics can give rise to chaotic motion, and to describe the character of chaos.
Teaching and Learning Methodology:

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

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

Indicative Topics:

Continuous Dynamical Systems [18 hrs]: Hamiltonian dynamical systems; Symmetry and conservation laws in Hamiltonian systems; Liouville’s Theorem; Local stability analysis; Linearisation theorem; Bifurcation analysis for one and two-dimensional systems, including Hopf bifurcation; Characteristics of chaotic systems with examples.
	Discrete Dynamical Systems [12 hrs]: Iterated maps as dynamical systems in discrete time; The logistic map as main example; Equilibria, cycles and their stability; Period doubling; Bifurcations.
The module introduces students to the concept of deaf culture and deaf identities; the medical, social and culturo-linguistic models of deafness, Deaf epistemologies and ontologies, and post-colonialism, situating these within an introduction to Western Deaf history as viewed through various lens. Module will be taught face to face in British Sign Language via BSL/English interpretation for non-signing students. Each session will consist of lecture and discussion. Session notes will be available online.

Aims

The module aims to introduce deaf culture and identities, and their related concepts, situating these in an introduction to Western Deaf history.

Objectives

Students will understand the emergence and development of the concept of deaf culture
	will understand the significance of the development of a deaf identity and examine current research into deaf identities
	will understand origins and nature of concepts relating to deaf culture, including Deafhood.
	Will understand the significant movements and moments in Western Deaf history, and their relationship deaf culture and deaf identitries.
	Will examine intersectionality and emerging epistemologies relating to Deaf communities
Undergraduate enquiries to d.newton@ucl.ac.uk
Postgraduate enquiries to pals.langsci@ucl.ac.uk
Nutrition and Public Health will introduce you to an evidence-based approach to the relationship between diet, nutritional status and health in populations. We will introduce you to the main concepts of nutritional epidemiology using national and international data and we will shed light to the value of systematic research approaches to evaluate the impact of nutrition interventions in populations.

The study of public health is one of the most exciting areas of nutrition science. You will examine how promotion and maintenance of nutrition-related population health require the organised efforts and informed choices of society. You will explore important problems in food policy with external speakers representing the range of interests that influence what we eat.

Some of the topics you will discuss include the role of food supply and nutrition in population health, dietary requirements and reference values, developmental origins of chronic disease and the epigenetic impact of early year feeding practices and nutritional supplementation and fortification strategies for deficiency diseases that still prevail. You will study different aspects of the obesogenic environment in industrialised and developing countries, the role of food industry in shaping our eating habits, and the nutrition challenges in older adults.

After taking this module you should be able to describe the main national and international data on diet and nutritional status in the population and in high risk sub-groups, to understand the scientific basis of and recommendation from government policy relating to diet and health, to evaluate the strength of evidence relating diet to health outcomes and to interpret complex and conflicting scientific data.
This module provides a detailed study of the fundamental principles that underpin the structure and operation of the civil justice system

An effective civil justice system is the means by which substantive legal rights are elaborated, vindicated and enforced. Over the last twenty years such systems have been subject to significant reform across the world; reform that has attempted to ensure that they are more effective and efficient.
This is a mandatory module for all students who are studying Italian in any Modern Languages or Modern Languages Plus combination, as well as for Italian BA students. The module requires successful completion of ITAL0009 Second Year Italian Language and of the Year Abroad Programme (or equivalent).The aims of the module are: to develop a high level of knowledge of Italian as a medium of understanding, communication and expression; to develop the understanding of the structure of Italian and of the historical and sociocultural contexts in which it has developed and it is used; and to study Italian as a gateway to other areas and subjects (literature, history, philosophy etc) and possibly further study at postgraduate level. 
This component is intended to allow Information Studies students (especially part-time students who wish to relate their work to practical external projects) to undertake individual study and/or research in specific areas not otherwise covered (or not covered in sufficient depth) by standard components.  Since each student undertaking this module is undertaking unique work, the specific content of each implementation of this module cannot be prescribed here but must be agreed, documented and approved by the co-ordinator (i.e. the relevant director for the programme under which the student is registered) before any student's registration for the module may be accepted.
Colour has long fascinated and frustrated scholars across many disciplines. This interdisciplinary module explores the agency, magical and philosophical notions of colour within the context of modernity. With a strong theoretical emphasis, we will explore the emergence of the observer, pathology and affective qualities of colour and the underpinning of colour as chromophilia or chromophobia. Writers with whom we will engage include Aristotle, Newton, Burke, Goethe, von Helmsholtz, Fechner, Tagore, Wittgenstein, Gandhi and women concerned with colour such as Lubaina Himid. The module takes a roughly ‘genealogical’ approach to the histories of colour from the later seventeenth century to c.1950 – so as to include the legacies of empire and the emergence of the postcolonial. How far do we attempt to decolonize colour? What forms of interface do we project, albeit often anachronistically or by analogy, on the racial and global definitions of colour?
A 13,000 word dissertation on a research project defined by the student with the guidance of a supervisor.  To be handed in in September.
The module will examine the complex relationship between language, power, and ideology in Germany society, and will trace how language has been employed in the twentieth and twenty-first centuries by individuals, groups, organisations, and institutions to exercise power and to communicate a particular ideology or world-view. During this module, we will address a variety of linguistic topics and issues, including political discourse, defining 'propaganda' or 'ideological language'; the ‘misuse’ of language; the nature of linguistic groups; language planning. The analysis of primary texts will draw upon aspects of linguistic theory, including sociolinguistics, semantics, stylistics, pragmatics, and multimodal critical discourse analysis. The module will focus on the following topics:

discourses of fascism and contemporary right-wing extremism
	language in postwar East and West Germany
	Wende discourses
	language and gender
	media and advertising discourses
Reading List/ Suggested Reading:


	W. J. Dodd, National Socialism and German Discourse: Unquiet Voices (London, Palgrave Macmillan, 2018)
	
	
	Annabelle Mooney and Betsy Evans, Language, Society and Power. An Introduction (London, Routledge). In particular, Chapters 3 and 4.
	
	
	Patrick Stevenson (ed.), The German Language and the Real World (Oxford, Clarendon, 1997)
	
	
	Patrick Stevenson, Language and German Disunity: A Sociolinguistic History of East and West in Germany, 1945-2000 (Oxford, Clarendon, 2002)
	
	
	Ruth Wodak, The Politics of Fear. What Right-Wing Populist Discourses Mean (Thousand Oaks, Sage, 2015)
	
Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.

 
For Geography students only. This module integrates knowledge accumulated over the course of the undergraduate programme with advanced field skills, towards a holistic understanding of Mediterranean environments and the complex interaction of its different components. The course focuses on aspects of Mediterranean environments (geology, geomorphology, past and present climate, plant ecology, vegetation,and land-use practices), centred around a week-long field trip to the island of Lesvos, during the Easter vacation.

Prerequisite for this course are GEOG0008 (Environmental Change) or GEOG0021 (Reconstructing Past Environments).  Please note that taking GEOG0052 Climate Change: past, present, future in year 3 is very strongly recommended.

We will run the field class to Greece, if conditions allow. If this is not possible, the module will be delivered through a non-fieldclass format instead.
This module records credit awarded by UCL for completion of a year abroad.

Dissertation writers: 3 dissertation tasks to be submitted to the supervisor (confirmation sent to EISPS office)

Non-dissertation writers: instead of submitting dissertation tasks, non-dissertation writers will take an additional 15 ECTS (total 60 ECTS).
This is an intermediate module which introduces students to aspects of European Thought. The core lectures introduce the broad parameters of the topics being studied, contextualizing thinkers and readings and providing indications of ways of thinking through materials being read. Small group seminars are based on focused analysis and student discussion of specific readings in the context set out by lectures. The course will explore, among others, the topics of aesthetic judgement, morality and ethics, political change, ideology and the relation between language and reality.
This module is only for students on the BASc degree programme and comprises Term 1 of the module: ECON0002: Economics.
Module description

This module introduces student to literature in Dutch. We will not discuss this literature solely its national Flemish or Dutch context, but we will also focus on the wordliness of literature in Dutch: the manner in which it intervenes and is embedded in a wider global context. We will reflect on questions how literature in Dutch represents the world and the movement from characters of the Low Countries across the globe, or ‘others’ coming to the Low Countries. As a method, we will adopt a postcolonial and decolonizing perspective. The course has thus the threefold aim to acquaint student with literature in Dutch, literary analysis and literary/critical theory.

 

Primary texts will be made available in English.

 

Primary texts may include (fragments of):

 

· Hafid Bouazza, Abdullah's Feet

· Louis Couperus, The Hidden Force 

· Maria Dermoût, The Ten Thousand Things 

· M. Februari, The Literary Circle

· Hella S. Haase, The Black Lake

· Tip Marugg, The Roar of Morning

· Multatuli, Max Havelaar
Aims:

Students will gain knowledge about robot real-time pose estimation and mapping, with an emphasis on the use of vision as a primary sensor for mapping the environment. The module will provide students with an understanding and practical experience of how to combine information from satellite navigation and motion sensing systems, recover geometry from optical sensors and creating an environment map which a robot can use for navigation and motion planning.

Learning outcomes:

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

Understand the fundamental techniques used for real-time estimation in linear and nonlinear systems.
	Understand how to formulate algorithms to fuse data from satellite and motion sensing systems to estimate robot position; 3.understand how to formulate mapping and localisation problems in which robots construct sparse maps of their environment.
	Understand how to use camera data to create 3D reconstructions of the environment.
	Programme with Matlab or Python or C++ Availability and prerequisites.
Content:

To navigate safely, robots need the ability to localize themselves autonomously using their onboard sensors. Potential tasks include the automatic 3D reconstruction of buildings, inspection and surveillance. This module will teach current techniques for 3D localization, mapping and navigation that are suitable for robotics covering the following topics:

Filtering techniques and data fusion.
	Motion estimation and mapping using Simultaneous Localisation and Mapping (SLAM) techniques.
	Non-linear minimization for 3D reconstruction using structure-from-motion.
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; and (2) have basic familiarity with MATLAB and C++ (as most of the coursework is carried out using these languages.)
This course introduces students to engineering techniques used for managing surface water in urban environment. The course will focus on three main areas: flood risk, flood defence and flood mitigation using sustainable urban drainage techniques. Flood defence will address permanent and temporary defence measures, designing for floods and making space for water. Sustainable urban drainage will provide an introduction to state of the art techniques for reducing surface water flood risk in urban environments and will involve a field trip to case study sites in the greater London area.

Learning Outcomes

Understand key concepts of flood hydrology including return period and flood estimation procedures
	Understand the principles of urban and sustainable urban drainage and the technologies applied to manage urban surface water at different scales
	Explore performance of SuDS drainage components under different flood conditions
	Understand the difference between flood defence and flood resilience in design
	Describe the principle techniques used for flood defence at different temporal and spatial scales and understand methods used for assessing different options
Due to COVID restrictions this module is likely to run on campus, if restrictions are removed then it may run as a field course. You will be taught the principles and practice of surveying, and undertake a series of engineering tasks.

Learning Outcomes

First-hand experience of a range of activities, equipment and software commonplace in surveying and civil engineering, including: levels, total stations, laser scanners, and GNSS kit;
	Developed understanding and practical experience of survey tasks in: control survey provision, detail mapping, setting out for construction, and deformation monitoring;
	Developed ability to solve mathematical problems in coordinate geometry. Improved knowledge and experience of survey calculations, and ability to consider error sources, propagation and impact; Improved proficiency in report writing, critical analysis, technical drawing (hand-drawings and AutoCAD) and cartography (GIS), through the production of various surveying deliverables;
	Experience of assessing and managing health, safety and wellness on project work, including the production of risk assessments, safe methods of work, and management of accident and near-miss records;
	Greater appreciation of issues associated with project management and team work; working within a limited timeframe;
Reading List:

Uren, J. and Price, W.F. (2010). Surveying for engineers (5th Edition). Basingstoke: Palgrave Macmillan
An important component of the MRes in Brain Science is an empirical research project that constitutes two-thirds of the total number of credits for the programme (120 of a total of 180 credits). The research project will entail a comprehensive and independent piece of research in any area of brain science, usually on a topic of specific interest. Research projects will be supervised by leading investigators in their field of expertise. Students will therefore be exposed to and have the opportunity to experience and contribute to cutting-edge research in a world-class research environment. Students will be provided with a description and project outline of available supervised projects, and will integrate core skills in research acquired through the Research Methods and Skills Training modules with their specific project selection. Assessment of the research project will include a publication-level research article and an oral presentation of project findings. The research project is a key aspect of the programme in preparing students for future research careers in academia, industry or business.
The module seeks to equip students with the basic principles for real estate in an attempt to provide them with a thorough understanding of the complexities of real estate as a resource and the markets in which they are traded. Students will be introduced to the analytical framework of real estate, real estate legal analyses, the real estate service industries, real estate market and market analysis, real estate investment and finance, and environmental issues in real estate.

Students will be provided with opportunities to develop their analytical, innovative, interpretative, collaborative and communication skills and be empowered with a solid foundation as a starting point for more advanced modules in subsequent years.
This module introduces future designers & practitioners to the methods, practice & consequences of retrofit utilised to decrease energy demand & improve environmental performance of our built stock. The module explores these issues through the Passivhaus framework, training students to use the PHPP tool to design and analyse retrofit projects. The course is delivered via lectures, workshops, group work exercises and field visits.
This module introduces students to some of the main social science theories used to understand energy related behaviours and lifestyles and how they could be changed. Students critically evaluate and compare these theories and critically evaluate their usefulness for energy technology, modelling approaches, and energy policies and programs.

Seminars are primarily facilitated discussion. Therefore students must read the ‘required reading’ prior to every seminar and bring their summary of that reading to the seminar (see assessment) and participate in the seminar discussion. The readings are primarily academic journal articles written in fairly advanced English; some readings include quite challenging and theoretical investigations.

The reading, writing and discussion develops students' understanding of the relevant social science theories and their capacity to critically engage with relevant academic literature. It therefore forms the building blocks for the main assessment. Students may only participate in a seminar discussion if they bring to class their summary of their reading for that week.
The pilot plant unit operations course is a module designed to provide hands-on training in the piloting of a bioprocess, embracing fermentation, recovery and purification operations. The module will incorporate workshops and practical sessions covering knowledge of the bioprocesses observed. It will teach techniques in bioprocess prediction, evaluation of performance, real-time monitoring and mass-balancing. It will also consider design of large-scale operations related to delegate’s research. It is not expressed objective of the course to provide participants with theoretical aspects of the operations performed on this course as these are covered elsewhere in the MBI fermentation and primary recovery courses and textbooks. It rather to understand how each unit operation is run, the practicalities in doing so and issues that may be encountered.

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

Be confident in the following process operations: Fermentation, centrifugation, homogenisation, filtration & chromatography
	Appreciate process changes involved in scaling-up from laboratory to process scale
	Understand the challenges in planning a pilot plant based project for undergraduate/MScs.
	Acquire knowledge on the acquisition and interpretation of bioprocess engineering information
	Understand the challenges associated with integrated process operations.
	Operate a piece of pilot scale equipment or produce a specification for a pilot-scale project.
The skills portfolio is a record of skills workshops undertaken by the student at their tutor’s direction. Students are directed to learn skills both appropriate to the course in general and to their chosen preferences. Both analytical (simulation and sensing) and synthetic (making) skills are taught. Examples of the former include digital tools to simulate the movement of people, lighting and acoustic quality in performance settings. Examples of the latter include the use of software to simulate performance and interaction, how to set up and control lighting in public settings, how to create sound in public settings, and how to work with trained and untrained performers. The output and mark weighting of individual workshops will vary according to the nature and complexity of the skill that is being learnt. Skills workshops in Term 1 will be generic to the Masters programme as a whole. In Term 2 students will take workshops as directed by their specific design tutor.
This module enables first year undergraduate students to gain practical experience of a range of virtual and/or field and data analytical methods in Geography by using London as a virtual and/or fieldsite and resource. The focus is on teaching of both quantitative and quantitative research techniques. It will cover research design, good fieldwork practice, and the strengths and limitations of various methods and approaches to analysis, visualisation and interpretation of data with a focus on group work and presentational skills.

Geography in the Field 2 uses London as a means of developing geographical skills, insights and engagement through actual engagement with field sites. There is direct continuity with 'Geography in the Field 1' in the use and practice of data collection and data analysis skills.

The aims of this module are to 1) provide initial training in human and physical geography techniques that will be crucial in subsequent modules, 2) provide practical experience of a wide range of virtual data collection and interpretation methods, and 3) foster both independent and team working skills.

This module is a compulsory course for BA/BSc Geography, BA Geography with Quantitative Methods and BA/BSc Geography (International) students.
Geography in the Field 1 provides an introduction to techniques in human and physical geography.

This module enables first year undergraduate students to gain experience of a range of field and data analytical methods across all areas of Geography in a range of virtual and/or actual field locations. The focus is on teaching of both quantitative and qualitative research techniques and will cover research design, good fieldwork practice, strengths and limitations of various methods and approaches to analysis, visualisation and interpretation of data including an introduction to basic statistical and GIS skills. The module also aims to foster both independent and team working skills, and provides an opportunity to rethink ‘what constitutes the field’ in Geographical research.

This module is a compulsory year one module for Geography students only.

By the end of the module, you should be equipped with some of the fundamental skills required to undertake primary research in social and physical sciences including:

•numeracy and statistical literacy

•preparing effective maps, diagrams and visualisations

•using computer software and writing code

•analysing different types of data

•succinctly writing up research findings

•maintenance of field notes

•Have gained the necessary level of knowledge to undertake second year methods courses in human and physical geography.

•Be familiar with methods required for planning independent research projects, namely the third year dissertation.

•Have gained a combination of specialist and transferable skills that are attractive to employers such as team working and coding

 
This is a Term 2  'shell' module for students undertaking a year abroad as part of a programme of study in SELCS.
This is a Term 1  'shell' module for students undertaking a year abroad as part of a programme of study in SELCS.
This is an intermediate module, which introduces the superhero as an aspect of academic film study. Each lecture will focus on specific sub-topic of the genre, introducing key concepts, central themes and ideas in context of the primary readings and screenings. These include, but are not limited to, race, gender, and sexual orientation, the mythological and the historical superhero, the anti-hero and the wannabe, the rogue and the villain, and cultural, political, and historical connections.

Our group seminars will be based on focused analysis of specific films in context of the ideas, theories, and filmic techniques set out in each week’s lecture. Full details of primary and secondary screenings will be provided on Moodle by start of term. Please note that you are expected to watch the screenings in your own time as all of the assigned films are easily available either online or for purchase.

All primary readings will be posted on Moodle either as URLs or as PDFs. Extended secondary bibliography will also be provided. Students who choose to prepare for the course ahead of term are advised to view as many superhero films as they have the time and energy for. We may not cover each and every film you have watched, but extended knowledge of the genre will make discussions more fun and the appreciation and grasp of the subject greater. If you still have a free moment? Read some comics!
This course has two intertwined themes: the ways in which people made sense of the world in one of history's first urban societies; and the ways in which that society has been interpreted since its rediscovery some 200 years ago.

We will study how literacy and numeracy developed in the cities of southern Iraq (Mesopotamia), some 5–6000 years ago, then focus on urbanism and kingship, as well as the training of scribes, scholars and intellectuals in the third and early second millennium BC. Next we turn to understandings of the body and the high social status of doctors and healers, despite their apparent ineffectiveness. Finally, we investigate how divine will was discovered and interpreted, through observation of the natural world.

In parallel, we will consider how big themes in nineteenth- and twentieth-century history, such as exploration and war, empire and race, religion and science, shaped and reshaped popular and learned views of the ancient Middle East, and continue to do so today.
This module examines the European tradition of political thought from the fifteenth century until the twentieth century through close study of significant works by key thinkers. This means looking at: the contractarian tradition of Hobbes, Locke and Rousseau; the enlightenment thinker, Kant; ‘ambivalent modernists’ such as proto-sociologist, Montesquieu, and the champion of liberty, J.S. Mill; political realists like Renaissance thinker, Machiavelli, and the Nazi jurist, Carl Schmitt; Hannah Arendt whose thought tries to revive the promise of the polis in modern times; and the genealogist of morals, Nietzsche.

The module's approach is both contextualizing and analytical. That is to say, it sees the ideas of these thinkers in the context of the times in which they lived and wrote, but it also encourages students to think analytically about key concepts in political philosophy and political science such as sovereignty, obligation, freedom, equality, change, morality and progress. Learning happens through a combination of lectures and seminars.
The module aims to develop a range of productive and comprehension language skills in spoken and written Ukranian at intermediate level; these skills will relate both to the students' studies and to practical situations in the Ukraine. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Ukranian.
The module aims to develop a range of productive and comprehension language skills in spoken and written Hungarian at intermediate level; these skills will relate both to the students' studies and to practical situations in Hungary. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes are entitled to enrol on this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Hungarian.
The module aims to develop a range of productive and comprehension language skills in spoken and written Bulgarian at intermediate level; these skills will relate both to the students' studies and to practical situations in Bulgaria. Students on a two-year MRes programme, and appropriately qualified MA students on other programmes may take this module. The module will include development of oral skills, the reading of relatively complex authentic texts, some grammar exercises and some writing in Bulgarian.
This course introduces students to the study of international political economy (IPE). We discuss and critically assess theories and evidence on the political economy of international trade and foreign investment. There are no prerequisites for this class and students without a background in international relations and/or economics can take the module.
The course can be taken as a stand-alone module, but students are encouraged to combine it with PUBL0060 ('International Trade Policy'), as this complements the course by covering the regulation and international governance of international trade and investment.
This module will look at how psychoanalytic thinking applied is applied to diverse but current clinical practice, including: individual work with children, group and individual work with parents, work with foster and adoptive parents, particular situations such as gender identity, parental conflict, abuse/trauma. This module will also introduce students and engage their thinking of the following psychoanalytic concepts: the analytic setting, transference, counter-transference, play (the uses of an object), developmental therapy, interpretation, thinking about groups and organisations, and might include some specific thinking and discussion about racism, sexuality, gender identity, learning difficulties and disability, all also connecting with an awareness of cultural diversity.

This module follows ‘Psychoanalytic Theories of Infancy and the Caregiver-Child Relationship’
This module provides an introduction to the study of International Political Economy (IPE). IPE is a field of research that combines the study of politics and economics, exploring both domestic and international factors that impact preferences, behaviours, and policies relating to economic globalisation. The module will cover major topics of inquiry within IPE such as the politics and policies relating to international trade, international investment, and international finance. You will be introduced to theoretical and empirical research analysing each topic covered. By the end of the term, you should have a firm understanding of IPE as a discipline, including ways in which the field’s insights can inform policy-making.
You should note that POLS0043 is an intermediate Political Science module. Its delivery is based on the assumption that students are familiar with theories and concepts central to the discipline (such as those covered in POLS001 International Conflict and Cooperation, POLS002 Democracy & Authoritarianism, and POLS006 Introduction to Politics), and possess a basic understanding of political institutions. Prior coursework in economics is not required, but is highly recommended.
The module will cover modern methods in quantitative neurophysiology and how experimental data is turned into conclusions about brain function in contemporary research. The module will consist of lectures covering the theoretical and mathematical basis these will be accompanied by Matlab code and example data files that allow the students to practice what was taught in the lectures. There will be a large practical component in the Module. The students will work with real data in the form of large data sets, that cover a wide range of modern neuroscience techniques, ranging from brain imaging, to Neuropixel recordings. The students choose their own data set from neuroscience data sharing websites or databanks or they can use data they generated themselves in previous research activities.

The main focus of this module is to give you theoretical and practical experience in how to conduct research in systems neuroscience. The data analysis methods are state of the art and provide a foundation for future work (PhD in this topic, or industrial settings where such research is performed e.g. pharmaceutical industry).

After taking this module you will be able to:

critically assess the quality and validity of data in neuroscience.
	select the appropriate analysis methods depending on the data structure and the research questions addressed.
	critically assess scientific publications in the field by evaluating the methods used and results provided and appraising the discussion of the results given in the publications.
The module is available to year 4 undergraduate students with a strong background in Neuroscience who meet the pre-requisites in maths/statistics.

Indicative lecture topics:

Review of Statistics
	Spike trains
	LFPs
	Spectral analysis
	Spectrograms and nonstationary signals
	Multiple Timeseries
	Circular statistics, maximum likelihood, local likelihood
	The Singular Value Decomposition
	Dimensionality Reduction
	Confirmatory Analysis of multiple spike trains
The context for the Management Science Dissertation module is management in complex, innovation-intensive, data-driven environments.

Students carry out an individual research project on a management topic of their choice. Example projects might include: research on a particular market/industry, analysis of a specific business problem, or the development of a business plan.

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 BSc/MSci programme, and demonstrate their ability to integrate this knowledge and apply it in novel situations.

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

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. Students are encouraged to identify suitable projects with companies and other organisations.

The aims of the Management Science Dissertation 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 create a substantial piece of work that highlights their skills and experience, which they can share with potential employers.
The module aims to provide students with an introduction to social research, giving them an understanding of the design principles of social research, and the various forms that research can take, including ethnography, action research, surveys, experiments and case studies. Students will learn how to search for, organize and critique research papers, and gain an awareness of the contexts in which social research is undertaken, the institutions that fund and produce it, its social impacts and uses, its relation to other forms of social knowledge, and its systems of ethical governance. The module will discuss the formulation of research questions and writing literature reviews for research proposals.
This module provides students with an understanding of the development and structure of UK primary care and the important role it plays in population health management. Students will touch on emerging population health issues, both in the UK and internationally, such as: the health effects of globalisation, delivering primary care for excluded groups and health protection responses to outbreaks (e.g. measles) and pandemic threats.
This module goes inside technology to discuss its political and ethical dimensions. Technologies shape our future in powerful and largely unaccountable ways. Are they inevitable, or can we control the technologies that we get, anticipate their implications, prevent hazards and share their benefits? Why do we have iPads and space shuttles, but we don’t all drive electric cars and have clean drinking water in the developing world? Were the Fukushima nuclear meltdown and the financial crisis just accidents? What could regulators have done to prevent them? As science introduces new risks and ethical dilemmas, what should governments do to control research, publication, patenting and innovation? The module will teach students to think and write clearly and critically about technology.
The module involves the student undertaking a substantial piece of independent scientific or engineering research under the guidance of a UCL academic member of staff working in the broad area of nanotechnology.
All students undertake a substantial research project working in association with one of the research groups at UCL or a collaborating industrial research laboratory, culminating in a dissertation.
Aims:

During the Secondary PGCE, you will undertake two sustained School Placements in contrasting schools. During this time you are expected to complete a total of up to 120 days (subject to DfE guidelines) in secondary schools or other approved educational settings.

You will:

Develop classroom teaching skills;
	Develop the knowledge and understanding that underpin these skills;
Develop subject knowledge;
	Develop the ability to work with others in a collaborative and professional way.
Outcomes:

You will demonstrate an understanding of the QTS (Qualified Teacher Status) standards through a range of evidence as listed below;

An online Assessment and Development Portfolio (ADP), including formal lesson observations, mentor meeting minutes, tutor visit summaries, periodic formal reflections and end of placement reports;
	Practical Teaching Files;
	Lesson Plans;
	Evidence of Professional Development;
	Evidence relating to your professional attributes including relationships between you, the staff and pupils;
	Punctuality and attendance
Aims:

In this module students will learn the fundamental concepts and techniques of AI and how they are applied to solve complex real-word problems. The course will equip students with knowledge and tools to tackle new AI problems in different fields. 

Provide a broad introduction to the different techniques used in AI and their range of applicability. 
	Enable students to propose and design AI solutions to a range of domain specific applications. 
	Enable students to be effective team players in interdisciplinary research groups developing and applying AI systems.
Learning outcomes:

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

Demonstrate an understanding of the fundamental concepts in AI. 
Demonstrate an understanding of the classical and modern approaches to AI. 
Recognize real-word applications where AI modelling can be applied. 
Implement and critically evaluate current state-of-the art AI approaches for a range of domain specific applications. 
Content:

Introduction to AI approaches and the deployment of applications to solve complex real-word problems

Theory and practice of classical AI techniques covering problem representation, search-based AI, knowledge representation and logic-based information technologies, as well as more novel reasoning and planning strategies,

Introduction to hybrids of classical AI with modern machine learning such as symbolic neural networks.

Requisites:

To be eligible to select this module as an optional or elective, a student must be registered on a programme and year of study for which it is formally available.
The module will enable you to review clinical or basic research literature of a chosen topic within the field of neuromuscular diseases. You will receive individual tutoring prior to starting your review; you will be guided and supervised during the process of structuring your work and will be also guided during the drafting process of your work.

The aim of the module is to teach you scientific writing skills, conducting a systematic overview of publications in the discipline of neuromuscular diseases research and to acquire the critical appraisal skills to evaluate the importance of science papers in the advancement of our understanding in the field of neuromuscular diseases and being able to formulate this in the form of a short essay.

The learning objectives of the module are: for you to acquire critical reading skills in your specialist field; being able to select the most relevant publications that advanced a certain area of research most in the recent years. You will also learn to independently critique scientific papers and place them into the context of the wider scientific discipline.
This module examines relationships between the design and management of physical environments and their effectiveness in aiding teaching and learning outcomes. It reviews developments to date globally across the education sector to understand the impacts of shifting policies, practices and pedagogies for the design of learning environments. The module explores formal and informal settings for learning across different education levels including, early childhood, school, college, university, and lifelong learning. Using different observation and evaluation methods, students will critically analyse a learning environment case study from multiple perspectives (teachers and learners; strategy and governance; investment; estates and facilities management; government policy etc.). Through group work and case presentations, students and experts will discuss and analyse the range of evidence necessary to evaluate the effectiveness of learning environments.
This course provides students with a detailed understanding of bioreactor design, scale-up and operation. It considers both whole cell (i.e. fermentation) and enzymatic (i.e. biotransformation) conversion processes for the synthesis of complex materials such as therapeutic proteins, antibiotics, gene therapy vectors and chiral pharmaceuticals. Particular themes of the course include the interaction of biological catalysts and molecules with the engineering environment within a bioreactor, the theoretical basis of process scale-up and scale-down, and the impact of rDNA techniques on bioreactor design and operation. Particular attention is paid to the instrumentation and control of bioreactors and issues underlying biosafety with respect to contained operation.

Intended learning outcomes 

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

Specify bioreactor characteristics and monitoring and control systems
	Understand how bioreactor operation and scaling affects cell growth and productivity
	Perform design calculations with regards to scale-up and scale-down of a fermentation process
	Evaluate how the kinetics of free or immobilised enzyme affects bioreactor selection and operation
	Relate fundamental knowledge of transport processes and bioreactor engineering to current industrial practice
	Appreciate the impact of rDNA techniques on biocatalyst kinetics and process design
The objective of the course is to equip doctoral students with an understanding of the fundamentals of entrepreneurial leadership particular at the company foundation stage. Students are expected to gain a broad understanding of evaluating potential intellectual property, founder-team building, raising finance, and start-up business plan writing and pitching to investors. The main focus is to train students in the preparation of a coherent, comprehensive real-world business plan to raise finance for setting up a new venture based on an advanced biological discovery such as cell and gene therapy.

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

Evaluate a potentially advanced medical technology as a commercial opportunity including understanding the Gartner Hype Cycle and producing a detailed SWOT (strengths, weaknesses, opportunities and threats) analysis
 Understand the building and dynamics of a founder-team, and the hiring of first employees including recruitment and retention
 Understand the fundamentals of company finance with respect to start-ups, investor (VC) expectation, and potential exit routes
 Understand the commercialisation of a cutting-edge scientific discovery from the laboratory bench through the clinical, scalable manufacturing and commercialisation route into routine clinical practice
 Prepare a business plan, funding requirements and executive summary for a potentially disruptive health-care technology
 Prepare an investor presentation and an ‘elevator pitch’ for a potentially disruptive health-care technology
This module aims to equip students with the knowledge and skills to advise on physical activity at both patient- and population-level. You will learn the mechanisms by which physical activity exerts its effects in the prevention and management of chronic diseases; how to assess the risks of participation in physical activity; the principles of exercise prescription; and how to effect long-term behaviour change.
“We need to introduce a carbon tax to tackle climate change!” many claim. What is the evidence supporting this claim - or any claim - made by those wanting to make or influence policy? In Evidence for Decision-making we explore the nature of policy claims that underpin decision-making and how they relate to evidence and arguments for policy action. The module provides a framework setting out what evidence is, where to find it, how to judge its quality and – crucially – how to use it effectively both for influencing decisions, and for building your personal credibility. This will equip you to use evidence you find and identify what evidence is missing. We explore the epistemic and ontologic roots of evidence from across disciplinary boundaries and build out a set of capacities and sensitivities essential for the modern, interdisciplinary, responsible policy analyst. The focus here is on leveraging analysis for the good of society: supporting justice and fairness to ensure you can be an effective voice for those without voice in policy decisions.

The module provides a foundation for understanding the basics of research for policy and equips those with experience with an intellectual framework to develop their own skills to a higher level. The emphasis here is on using evidence that is already published to build the case for policy action. It provides an intellectual basis for Analytic Methods that addresses the skills required to do data analysis on available datasets and design new data collection for policy.
Over 1.3 billion people worldwide lack access to modern energy services. At the same time, net energy use in many developing countries is rapidly increasing as a result of industrialisation, population growth and economic development. Developing nations have an opportunity to forge new development pathways by harnessing clean energy technologies to address both energy poverty and the rising environmental impact of energy use. This course examines many of the technical, institutional and policy challenges related to the delivery of accessible, affordable and appropriate sustainable energy services and technologies in developing countries. There is an emphasis on access to sustainable energy for the rural and urban poor, but also attention given to international technology transfer, capacity development and financing for sustainable energy projects. Issues of sustainable energy innovation, policy and development will be explored through in depth case studies of developing country contexts as well as individual projects. At the end of the course, students will be able to design, implement and assess sustainable energy policies, programs and projects.
Aims - This module aims to provide a thorough understanding of core concepts and methods of microeconomics and macroeconomics to second year students on combined-studies programmes with a high quantitative content, and to prepare these students for optional courses in economics taken in the third year.

Objectives - On successful completion of the module, students should: understand the main elements of microeconomic and macroeconomic theory at a level appropriate for an economics graduate; understand economic models and problems expressed in standard mathematical terms and be able to solve and interpret problems based on such models at a level of difficulty appropriate for an economics graduate; be able to use economic concepts and methods to analyse and interpret real-world economic phenomena; be able to assess issues of economic policy.

Content - Microeconomics (consumers and producers): Consumer choice (budget constraints, preferences and utility, revealed preference, Slutsky equation, indirect-utility and expenditure functions, consumer surplus and price indices); choice under uncertainty; firm behaviour (technology and production functions, profit maximisation and factor demands, cost functions, conditional factor demands, cost curves). Microeconomics (markets and equilibrium): Market demand; exchange equilibrium; competitive markets (short- and long-run behaviour); monopoly; price discrimination; oligopoly models; game theory. Macroeconomics (growth and fluctuations): Economic growth (Solow-Swan model, technological progress).

Key texts - Available from ReadingLists@UCL.

This module is taught by staff based in the Departments of Mathematics and Statistical Science, but has been designed and is delivered in collaboration with the Department of Economics. In particular, the formal assessment arrangements are overseen by the Economics Board of Examiners.
This module explores defence and security from a systems perspective. It addresses the themes of resilience and complexity, and pulls on examples from the built and natural environment to illustrate the role adaptation when faced with disruption.

The module considers defence and security across multiple sociotechnical domains, including infrastructure and information systems, as well considering the national and global political environment in which security decisions are made. It also includes an overview of how defence capability is delivered through the application of systems engineering principles and modern procurement frameworks.
The goal of this module is twofold. First, to familiarize students with basic concepts and principles of how economic thinking builds market-level phenomena from individual decisions of economic agents, and how market-level phenomena lead to economy-wide consequences. Second, the module aims to teach students a solid understanding of a basic micro- and macroeconomic toolkit to address how markets work or fail, and how public policies may affect economic outcomes. By the end of the term, students will have the skills to analyse simple versions of, for instance, antitrust regulations, or the effects of government spending. Introducing students to how economists analyse (“model”) real-world situations is a key part of the course, just as much as to get a flavour of how micro- and macroeconomics is used in public policy debates.
The aim of this module is to provide students with a grounding in key areas of psychology and provide a foundation to underpin specialised psychology modules available in Years 2 and 3. The module presents thematic topics within psychology from the perspectives of four key approaches: developmental, biological, social, and cognitive psychology. The module will draw on those aspects of psychology which complement other core modules and situate the psychological concepts introduced within the broader field of Social Sciences. Topics to be introduced include: altruism, aggression, prejudice, personality, motivation, learning and behaviour, psychobiology and neuroscience, and health.
Module outline 

This module covers developments in post-Soviet Russian domestic politics and society, with a focus on the formal structures and informal practices of governance at both national and sub-national levels. Topics covered range from executive and legislative politics to civil society and protest, from parties and elections to federalism and the rule of law. Students will engage critically with key academic texts and media coverage from both inside and outside Russia.

Module objectives 

The module aims to equip students with the intellectual skills and knowledge to follow and interpret past, present, and future developments in Russian politics. Students will also gain the knowledge and tools to compare Russia’s recent experiences with those of other states, including through a sophisticated awareness of the methods used in comparative political science and sociological scholarship. Module participants will also be encouraged to develop especially detailed knowledge of a particular topic covered in the module, which will form the basis for their summative assessment essay (coursework).
This module aims to develop a range of language skills in Russian at upper intermediate level, primarily for the purposes of academic research and use in professional life. Students will gain fluency in reading research and media materials, and gain communication skills in speaking and understanding Russian in a working environment. By the end of the module students will be well equipped to read written materials for research purposes, but also to talk and write about their research interests/topic. Students will develop more general competence across a range of productive and receptive skills. Entry to the module will be determined by a compulsory written entry test, conducted during Induction Week.
The module introduces students to the main currents of literary and cultural theory in the 20th and 21st centuries: Russian formalism, Mikhail Bakhtin’s thought, French and Czech structuralism, semiotics of the Tartu school, poststructuralism (Derrida, Foucault, the Yale School, New Historicism), phenomenology, hermeneutics and reader - response criticism, psychoanalysis, Marxist and post-Marxist approaches to literature and culture, and gender and postcolonial theories. The module relates these approaches to each other, showing how literary and cultural research may converge, and also relates them to the theories of social research.
This module will introduce students to the role and purpose of the police. It will cover a variety of issues that influence contemporary policing such as tracing the development and role of the modern police, the fascinating topic of police culture. It will introduce various models of policing and how this frames police community relations and their obligations towards vulnerable populations. In this module we will discuss contentious issues such as police stop and search, as well as, police corruption and misconduct. We will examine the ways in which the police should be made more accountable. Additionally, the concept of plural policing in modern societies, with the co-existence of public and private policing and the distribution of responsibility and accountability will be discussed. The module will culminate in a discussion of the first principles of an evidence based approach to problem solving and its implications for contemporary policing.
This module will give students an understanding of the general principles of scientific endeavour, whilst familiarising students with the research process. The module will look specifically at the nature of scientific knowledge, and the elements underpinning different approaches to designing and doing research. The key components of research planning will be covered, and students will learn about different methods of data collection. The module is designed to provide an understanding of research design, with a view to providing practical knowledge which can be used in planning a dissertation project.

PLEASE READ IF YOU ARE STUDYING ON A MODULAR FLEXIBLE BASIS: We highly recommend that you take this module in the same year (or the year before) that you undertake SECU0045 (the dissertation project). It will aid you in the design of your dissertation. It also complements SECU0028 (Quantitative Methods) well, but as both modules run in Term 1 you need to ensure that you have the time to commit to both.
Module Content and Indicative Topics

This module aims to introduce students to some of the major Nordic literary texts from 1800 to the present day. The aim is to develop students’ familiarity with a range of theoretical approaches to literature by way of considering the works under the three themes of Gender, Space and Genre. Students will have the opportunity to read texts written in their chosen Scandinavian language as well as to familiarise themselves with texts in other Scandinavian languages. For those students with no previous knowledge of a mainland Scandinavian language, all texts will be available in English translation.

Teaching Delivery

The module is taught over ten weeks (2 hours a week). Each session is a combination of lecture and seminar discussions. Students are required to read one primary text per week as well as at least one secondary source. Information about the required weekly preparation is provided on Moodle. Throughout the module, students also encouraged to submit small formative tasks which will prepare them for the assessment.

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

1. to introduce major Nordic literary texts from 1800 to the present day;

2. to develop familiarity with a range of theoretical approaches to literature;

3. to write a literature review;

4. to enhance essay writing skills (tackling essay questions together).

Reading List (Primary Texts)

August Strindberg, Miss Julie/Fröken Julie (1888)

Knut Hamsun, Sult/Hunger (1890)

Henrik Ibsen, Hedda Gabler (1891)

Amalie Skram, Fru Inés (1891)

Jørgen-Franz Jacobsen, Barbara (1939)

Halldór Laxness, Atómstöðin/The Atom Station (1948)

Loe, Erlend, Naiv.Super/Naïve.Super (1996)

Johana Sinisalo, Ennen päivänlaskua ei voi / Not before Sundown (2000)

Jonas Hassen Khemiri, Invasion! (2008)
Module description

This module introduces students to the material culture of Viking and medieval Scandinavia. Through a series of workshops at the British Museum, British Library and other London-based institutions, students will gain first-hand experience working with artefacts and manuscripts from the period. These workshops will complement a series of seminars held in the Department in which students will examine more broadly the archaeology and history of the period, as well as the theoretical background to the use of objects as sources for history and culture.

Preparatory Reading

A general reading list will be provided at the start of term, after which detailed reading lists will be provided on a weekly basis.

Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
The module covers the knowledge and skills for Clinical Associate Psychologists to continue to develop and learn beyond qualification and to apply their knowledge to inform others. These include evidence appraisal and synthesis skills, problem-based learning skills, use of audio-recordings for skills development, appropriate use of continuing clinical supervision and applying knowledge in new contexts. Students will also acquire skills in providing guidance about psychological understanding and interventions to other health and social care professionals.
Clinical Practice in Context encourages students to think about and work with the contexts in which they meet children, young people and families. Students will learn about the development and structure of Child and Adolescent Mental Health Services (CAMHS), as well as relevant agencies and services in the UK. Other topics include multi-disciplinary and inter-agency working, safeguarding and child protection, conceptions of culture and class in relation to development and mental health, and legal frameworks for practice. The module is both theoretical and practical, with students learning skills related to culturally and ethically sensitive interventions taking into account the multiple contexts around the child. Teaching includes whole-group seminars, small-group discussion and exercises, skills modelling and practice, appraisal of relevant literature and case study analysis. Students will also be invited to reflect on the shared and unique contexts for their own practice.
UCL is a hub of dementia research in the UK. The UCL Division of Psychiatry is a major contributor to UCL’s dementia research portfolio with a particular emphasis on psycho-social aspects of dementia. This optional single module will showcase dementia related research being carried out by current and former members of the UCL Division of Psychiatry. Students will gain a broad overview of what is known and what needs to be known about dementia and will be introduced to a range of research methodologies, spanning biological, psychological and social approaches.

The module will provide the foundations for students to embark on dementia research and to undertake the advanced dementia MSc module as well as informing clinical practice.

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

Learning outcomes

These are the intended learning outcomes for the module:

Students will be able to appraise papers based on biological, psychological and social approaches to dementia research, and to explain how these perspectives may be integrated.
	Students will be able to suggest approaches to managing dementia and understand high risk factors associated with dementia based on an up-to-date understanding of research findings in these fields.
	Students will be able to identify the key questions motivating current research on the aetiology and management of dementia and to explain how these are being addressed.
	Students will be able to suggest ways of addressing research questions relating to the aetiology and management of dementia and related cognitive disorders.
Contemporary political debate remains indebted to concepts and arguments developed in the history of political thought. This module explores this history by examining a select number of signal figures and movements in the history of modern Western political thought. Students will engage in close, critical reading of canonical texts. They will learn how to accurately interpret and critically evaluate the arguments in those texts, and will thereby learn how to deal with the legacy those arguments have left for contemporary debates.
Thinkers to be studied might range from the well-known and canonical to the lesser-known and unjustly neglected. Possible figures might include: Thomas Hobbes, Montesquieu, David Hume, Jean-Jacques Rousseau, Catharine Macaulay, Ottobah Cugoano, Olaudah Equiano, Olympe de Gouges, Mary Wollstonecraft, G. W. F. Hegel, Flora Tristan, J. S. Mill, Frederick Douglass, and Karl Marx. Possible movements to be examined include: social contract theory; natural rights theory; republicanism and civic virtue; feminism and the rights of women; socialism and the emancipation of workers; abolitionism and the emancipation of slaves. 
This module will be aimed at autism practitioners (e.g., teachers, therapists, charity workers) currently working with autistic children, young people or adults in the UK. Students will be introduced to the topic of action research and will have the opportunity to implement a small-scale piece of action research within their professional setting. Research projects will be completed under the guidance of international leaders in the field, led by the Centre for Research in Autism and Education (CRAE) at IOE and will culminate in the submission of a research report and oral examination. Students will also be encouraged to engage in observations of professional practice, submitting a reflective diary of how these observations have enhanced/developed their own practice. Together, the course aims to develop students’ research skills and professional practice in relation to autistic children, young people and/or adults. 

Sessions are delivered face-to-face at IOE over the course of two terms, with the majority of the module being delivered via online tutorials (group and individual) and independent research work. The module is for any autism practitioner who wants to (a) have the opportunity to conduct impactful research that will make a genuine difference to autistic people and (b) develop their own professional skillset through reflective practice.
This Masters-level module will enable you to critically assess cutting-edge scientific research on autism. It will also enable you to relate those findings to contemporary educational practice and to reflect on the ethical issues posed by autism science and practice. You will be taught by international leaders in the field led by the Centre for Research in Autism and Education (CRAE) at IOE. Topics discussed in the module include:  definitions of autism; theoretical frameworks for understanding autism; educational journeys and approaches for autistic children, young people and adults; and the social and ethical aspects of autism research. The module is delivered via blended learning and practical settings (including, where possible, a visit to an outstanding autism specialist school, for classroom observations and a lecture on best practice in autism education). The module is for anyone who wants to learn about the most up-to-date autism research and to apply scientific knowledge to everyday practice and thinking about autism
The module aims to introduce and explore the relevance of psychological perspectives to special educational needs and/or disabilities (SEND) in terms of how they are used to understand the nature of special and inclusive educational needs and how they influence ideas about interventions and best practice in the classroom.
The module will teach students about key aspects of pharmaceutical analysis and quality control, focusing on the major techniques which will be crucial for their future careers/studies. They will learn about high-performance liquid chromatography, UV spectroscopy, nuclear magnetic resonance spectroscopy, X-ray diffraction, differential scanning calorimetry, thermal analysis, microscopy (light, electron, atomic force), and hyphenated techniques. The focus of the module will be on data acquisition and interpretation, with the aim of inculcating the students taking the module with the skills needed to use these techniques to solve real pharmaceutical problems.

 List of lectures:

  Introduction to physical form and X-ray diffraction
 
  Introduction to separation science
 
  High performance liquid chromatography (HPLC) method development and validation
 
  Gas chromatography
 
  Practical session: HPLC
 
  Workshop: HPLC data analysis
 
  Microscopy
 
  Thermal methods
 
  Solid state Nuclear magnetic resonance (NMR)
 
  Vibration spectroscopy
 
  Dynamic vapour sorption (DVS) and hyphenated techniques
 
  Light scattering for particle size analysis
Outline:

This module aims to introduce students to the quantum physics of atoms and molecules and their interactions with electric, magnetic and electromagnetic fields. It builds on electromagnetism and quantum physics, to enable the student to understand the structure and spectra of simple atoms and molecules, and to develop such understanding to a point where physical problems can be tackled.

Aims:

To provide an introduction to the structure and spectra of atoms and molecules and their interactions with electric and magnetic fields
	To revise and go beyond the physics of the one-electron hydrogen atom introduced in the course PHAS0022 – Quantum Physics
	To prepare students for more advanced courses in atomic and molecular spectroscopy such as PHAS0099 – Molecular Physics, and PHAS0105 – Atom and Photon Physics
Teaching and Learning Methodology:

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

In addition to timetabled lecture and PST hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
This module teaches students how to use principles of design thinking to reason in sophisticated and persuasive ways about the practice of strategic analysis. This module is neither a business nor a corporate strategy course—instead, it should be thought of as a critical thinking module taught using strategy as a context.

In an increasingly uncertain business environment, leaders cannot be effective strategists solely by learning a series of strategy frameworks for single businesses and for corporate entities comprising multiple businesses (which is the function of conventional modules teaching business and corporate strategy respectively)—they must also understand how to reason about these frameworks in sophisticated ways and think about them in relation to the kinds of data needed to design good strategy. Most importantly, they must be able to make persuasive arguments about strategic decisions.

This module complements conventional business and corporate strategy courses by emphasizing and giving students experience in using critical thinking, rigorous argument, and use of evidence in the context of thinking through, selecting, and communicating strategy effectively. Students in this course will begin by learning how to use design thinking to supplement conventional strategy in uncertain environments or entrepreneurial ventures. Students will then apply these strategic thinking tools through interactive in-class case analyses and a written strategic analysis on an organization of their choice.
The goal of this module is to provide students with a comprehensive overview of robotic systems in healthcare engineering to develop specialised knowledge in the field and new research interests. Through this module the students will also learn about the challenges related to the development of novel medical devices and the regulations that guide this process.
Pharmacology is a lively scientific discipline which provides a basis for the use of drugs in therapy and beyond. We aim to provide a good background for scientists who need to understand how drugs act and are developed.

Teaching starts in term 2 with weekly lectures and small group problem-based tutorial activities. By the end of this module the students are expected to understand the principal basis of therapeutics.

Pharmacology and Drug Action requires an intermediate level background in human physiology and biochemistry. The module is compulsory for students on the Applied Medical Sciences degree. Numbers are limited and preference will be given to students for whom MEDC0013 is a recommended option.
Students may choose Student Selected Components (SSCs) in years one, two and six and in the elective period in year six.

SSCs allow students to pursue special interests and develop a range of generic skills. In year 1 and year 2 up to 30 different SSCs are offered, including; Taught medical, Humanities, Social sciences, Language courses, and self-organised projects including volunteering activities.

Teaching and assessment varies between each SSC but generally each SSC involves considerable interaction, creative thinking, group working, and writing and presentation skills. You will be asked to submit preferences for individual SSCs during Term 1.
This first Student Selected Component (SSC) is the UCLMS Toolkit which focuses on citizenship and global awareness as related to medical students, doctors and healthcare. It provides some important skills for life as a medical student and beyond, by developing a sense of social, ethical and political responsibility. It focuses on being part of a community and having an impact on wider society.
Economics is the science of allocating scarce resources among competing social wants. Microeconomics describes how individuals and firms make informed trade offs between scarce alternatives in order to improve their well being. Macroeconomics, on the other hand, is the study of the economy as a whole in an attempt to explain aggregate trends. This introductory course is designed to give the student enough rigorous mathematical comprehension of both microeconomic and macroeconomic analysis to provide an adequate foundation for the second-year course, STAT0001. By the end of the first term, the student should understand the main ideas of microeconomic theory and be able to apply them to analyse real-world policy issues. In the second term, macroeconomic issues, such as the impact of monetary and fiscal policies in both open and closed economies, are examined. While a mathematical approach is encouraged throughout, the main concepts are also illustrated graphically. Furthermore, emphasis is placed on the intuition behind the concepts to enable more profound understanding. Nevertheless, students in this course require some fluency in both algebra and calculus.
Module description

This course investigates prominent trends and genres in contemporary literature and fiction film, and places particular emphasis on cultural representations of catastrophe. We will explore the contemporary as a philosophical and critical category, in relation to cultural constructions of history and the future. We will also consider how themes and theories of temporality, scale, apocalypse, post-apocalypse, violence and capitalism shape cultural portrayals of different catastrophes (‘real’ and imagined). In relation to the overarching theme of catastrophe, we will contemplate changing definitions and artistic practices in the historical novel. Against the background of Umberto Eco’s and Linda Hutcheon’s influential work on postmodernist irony and historical metafiction, we assess how the genre has shifted and developed to embrace ideas of simultaneity, the archive, nostalgia, amnesia, revisionism, multidirectional memory. The module will additionally consider the growing cultural importance of popular genre and examine how transnational genres, far from valorising global sameness, offers a way to mark cultural difference, relationality, and the specific knowledge of nationally and locally embedded traditions. The primary texts studied will vary from year to year, but may include works by David Mitchell, Margaret Atwood, Cormac McCarthy, Roberto Bolaño, Lars von Trier, Claire Denis and Bong Joon-ho, amongst others. Primary texts will be available in English or English translation, and may, where appropriate, also be read in the original language.
In this module participants will be introduced to issues in research methodology and statistics within the context of research on the development of literacy. There will be coverage of the main issues in research design including both quantitative and qualitative approaches. This module aims to provide participants with the skills to evaluate critically research findings in the assessment of and intervention in reading and writing. This module will also provide the foundation to enable participants to design and carry out their own investigations.
The IMESS EAP writing course is for IMESS students whose first language is not English. It aims to develop the students’ academic writing literacies required for postgraduate study at UCL by focusing on textual features of academic writing commonly found in the humanities and social sciences.
The course will give the students a comparative overview of the legal protection of human rights in some of the leading jurisdictions in the world. From the USA and UK to Germany, India, South Africa, Brazil and France, students will also gain an understanding of influence on these jurisdictions of international human rights instruments. Students will be introduced to the main issues relating to the protection of human rights, including the role of the courts, the constitutional status of human rights provisions, and the ways in which first, second and third generation rights are protected. The course will enable students to apply the comparative method to the study of human rights law in a range of different jurisdictions, and to draw out core principles and lessons of general application from the material. This is not an international human rights course, although reference will be made to the ECHR and UN mechanisms as appropriate.
Between 1860 and 1925 Italy underwent profound transformations: the creation of the Italian state, and its difficult aftermath; industrialisation and urbanisation; the spread of literacy, popular culture and the vote; the traumas of the First World War and the rise of Fascism. The module aims to examine Italian literature’s response to some of these changes by examining a variety of the most important works of the period, ranging from verismo and children’s literature, to modernism. 
This is an intensive mandatory module for all students who are studying Italian in any Modern Languages and Modern Languages Plus combination, as well as for those following the single honours Italian BA. The module assumes a satisfactory performance in the first year Italian language module. The aim of the module is to develop knowledge and use of Italian and a knowledge and understanding of Italian culture sufficient for students to cope successfully with the demands of their Year Abroad programme in Italy. In view of this, the module will also aim at developing increasing autonomy in student learning, including the ability to identify and plan individual strategies for the learning of Italian and the study of literary, historical and other subjects in Italian. 
How people relate to one another around the world varies greatly. Kinship has been a core focus in anthropology because it is tightly bound up with ideas of personhood and identity, and the organisation of much social life. Through the study of kinship, anthropologists can approach related themes of gender and sex, as well as race and ethnicity. In this module, students will learn how anthropologists have approached kinship and gender in order to discuss issues at the heart of much social life today, such as marriage, relations between persons, families and the state, adoption, reproductive technologies, sex change, and the roles of family relations and structures in conflict and migration. As part of the Social Anthropology pathway in the BSc Global Humanitarian Studies, this module will familiarise students with issue and debates in gender rights and politics by using diverse ethnographic case studies from around the world. It will help ultimately them develop a critical appreciation for the kinship and gender dynamics that impact and are impacted by humanitarian crises, such as during conflicts, natural disasters or mass displacements
Our experience of any crisis is largely determined by gendered power relations and unequal social structures. Women, men and sexual minorities are impacted differently in conflict and disaster. In general, more men are likely to die in conflict, whereas more women die in disaster. This is due to their gender roles, social expectations and unequal power relations. Women are faced with different forms of violence in conflict and disaster, as they are in their everyday life. Hence, this module aims to advance students’ understanding around differential gendered impacts of conflict and disaster, and gender responsiveness in Disaster Risk Reduction (DRR), by analysing the structural causes of vulnerabilities and marginalisation.

The module engages with theoretical debates in the three core domains: gender, disaster and conflict, discusses policies (from the global to the local) and practices (where gender inequality, and resistances to it, are manifest) and examines real-life experiences of people living in conflict and disaster vulnerable countries and contexts. All classes are interactive, and students are encouraged to engage in the class discussions and debates, and to share their own experiences and knowledge throughout all sessions.

As a student on this module, you will learn about the following topics through lectures, seminars and discussions: Gender Theories; Masculinities and Femininities; Intersectionality; Continuum of Violence: relationships between Gender, Conflict and Disaster, including Gender-based Violence (GBV); critical perspectives on Vulnerability and Resilience; Gender and DRR; LGBTQI and DRR; Gender and Covid-19; Gender and Climate Change; Gender and Migration; and Gender analysis of DRR Policies and Frameworks. After completion of this module, you will have a better understanding of gender responsive approaches to DRR and humanitarian crises.
This module is intended as an introduction to the theory and practice of database design, construction and management. The module starts with an overview of the fundamental concepts of database management, and an explanation of the necessary elements of a database system. The focus then shifts to conceptual data modeling using established, industry-standard techniques and notation such as Entity Relationship (ER) and Universal Modeling Language (UML) diagrams. Finally, the module covers the construction, modification, maintenance and querying of a relational database using a standard query language such as SQL.

Learning outcomes:

By the end of the module, students will:

Understand the dominant database paradigms available today, their strengths, weaknesses and application examples.
 Understand the aims and functions of Database Management Systems (DBMS).
 Be able to extract requirements for, design and specify a relational database using standard notation and methodologies such as entity relationship (ER) diagrams and universal modelling language (UML).
 Be able to implement, modify and query a database solution using standard tools such as SQL.
Main course text:

• Wilfried Lemahieu, Seppe vanden Broucke and Bart Baesens, "Principles of Database Management", Cambridge University Press, 2018 (principally chapters 1-7).

Compulsory module for: MSc in Knowledge, Information and Data Science

Optional for: this module is an option for students on the MSc in Digital Humanities, MA in Archives and Records Management, MA in Library and Information Studies and MA in Publishing.
Fetal and Perinatal Medicine provides an introduction to the diagnosis and management aspects of fetal and perinatal medicine from congenital infections, major fetal complications such as hydrops, intrauterine growth restriction (IUGR), twins, fetal therapy and fetal surgery, and rhesus disease, to the role of the pathologist, the role of the neonatologist, problems of prematurity, gene therapy and stem cell transplantation and global issues in healthcare distribution. The module aims at providing knowledge on the theory of fetal medicine and its roles in modern medicine.

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

The practice of fetal medicine and management of the fetus in-utero;
	The ethical issues surrounding fetal medicine and why they are important in modern society.
The module comprises lectures by international clinical leaders in the field of fetal medicine, and tutorials and discussions of ethical issues in fetal and neonatal medicine.

Recommended Reading:
Basurto D, Russo FM, Van der Veeken L, Van der Merwe J, Hooper S, Benachi A, De Bie F, Gomez O, Deprest J. Best Pract Res Clin Obstet Gynaecol. 2019 Jan 5. pii: S1521-6934(18)30263-3.
Every culture has complex ideas associated with medicine, health, and wellbeing. What makes a person ill? Who should intervene to do something about it? How do we position out health in relation to other needs, wants, and desires? This module explores the evolution of medical ideas and practices. Necessarily selective, the focus will be on the European West from antiquity to 1700. The module will discuss a wide variety of medical theory and practice, together with an equally wide range of understandings about the body and illness. Topics will draw from historical contexts including classical Greek and Roman societies; medieval Islamic, Christian, and Jewish cultures; Renaissance societies; and early Modern societies.
A critical module covering global history through the prism of factual and dramatic film-making, often concentrating on the tension between the dramatic impulse for narrative and the non-fiction imperative for proximity to well sourced historical analysis.  At one end of the spectrum is the presenter-led animated documentary of China’s Forgotten War with Professor Rana Mitter of Oxford, and the strictly factual adaptation of a primary source such as Solomon Northrup’s memoir of Twelve Years a Slave by Steve McQueen, a graduate of Goldsmiths.  At the other end is The Ministry of Time in which Spain’s most famous contemporary actors travel through time to a number of crucial watershed moments, Lope de Vega sailing with the Armada, Cervantes finishing The Quixote.  This counter factual approach may appear to favour entertainment over sobriety, but can it deliver a greater spirit of the truth? This module is delivered by UCL’s historian film-makers, supported by guests from the film and television industry.  
This module is the core course for the ‘Culture, Ideas, and Identities’ pathway of the MA in History.  In this module, students examine the theoretical and methodological approaches available for the study of cultures, ideas, and identities in the historical past. The goal of the module is to equip students with a knowledge of key conceptual and historiographical approaches and debates within cultural history, an ability to evaluate them, and an understanding of how they can be applied to particular historical phenomena. The module does not focus on a single period or geographic area, and instead encourages students to read and think broadly across different subfields in order to engage with a wide array of theoretical and methodological approaches within cultural history. Students will start to develop their independent historical research topics in this core module by exploring different theoretical and conceptual frameworks that they may wish to develop further in their dissertations, optional modules, and subsequent research.

 
The Research Seminar involves students studying a particular topic in small seminar groups of no more than 15 students and some of the teaching may also be organised around independent study and one-to-one tutorials with the seminar leader, who will be a specialist in the area of study. The seminars focus on the examination of a specific set of source materials organised around a topic, and are designed to develop students’ capacity to work independently and to use primary and secondary sources in the construction of a historical argument, including writing and speaking for non-academic consumption ('public history'). Students then go on to identify a research topic they are passionate about within the broader subject area, ultimately producing a research essay and a public history piece for examination.

More information about the Second-Year Research Seminar can be found on the History Department's website.
To study the entanglements of art and ecology today is to think in a condition of emergency. Yet these pressures likewise require us to understand environmental crisis as the result of a cumulative, extended history—one in which art and visual culture have shaped and reshaped understandings of the natural world and the place of human life within it. This seminar addresses art’s enduring involvement with the environment in a capacious historical and geographical framework, with a focus on the eighteenth- and nineteenth-century Atlantic world. Rather than focus upon the ways in which art has depicted ‘nature’ or the environment, it will instead probe the ways in which different aspects of ecological thinking (about materials, about geographies, and about communities) have put pressure on form and artistic process. It will place a dual emphasis both on reading key theoretical texts on ecology, environmental history, and their political dimensions, and on surveying broadly recent ecologically-focused art history. Visits to museums and galleries in London will form an integral part of the module.
This text-based module introduces students to the diverse ways in which art historians engage with and write about visual art and culture. Students will be asked to analyse a range of art historical methods as well as varied approaches to critical writing, with the goals of becoming familiar with recent methodologies that pertain to the visual image and developing ways of bringing critical issues to their research and written work. Topics addressed normally include: formalism, iconography and iconology, the social history of art, psychoanalytic approaches, semiotics, poststructuralism, issues of gender, sexuality and race, postcolonialism.
This module examines the relation between the individual, society and the state by exploring the tradition of political thought, which has both individualistic and collectivist varieties, which regards the claims of authority with scepticism or hostility, and which pursues the aim of emancipation by achieving understanding of the real, but concealed determinants of power. Assessment is by one essay of the student's own devising. Available to: Final years and affiliates with advanced knowledge of history, history of thought, political theory or political philosophy. Prerequisites: At least one of ESPS0016 German Political & Social Thought, ESPS0025 War & Peace, ESPS0019 Republicanism, HIST2310 State, Sovereignty and Liberty, or similar modules
The particular focus of this module is literature in English that was composed in the later part of the Middle English period. One of its aims is to explore writing that was produced in the wake of Chaucer’s literary achievement, and that was influenced by this. But it also explores writing that was produced outside the sphere of influence of Chaucer’s works: devotional and dramatic literature, for example. For both of these reasons, the module extends material studied for the core course ‘Chaucer and his Literary Background’.

In addition to looking at such writers as Thomas Hoccleve and William Dunbar, admirers but also potentially questioners of Chaucer’s poetic œuvre, the module examines some of the works produced by female authors in England in the late-fourteenth and the fifteenth centuries: the Revelation of Love of the woman visionary Julian of Norwich, for example, and the equally remarkable Book of Margery Kempe, which presses the claims to sanctity of one serial pilgrim, and mother of fourteen children, from East Anglia. A major component of the course is medieval drama, both the mystery cycles that were performed in prosperous English towns in the late Middle Ages, and ‘morality plays’, much more cerebral and stylised examples of dramatic writing that continued to be produced in the ‘early modern’ era, and that were influential on the playwrights of other forms of drama that were written then. Late-medieval England was a place of protest against authority, both political and religious, as well as deference to it, and the module also looks at, for example, the challenges to the official doctrines of the Church issued by the followers of the Oxford theologian John Wyclif.

By the end of the module, you will have been made aware of the variety of both writing and the individuals who produced it in England in the Middle Ages. You will also have extended your competence in reading Middle English.
This module explores complex interactions between education, armed conflict and peace. It critically examines the role of education in production and prevention of socio-political tensions in low and middle-income countries. Students will be provided an opportunity to critically explore political and sociological theories in explaining the role of education in reproducing socioeconomic divisions as well in producing a critical mass of learners who resist inequalities and social injustices. The multitude of ways violent conflicts and state fragility impact upon children and the underprivileged communities are also considered. The module also explores challenges around educational aid in conflict-affected environments and encourages critical debates in and theorisation of education in post-conflict recovery, reconstruction and peacebuilding. Equity, social justice and social transformation will be the crosscutting themes across all sessions.
This module is compulsory and needs to be taken by all students completing the MSc Sports Dentistry.
This module aims to cover the basic and applied sciences underpinning Endodontics as well as the clinical evidence based upon which the discipline is founded. The overview will embrace clinical Endodontics, encompassing pathogenesis of pulpal and periapical disease, other endodontic problems such as tooth cracks and fractures, their diagnosis, treatment planning and appropriate classical and contemporary treatment modalities. A rational approach to decision-making supported by literature evidence where possible, will be emphasised and evidence for this sought in the required coursework of two researched review essays.
This component assesses and encourages the assimilation of newly developed technical skills and theoretical knowledge into clinical practice. It has two elements, based on the clinical cases managed by the postgraduates. Each postgraduate orally presents selected cases to their peers and lectures, who are invited to critique and comment on these in a structures way. In addition, a fully documented case log describing the management and outcomes of 15 of their best cases will be assessed by examiners.
This is the report module for the MA Effective Learning. Please register for the summer term if you wish to submit and complete for September 2020.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content: This survey module builds on the first-year modules Interpreting Latin Literature and Interpreting Greek Literature and is designed to provide a general critical background to the author and theme-based literature modules taught both in the original language and in translation. The module will analyse ways in which a range of modern critical techniques (including reception theory, feminist criticism, structuralism, post-colonialism) can enhance our reading of Greek and Latin texts. Emphasis will placed be on the relationship between these different approaches and a specific selection of texts across a range of Greek and Roman authors, periods and genres.

Skills: At the end of the module students should:
1. have engaged with questions of literary interpretation relevant to reading classical texts;
2. have a good understanding of how literary theory has evolved historically alongside developments in classical scholarship;
3. have a sound knowledge of the relevant primary and secondary bibliography;
4. be able to deploy appropriate evidence and test arguments in oral discussion and written analysis
5. be able to deploy evidence and argument effectively in written presentation.

Preliminary reading: Bennett, A., & Royle, N. Introduction to Literature, Criticism and Theory. 5th edition.
Aims:

The aim of the module is to consider the concepts of process dynamics and control showing why, and how, control ensures safe, smooth and stable operation of process plants, in the context of sustainability and sustainable development.

Learning Outcomes:

On completion of this module, students are expected:

to be aware, and have an appreciation of, the importance of process control in the safe, efficient, economic and sustainable operation of process plants;
	understand system dynamics, be able to predict the response to changes in a dynamic system, and be able to design and determine the characteristics and performance of measurement and control functions;
	to have an understanding of the elements of control loops in regards to feedback and more complex systems, the types of controllers available and the methods of controller tuning;
	to have an understanding of the fundamentals of instrumentation for control purposes
Synopsis:

To consider the concepts of:

Modelling and analysis of the behaviour and dynamics of typical chemical processes;
	Description and analysis of chemical processes in terms of block diagrams to represent behaviour with associated controlled variables, manipulated variables and disturbances;
	The essential functionality of feedback control loops and the circumstances in which their potential benefits may be realised;
	Control system design and functionality;
	Advanced, complex and plantwide control;
	Instrumentation for control
The Masters level (level 7) version of the module (CENG0017) has a stronger focus on unseen, and more open ended, problem solving.
The module provides a general introduction to eukaryotic and prokaryotic cell biology, cell signalling and virology. Topics will include: Membrane structure and function, cellular organelles, cytoskeleton, cell signalling, cell division, cell physiology, bacterial cell biology and basic principles of virology. The majority of the teaching will comprise lectures, supported by Moodle, with lecture slides provided before the lectures. Detailed feedback will be taken at the end of term and fed back into the module delivery and design.

At the end of the module students will have a basic understanding of cell biology, and should understand how prokaryotic and eukaryotic cells function and how they are affected by viruses. The module will prepare students for more advanced modules that they may wish to pursue in Year 2, such as CELL0009 Intermediate Cell Biology: Cell Structure and Function and CELL0010 Intermediate Cell Biology: Cell Signalling and Regulation.  Students will develop independent learning, problem solving and laboratory skills.

Indicative lecture topics:

Cell biology (5 lectures)
	Cell signalling (3 lectures)
	Developmental biology (4 lectures)
	Bacterial cell biology (3 lectures)
	Virology (4 lectures)
 
This module explores Primary Care, one of the major components of a healthcare system. Primary care consists of the spine of most national health systems such as the NHS and plays the role of gate keeper. The module then explores the growing, strategic role of primary care for the sustainability and the quality control of any system. It then examines the technological and planning changes that are resulting in the development of e-health, the integration of other health services in primary care, including services that so far have been provided in hospital sites.
The aim of this module is to introduce students to the theories and practice of twentieth century town and country planning, by using Britain – the first country in the world to industrialise – as a case study. It covers the historical development of planning practice in the UK and elsewhere, its theoretical basis, the political, social-economic and regulatory justification for planning, and the institutional and policy frameworks. Moreover, the module also tracks the international travel and dissemination of critical ideas in planning across different national social and cultural contexts.
By the end of this module, students will be able to appreciate the stages through which the planning system has evolved, its interplay with social and environmental history and wider impacts on major urban transformations.
This module takes a project-based learning approach and builds upon the conceptual and policy-orientated foundation of its prerequisite module BPLN0044 - Planning for Housing: Process. It challenges students to apply and extend their knowledge of development actors, practices and constraints to real-life residential development projects and opportunity areas in Greater London. Via small group organisation, students will delivery a housing-led development proposal in a major London regeneration area, which will also include the provision of necessary and relevant infrastructure. Students will be required to research the relevant planning aspects and any other guidance/constraints to develop viable proposals that optimise the development for all stakeholders, taking a comprehensive, creative approach. They will also have to take into account the competing interests and/or differing perspectives of key actors.
The module begins by looking at the drivers of residential development including the demographics of growth. It considers who provides housing and the evolution of the UK policy context and its current objectives. The component then looks at the residential development process from strategic and development planning and land acquisition to development viability. The lecture programme is divided into 3 parts: concerned firstly with broad perspectives on housing growth, policy and planning; secondly with housing providers, processes and delivery; and thirdly with critical debates and outcomes today.
This is a comparative analytical survey of the diversity of actual planning practices and urban outcomes at metropolitan scale across Europe, delivered through lectures, student case study essays and small-group discussions of key literature.
Optional study abroad placement during term 2 and 3 of Year 2, subject to nomination by the BSP International Coordinator (based on list of choices and average mark obtained in Year 1 of the BSc). Placement destinations are restricted to institutions that hold a bilateral exchange agreement with UCL and/or the UCL Bartlett School of Planning.

This placement is worth 60 credits, replacing the 4 ordinary Term 2 modules of the BSP programme. Module choices abroad are subject to approval by the BSP International Coordinator.
This module covers different strategies of optimising risk adjusted returns from real assets. It covers mainstream financial asset management strategies and applies them to operational performance of real estate. In this sense it examines management of property portfolios as financial assets and as income generating facilities. It also considers sector-specific strategies for retail, residential, commercial and industrial real estate. Finally, it evaluates key trends that affect financial and operating performance of all real assets including sustainability and climate change, structural changes in the economy, technological change and political changes.

It is focused on performance from the investor perspective and includes modelling the financial performance of portfolios and assets using automated spreadsheets.
To pass the BASC0027 Shell Units module, you must complete all the required engagement activities:

-Pass 70% of the required credit load at the host institution (this includes regular attendance for your courses and participating in exams)

-Submission of the Year Abroad Declaration form

-Submission of a course choice form

-Submission of the arrival and departure form

-Submission of the 400-word Reflective Piece

-Completion of the Study Abroad Questionnaire

-Submission of a transcript from your host institution

The penalties for failing to satisfy the above requirements are as follows:

Failure to pass or complete the shell units (BASC0027) will result in the student being transferred to the three year degree programme (UCL Reg 3.2.8.ii) and will be awarded an alternative degree title upon graduation. This alternative degree title will reflect the fact that a student has not fulfilled all the requirements of the BASc with Study Abroad.

Failure to pass or complete the Study Abroad Project (BASC0035) will mean you will carry the Fail on your transcript. You cannot re-sit the assignment.
The Arts and Sciences dissertation is 30 credit module that students take in the final year of the core their degree. Students will decide on their topic which draws on any one or more of their current or previous pathway modules (including core modules) and find an appropriate supervisor. The dissertation may take the form of a short research project to be written up in the form of a dissertation of 8-10,000 words or a creative practice based dissertation with a shorter associated word count. The project should be interdisciplinary in order to pass the module satisfactorily and the highest marks will only be achievable for the best interdisciplinary projects.
The module introduces the idea that to understand cities we have to attend to the ways that they are produced through varied cultural experiences: experiences of time, space, social identity, economics, technology, etc. Furthermore, it proposes that these different experiences can be explored in relation to certain kinds of architecture and urban space at different scales, ranging from particular city places or spatial typologies of building to specific sub-elements of buildings. You will be well equipped with the intellectual tools to analyse cities as both physical entities and cultural artefacts which provide the setting for manifold social experiences.

Methodologically, the module introduces some of the main architectural, cultural and critical theories relating to the experience of the city alongside literature from the multidisciplinary field of ‘urban studies’. The category of space is introduced as an important concept which mediates between different disciplines and thinkers who have considered the intersection of buildings, cities, cultural representations and people. You will be in a position to consider ways of applying these conceptual apparatuses to architecture and urban spaces, and also the ways in which architectural and urban history may be linked to subjects and intellectual debates outside of their own boundaries.
Module Content 

This is a dissertation course for MSci Human Sciences and Evolution students. The overall aim of this course is to develop your research skills, including independent thinking and writing skills. With support from an academic supervisor, you will (1) develop your own research question, (2) carry out a comprehensive review of the relevant literature, (3) plan your research methods, (4) carry out analyses, and (5) interpret your results in context of past and current research. The course is intended to enable you to follow up your own interests and to explore a topic of your own choosing within the broad field of Human Sciences and Evolution.

This course is student-led, with the support of one or two supervisory academic staff. Student projects are expected to conduct primary or secondary research (e.g., laboratory, fieldwork, data analysis, systematic reviews).

 

Indicative Topics

Human Sciences and Evolution
 Independent research
 Critical thinking
 Project planning
 Communication and presentation skills
 

Teaching Delivery

Students are primarily responsible for carrying out and completing their project, including finding appropriate supervisor(s) who are able to provide specialised academic guidance. Where required, students will receive ad-hoc additional support/advice from the module organiser via individual meetings and/or e-mail.

 

Learning Outcomes

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

Develop a specific research question.
 Plan and carry out a research project, working independently to a deadline.
 Think independently about a topic within Human Sciences and Evolution.
 Communicate your research effectively, via writing and presentations.
 

Additional Information

Students should begin planning their project and looking for their primary supervisor over the summer, before they begin their MSci.
Module Content

This course provides an introduction to contemporary social anthropological research training with an emphasis on the use of digital media, generative ethnographic engagement and visual methodologies. The course grounds students in the history of anthropological field work before moving through the various developments that anthropological approaches and methods have undergone over the past 100 years. Students will explore the concept of research design and the construction of a research proposal, the use of observational methods, of interview and of audio-visual documentation, and consider the role of ethical considerations in research.

Theoretical sessions on writing, the visual, positionally and engaged ethnography will contribute to a collaborative practical exercise that underpins the final output, an ethnographic piece of research.

Learning Outcomes

Students will gain an understanding of the origin of anthropological research methods and the contexts in which they came about
	Students will be introduced to the concept of research design thus enabling them to construct cohesive and appropriate research projects
	Students will be exposed to a variety of methods in conducting research with an emphasis on practical skills
	Students will gain an understanding of the critiques that anthropological research has faced and therefore be able to think reflexively about such approaches strengths and weaknesses
	Students will undertake a practical and collaborative ethnographic research project, thereby developing their capacity to work in teams and deliver a fully formed study to deadline
Delivery Method

One 2 hour lecture and one 2 hour lab session per week.

Please note the assessment titles may be subject to change.
In this module you will take a journey through the eye, from front (cornea) to back (retina), examining new cellular and molecular therapies to restore vision. Particular emphasis will be placed on pluripotent stem cells, which can be used for both in vitro disease modelling and cell therapy. The eye is at the forefront of advanced therapy development and the new era of regenerative and precision medicines, and will be used as an exemplar. The topics covered in this module will include stem cell differentiation, cell transplantation, CRISPR genome editing, gene therapy and molecular therapies. At the end of the module you will understand the process of developing new therapeutics and taking a therapy from discovery to clinical application, and will have developed the knowledge and skills to apply these techniques to a wide range of diseases.
The aim of the module is to study EU and UK competition rules and practice in an economic context

The module will analyse the fundamental provisions of EU competition law in particular Articles 101 and 102 of the Treaty on the Functioning of the European Union (TFEU) and the EC Merger Regulation and to a lesser extent Chapters I and II of the Competition Act 1998 as well as the main provisions of the Enterprise Act 2002. The course will be caselaw focused.

During the course, we will take a comparative law perspective and we will provide examples from cases in other major non-EU jurisdictions (such as the United States, China, Japan) that highlight the specificity of the European approach in competition law
Teaching Delivery: This module is taught in 10 weekly lectures.

Content: A survey module designed to give an overview of the range, variety and quality of Latin prose and poetry from the late Roman empire to the Middle Ages. The module aims to introduce students to a selection of late and Medieval Latin writings and to equip them to appreciate basic linguistic characteristics as well as the cultural and historical backgrounds of these texts. The linguistic element will concentrate on pointing out some basic differences between Medieval Latin and Classical Latin; students should be sufficiently proficient in Latin to appreciate these differences and to translate the texts. Greater attention will be placed on introducing the historic and cultural context of the texts and their authors on the assumption that students will have a limited knowledge of the Middle Ages.

Skills: Participants will develop the ability to discriminate between different registers of a language and to follow its evolution over time, as well as to relate literary and linguistic trends to their cultural context.

Module text: Students will be provided with handouts with extracts from a range of works.
This module will use the media of Chinese film to analyse representations of social and cultural issues related to health and the body in twentieth and twenty-first century China. A set of ten Chinese films will form the core content of this module, ordered thematically: the films change each year but may include 1950s hagiographies of traditional doctors, eulogies of revolutionary health campaigns to depictions of women and women and children’s health, the martial arts and the experience of drug use, and the contemporary health system. The module provides opportunities for students to develop and demonstrate knowledge and understanding of the relationship between filmmaking and representations and the unique conditions of health and the body in China.

Note on timetable: This module begins after reading week in Term 1 and teaching continues until the final day of reading week in Term 2. Attendance is compulsory during a week of intensive teaching during reading week in Term 2.
The Romans and Their Past offers an introduction to some of the main sources for Roman history, and to Roman ways of representing individuals and institutions from the distant and recent past. The first half of the module concentrates on the 'facts' and interpretations of early Roman history and the Hannibalic War offered by historians and poets of the age of Augustus; the second half looks at the Roman state and politics from the perspective of Cicero, and at the emperors Caligula and Claudius as critically portrayed by Tacitus and Suetonius. The aim is to show how our knowledge of Roman history is shaped by the nature of each of these sources.
The aim of the module is to provide students with an in-depth understanding of the role of public space in contemporary cities of the Global North. The module examines a range of different, and often conflicting, ways in which publicness is understood in contemporary cities, and how these framings of publicness shape the provision of public space. The module approaches public spaces as sites that help solve pragmatic problems for those living in cities. By the end of the module students will have developed an understanding of the plural purposes of public spaces in contemporary cities of the Global North, and the different ways of provisioning and managing such spaces. Students will also have an appreciation of the differing ways policy makers, local politicians, activists, and other actors approach public space issues.  

The module is taught through a series of problem based, student led, workshops. The first half of the module explores a range of different ways social scientists and policy makers have framed ideas of public-ness, and public space. The second half of the module involves student led project work. Projects focus on specific empirical case studies chosen and developed by students. The project based focus of the module aims to foster students' capacity for independent research and critical analytical capacities. 

Module assessment consists of a seminar workbook (30 percent) and a coursework report (70 percent). 
In 2015, the #RhodesMustFall movement swept South African university campuses before inspiring an international wave of decolonial protest. Live acts of performance were central to these events. However, this was not merely culture as an accompaniment to protest but culture actively shaping protest. And, in the context of African history, this is nothing new. This module traces this history and tells the story of performance culture as embedded within Africa’s political sphere. Moving beyond the euro-centric written history of colonialism and the postcolony, students will learn to ‘read’ performance and appreciate the diverse ways in which performed acts of African agency open-up, challenge and destabilise some of the knottier questions of social and political life across the continent: past and present.

Beginning with an insight into Blackface performance in 1920s West Africa, students will explore how culture flows within Africa and internationally before interacting with highly localised questions of power and resistance. During Term 1, they will continue - through a focus on song, dance and electronic media - to encounter performance and spoken word as a means of interpreting and challenging colonial rule, as well as mobilising resistance to it.

Term 2 moves forwards to the postcolonial era. Students will confront some of the key issues confronting contemporary Africa, ranging from reconciliation and the politics of populism to HIV/Aids and gender rights. They will encounter how today’s performance artists draw on established cultural archives, or deploy relatively new genres such as hip-hop and stand-up comedy, in order to act out and ‘make’ the present.

By growing to appreciate the important role performance culture has in understanding African history, students will gain new insights into how national and individual identities have been, and continue to be, made and remade through art.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0875, 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 explores the nature of, and developments in, 'popular' political culture in early modern Britain. It will examine what this term means, whether it is possible to explore history 'from below', and how to distil the distinctive qualities and attributes of popular politics. How did those outside the political and social elite experience, appreciate, and react to authority? What can we learn about popular political 'consciousness' and 'allegiance'? What issues provoked popular activism and agitation? Did popular politics incline towards 'radicalism' or 'conservatism'? In what ways did rural, urban and metropolitan politics differ?
This course shall provide an introduction to the subject of public international law. It shall address the background, subjects and sources of international law; states and international organisations as subjects of international law; state jurisdiction over individuals, land, water and outer space; state responsibility for violations of international law; state and diplomatic immunities; the system of the United Nations; and lawful use of force. During classes, current affairs will be discussed and analysed. Prerequisites: none. Available to: EISPS, Affiliates and students from other departments
Aims - This module aims to provide an introduction to statistical methods and interpretation of data, along with associated computing required by managers. It is intended for students registered on certain undergraduate programmes offered by the UCL School of Slavonic and East European Studies (SSEES) and the UCL School of European Languages, Culture and Society (SELCS).

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 applications in business studies, and be able to carry out using appropriate computer software.

Content - Descriptive statistics and graphical methods. Use of the normal distribution. Confidence intervals and significance tests applied to one and two sample problems by parametric and non-parametric methods. Correlation and regression. Simple time series methods (moving averages, trends, seasonality). Goodness-of-fit and contingency tables. Index numbers. Use of Microsoft Excel for statistical purposes.

Key texts - Available from ReadingLists@UCL.
This module introduces the key concepts relating to the use of technology in inspiring or enabling transformation. This includes discussion of key technological influences as well as ways of understanding the lifecycle of technology. The module includes an introduction to technology, IT concepts and architectures, and technology design, with key concepts in modern technology including cyber security, data protection, big data, autonomy and robotics. Management of knowledge and technology maturity, technology lifecycles, technology transfer and standards are also covered. The module also explores technology forecasting and roadmapping, the management of innovation and the use of technology to bring about change. This is achieved through a combination of interactive lectures and case studies where the taught principles are applied.
The module explores the structural organization and connectivity of the mammalian CNS, examining the synaptic and local-circuit architectures of selected brain regions and relating them to their roles within more global behavioural ensembles. In each case, basic knowledge is assumed and the emphasis is on experimental evidence, structure/function relationships and clinical significance. The course focuses on understanding recent neuroscience research and techniques used in understanding how groups of neurons are functionally connected to execute or control selected sensory, motor or higher level functions (such as reward processing) within the central nervous system.

NEUR0020 Integrative systems neuroscience forms a bridge between our understanding of brain function at the cellular and molecular levels (addressed by modules such as PHOL0009 The Cellular Basis of Brain Function) and our understanding of animal and human behaviour at the cognitive level (addressed by modules such as NEUR0014 Neural Basis of Motivation and Learning). This module may also be of interest to students taking NEUR0016 (Neural Computation: Models of Brain Function). Training is provided in reading and analysing original research papers in neuroscience which forms an excellent transferable skill for other modules. NEUR0020 will be of value to all students of the nervous system, whether specialising in neuroscience, taking a neuroscience stream within a more general three-year BSc or four-year MSci, or intercalating an iBSc within the medical programme.

Indicative lecture topics:

Techniques in functional neuroanatomy
	Neurons and glia: structure and function
	Spinal motor processing
	Central motor processing
	Somatosensory processing, touch and itch
	Brainstem autonomic system
	Structure and function of reward circuits
	Olfactory circuits 
	Brain-wide mapping
	Studying cortical structure and function in man
This module aligns the use of strategic management accounting with the process of performance measurement and management. It sets out potential multi-dimensional planning and control approaches linked to performance measures and identifies methods of implementation. It captures the utility of a range of cost management techniques in furthering the strategy of an organisation. It seeks to develop and support the development of knowledge, understanding and skills to select and apply relevant financial techniques in supporting the strategic performance management of an organisation, and to interpret and explain the results. This includes the application of quantitative/financial techniques; the ability to interpret and explain the results of these calculations; the ability to critically evaluate the techniques; and a recognition that management accounting-related measures are context-dependent, and have to be placed in the contexts of qualitative measures, and an organisation’s strategy, culture and management style. It explores non-financial measures, quality issues, performance measurement and control approaches, activity based management, responsibility accounting and advanced planning and budgeting. It includes transfer pricing, and divisional performance evaluation.
In this module you will learn the main techniques used to measure body composition, energy expenditure and dietary intake in clinical and community settings. One of the objectives will be to use simple experimental techniques to explore the relationship between lifestyle and body composition and between activity and energy expenditure. The module includes a mixture of taught and practical sessions where you will experience the techniques for nutritional assessment first-hand.

Topics may include: Concepts of human body composition. Anthropometrics - scaling the human frame in health and disease. Body density and body fat measurements - skinfolds, bioelectric impedance, body-line scanning and plethysmography. Indirect calorimetry practical. Anthropometry practical and data analysis. Applying anthropometric and energy expenditure measurements in clinical settings. Dietary assessment.

It is a requirement that this module is taken with MEDC0039 Research Methods for Clinical and Public Health Nutrition
This course is on methods for solving problems involving a small parameter. Such problems arise in almost every branch of mathematics and indeed examples of
asymptotic (or perturbation) problems appear in many earlier undergraduate courses. The basic idea of asymptotic approximation is to exploit the small parameter to replace the original problem by a sequence of simpler problems providing increasingly accurate approximations. The aim of this course is to present in a systematic manner some powerful approximation techniques typically employed in applied areas, with a focus on finding and interpreting solutions rather than providing rigorous
proofs.
This module provides students with a thorough understanding of the regulatory framework pertaining to the governance of corporations, as well as topical issues at the centre of the current policy debates in corporate governance.

This course deals with central issues in corporate governance from an interdisciplinary and comparative perspective. It will provide a thorough introduction to key principles of corporate law pertaining to the governance of corporations, such as directors’ duties and shareholder rights, as well as best practice standards laid down in corporate governance codes, which have become ubiquitous in corporate governance regulation. The module will furthermore examine topical problems at the centre of the current policy debates, including shareholder activism and short termism, the regulation of executive remuneration, corporate social responsibility, environmental, social and corporate governance investing and reporting, and the debate about corporate purpose.

Topics to be covered in the module include:

Corporate purpose
 Distribution of corporate power between shareholder and directors
 Board structure regulation, including board diversity and stakeholder representation
 Corporate governance and firm performance
 Directors’ duties
 Enforcement of duties
 Common ownership
 Shareholder activism and short-termism
 Executive remuneration
 Market for corporate control
 Corporate social responsibility
 ESG (environmental, social and corporate governance) investing and reporting
 Internal controls, ethics and risk management
This module provides students with a thorough understanding of the regulatory framework pertaining to the governance of corporations, as well as topical issues at the centre of the current policy debates in corporate governance.

This course deals with central issues in corporate governance from an interdisciplinary and comparative perspective. It will provide a thorough introduction to key principles of corporate law pertaining to the governance of corporations, such as directors’ duties and shareholder rights, as well as best practice standards laid down in corporate governance codes, which have become ubiquitous in corporate governance regulation. The module will furthermore examine topical problems at the centre of the current policy debates, including shareholder activism and short termism, the regulation of executive remuneration, corporate social responsibility, environmental, social and corporate governance investing and reporting, and the debate about corporate purpose.

Topics to be covered in the module include:

Corporate purpose
	Distribution of corporate power between shareholder and directors
	Board structure regulation, including board diversity and stakeholder representation
	Corporate governance and firm performance
	Directors’ duties
	Enforcement of duties
	Common ownership
	Shareholder activism and short-termism
	Executive remuneration
	Market for corporate control
	Corporate social responsibility
	ESG (environmental, social and corporate governance) investing and reporting
	Internal controls, ethics and risk management
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0698, 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 considers how the history of modern South Africa was forged by the discovery of diamonds and gold in the late 19th century. In one sense, this is a history of conquest, industrialisation and the formation of a strong modern state, with the capacity to implement systematic policies of racial segregation. Indeed, the systematic policies of apartheid (‘separate development’) implemented after 1948 would make South Africa  ‘the polecat of the world’, in a continent experiencing ‘the winds of change’ and decolonisation in the aftermath of World War II. Thus, South Africa became a Cold War hotspot: witnessing guerrilla insurgency, township revolts, trade union mobilisation, and civic protest. The collapse of apartheid eventually brought Nelson Mandela, once slighted as a Communist Terrorist,  to power in 1994, where he was revered as the father of a new, democratic ‘rainbow nation’. Yet a generation on – when South Africa remains one of the most unequal countries in the world – we must also ask how the legacies of settler colonialism and apartheid endure in a post-industrial society, scarred by high unemployment.
The course equips students with an in-depth understanding of advanced mathematical concepts, techniques and methods specific to the general area of electronic and electrical engineering. Students will develop skills in mathematical analysis, which will be instrumental in facilitating their understanding of more advanced engineering topics covered in the third and fourth years.

The content / syllabus of the module includes functions of complex variables, properties of special mathematical functions (e.g., Bessel, Hankel, elliptic functions), mathematical description of random processes, special mathematical transforms (e.g., z-transform), linear stability analysis, discrete mathematics and variational methods. These mathematical concepts and tools will facilitate students’ grasp of key applications in a series of engineering disciplines, including signal processing, antenna design, machine learning, control systems and optical communications.  
This module will provide participants with an introduction to a range of research approaches and methods. It can also serve as a foundation and direct link to students’ dissertations, as a key part of the module assignment is a research proposal that might feed into students’ dissertations or reports. In the module, we will consider the purposes of research knowledge; the variable and shifting status of ‘evidence’; the disciplinary, conceptual and political locations of research and underlying epistemological questions about the knowledge claims produced by research. The module will develop students’ capacities to read as well as engage in education research. Students will be invited to explore the sorts of questions that might be asked, and answered, by educational research. Moving on, we will think about the implications of these questions for designing research as well as engaging, or even influencing policy and practice. The role of the researcher, their relationship with the researched, and the ethical dimensions of this will be key considerations.
This module introduces different modes of oral interpreting, such as Liaison, Public Service, Consecutive and Simultaneous Interpreting. Through lectures, seminars, discussions and project work, students will be exposed to issues and challenges that they are likely to encounter in their future career. Students will also develop preparation and note-taking skills. Topics to be covered include the code of conduct, the role of the interpreter, cultural issues, and other elements essential for professional interpreters. This module is not language-specific: it is taught in English and all the activities are carried out in English. 

Students eligible for this module must pre-register for their preferred language combination prior to enrolment and normally before the 31st of July. SELCS/CMII will send pre-registration instructions to eligible offer holders. We cannot guarantee that any given language combination will run unless this deadline is strictly adhered to. Native language competence in: Arabic, Chinese, Japanese, Korean or Russian. 

English language level: Advanced 
The use of digitalization and more generally of Industry 4.0 technologies, tools and methods are underexploited in interdependent infrastructure systems. Engineering graduates must be equipped to function well at the intersection between digital technology, innovation management, and the management of environmental and climate risks and opportunities. Digitalization is the primary enabler for the adoption of systems of systems approach in the infrastructure sector.  This module is intended to provide a fundamental but comprehensive grounding in the concepts of digitalization in infrastructure engineered systems, enabling them to operationalize integrated solutions and manage infrastructure networks for the benefit of society and the environment. It will include assessment of data sparsity, reliability and compatibility in a real-world, practical context.

Learning Outcomes

Recognize and know how to assess the extent of digitalisation embedded in engineered systems.
	Distinguish between methods for digitalisation in engineered systems that can be used to improve performance of infrastructure services, such as heating, mobility, communications.
	Facilitate the development of technical skills needed by MSc dissertations that use analytical methods or modelling techniques to investigate engineering challenges
The module is designed for those who want to gain an in-depth understanding of the nature of bi- and multilingualism at both individual and societal levels and of the ways in which bilingualism and multilingualism can be used as linguistic, cultural and cognitive resources for learning and living in a diverse and competitive world. It will begin with a discussion of the main dimensions of bilingualism and multilingualism. It will then go through topics such as bilingual language acquisition in childhood, bilingualism and cognition, language policy and planning, translanguaging and other multilingual practices, bilingual families and communities and bilingualism in education.
The module comprises occasional lectures, weekly small-group tutorials supporting group and individual analysis work on regeneration in London. Proposals will be presented by each group for actions in the area. Student work will be presented and discussed in class at intervals.
The module also involves self-study and the writing of an individual essay on the topic of development planning in London.
In more detail, students who do well in the course should develop:
A) a knowledge and understanding of:
The social, economic and physical history and conditions in a small or larger part of London, and the problems and potentialities of the area being studied.
B) Intellectual skills - learning to:
Analyse the sections of society with actual or potential interests in an area, examine the scope for compromise or conflict among those concerned, propose alternative policies and actions in the spatial, social and economic dimensions and predict their outcomes, costs and benefits.
Questions of 'gentrification' will be central.
C) Practical skills:
Observation, description, analysis and representation
Identification and use of information sources
Estimation and forecasting
D) Transferable skills - be better able to:
Write clear English
Make oral / visual presentations
Work in groups
Acquire and demonstrate appropriate IT skills.
The aim is to provide students with an advanced understanding of the discipline of environmental economics from both a theoretical and applied 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. Given the research interest of the departments and the skills in demand by the market place, this module will generate knowledge of:

• Applied environmental policies and economic instruments

• Techniques used to evaluate non-market environmental goods

• Problems related to the application of environmental instruments and their enforcement

• Strengths and Limitations of different approaches
To provide training for MSc biochemical engineers, via lectures and case studies, in the engineering principles underlying the operations and processes for the recovery and purification of biological materials. The course focuses on how operations need to be integrated to create a whole sequence where issues of ease of operation, safety and environmental impact are considered at the selection stage. Taught alongside industrial delegates this course provides a blend of theory and application supported by insights to cutting-edge developments in the field.

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

Discuss the reasons for selection of particular operations considered from a whole bioprocess perspective;
	Familiarise with the mechanisms of operation and apply the key design equations for equipment sizing and performance estimation
	Appreciate the implications for operation selection and assess the robustness, ease, safety and cost.
	Understand how complete recovery and purification sequences may be best put together to provide the ideal precursor to pilot plant studies, design projects and research projects.
This course provides the Biochemical Engineering students with the necessary knowledge of the fundamentals of reaction engineering, reactor design and operation with special emphasis on biocatalytic processes.

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

Explain key principles of biocatalysis
	Calculate biocatalyst kinetics for homogeneous and heterogeneous enzyme reactions
	Describe immobilisation methods and analyse yields
	Calculate productivity and yield of biocatalytic reactions in batch, continuous and plug flow reactors
	Appraise the performance of ideal and non-ideal reactors
	Illustrate methods of In-Situ Product Removal
This module develops a deep understanding of the scientific principles of human physiology and exercise, predominantly focusing on energy metabolism, cardiorespiratory exercise testing, strength & power physiology and testing. Students will gain experience in the scientific principles of laboratory research methodology in the context of exercise physiology, and presentation skills in medical and scientific contexts.

 
In this hands-on practical module, there will be an emphasis on technical skills and decision-making. Students will spend most of their time in the skills lab undertaking a variety of exercises and applying the theory and understanding of previous modules.

The assessments will be in-course and a final task-based assessment using a validated scoring method.

Aims of the module:

To apply the technical skills learnt in the previous modules
	To be able to undertake moderate and advanced level tasks in Robotics
	To understand the role of decision making in operating
	To learn the differences between basic and advanced Robotics
Learning outcomes:

Understanding the role of decision making in operating
	Understanding the differences between laparoscopy and robotics
	Understanding how to build an effective training programme
	Understanding the advantages of Robotics
Aims - This module aims to introduce mathematical concepts and tools used in the finance industry, in particular stochastic models and techniques used for financial modelling and derivative pricing. It is primarily intended for third and fourth year undergraduate students and taught postgraduate students registered on the degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should have a good understanding of how financial markets work, be able to describe basic financial products, have a good knowledge of the basic mathematical and probabilistic tools used in modern finance, including stochastic calculus, and be able to apply the relevant techniques for the pricing of derivatives.

Applications - The techniques taught in this module are widely used throughout the modern finance industry, including the areas of trading, risk management and corporate finance. They also have applications in other areas where investment decisions are made under uncertainty, for example in the energy sector where decisions on whether or not to build (i.e. invest in) new power plants are subject to uncertainty regarding future energy demand and prices.

Content - Financial markets, products and derivatives. The time value of money. Arbitrage Pricing. The binomial pricing model. Brownian motion and continuous time modelling of asset prices. Stochastic calculus. The Black-Scholes model. Risk-neutral pricing. Extensions and further applications of the Black-Scholes framework.

Key texts - Available from ReadingLists@UCL.
This module introduces students to contemporary issues about work, employment relations, and the labour market in advanced societies. It covers a wide range of topics, including the nature and meaning of work, the changing labour force, women and employment, migration and work, the impact of globalisation on firms and workers, how pay is determined, job satisfaction and work attitudes, unions and collective bargaining, personnel economics, and the British labour market in a comparative perspective.
This module is a Term 2 area studies module designed for the PSEES degree. The module title is deliberately provocative: ‘communist politics’ is straightforward, but could the societies of the Soviet bloc be described as ‘communist’? The module investigates how, and how much they differed from other European societies during the years 1945-91. It begins with introductory sessions on matters such as how (far) Western sociological approaches can be applied to communist-era Central and Eastern Europe, including the USSR; the Cold War context; and the increasing diversity across countries in the region from Stalin’s death onwards. From Week 3 the module roughly follows the topics taught in SESS1203 ‘Understanding Society: Introduction to Political Sociology’, with empirical data from Soviet bloc countries. Topics will include some or all of the following: workplace socialisation and class identities; religion, atheism and secularisation; education and generational change; the nature of ethnic identification; the gender order; the sociology of opposition movements; migration; and urbanisation.
This module provides an overview of models and standards commonly used by security analysts and risk managers (eg. ISO31000, BS16000, CPTED). Following an introduction to systems thinking, you will learn to formulate security problems in complex ecosystems (smart cities, public transport systems, etc.) and select/apply appropriate problem-solving and risk modelling techniques to analyse them. Special attention is given to the development and analysis of procedural and behavioural models (modus operandi, attack-defence tree, and crime and security scripts). Focused on employability, this module uses a mix of online materials (videos, articles, quizzes), real-world examples and project-based tutorials to help you develop competencies that are sought after by employers. Note: ‘Intelligence Gathering and Analysis’ ideally complements this module.
This module will provide you with a thorough understanding of crime as an event. It will help you understand the patterned nature of crime – why certain crimes occur when and where they do. It will also lead you through the process of using in-depth knowledge of crime events to design and implement crime prevention strategies and policies.
The module addresses methods of clinical audit and quality improvement for clinical practice and services. Methods covered include questionnaire design, qualitative methods and analysis of routine clinical and service data. Students will gain practical skills and experience through designing and undertaking a quality improvement/clinical audit project.
The module covers the social and healthcare context of services where Clinical Associate Psychologists practice. It includes the client populations, the nature of their presenting problems and the range of professionals involved with their care. It explores professional and ethical issues around working with vulnerable people and issues of diversity and cultural competence.
Aims: To provide an introduction to modern clinical psychological science; to demonstrate the application of psychological theory to common problems in mental and physical health. Objectives: Students should come to understand recent theoretical models of psychological distress and treatment. They will recognise the complexities of evaluating treatment outcome and how research studies both draw upon and contribute to psychological science. Summary of expected module contents: Lectures cover recent developments in clinical psychology theory and practice across the life span. Early lectures address childhood disorders. These are followed by several lectures on disorders in adults (including those with developmental origins) and on processes of therapy, as well as chronic health problems, disability and dementia. Additional lectures address technological developments and their impact on clinical psychology. The topics build upon those taught in PSYC0015, Health and Clinical Psychology, to minimise overlap, so it is an advantage to have taken this module but it is not a formal requirement.
This module will provide students with an introduction to the principles, scope and applications of genetics and other biological research methods currently used in mental health research. The module is organised by the members of the Mental Health Neuroscience Research Department in the UCL Division of Psychiatry. The Head of Department is Elvira Bramon. Active researchers in neuroscience and biological psychiatry will teach all sessions in the module. There is a focus on psychiatric genetics, which is an area of expertise of the department, and crucial in mental health.

Module contents

Genetic research and its relevance for mental disorders. We cover human genetics, bioinformatics, statistical genetics and implications for mental health and disease.
	Neurophysiology (EEG/ERP/MEG) and neuroimaging (MRI/SPECT/PET) research applied to mental health.
	Cognitive neuroscience, psychopharmacology of illegal drugs and animal models in mental health.
	A half-day conference with short presentations showcasing the current research we do in the Mental Health Neuroscience Research Department.
Learning outcomes

These are the intended learning outcomes for the module:

Students will demonstrate understanding of genetics and other biological approaches to investigate the causes of mental health disorders and their treatments.
	Students will be able to appraise papers on genetics, neuroimaging, cognition and other neuroscience methods applied to mental health research.
	Students will be able to suggest approaches to test biologically-based hypotheses in mental health research.
Who migrates, why do they move and what are the consequences? This module explores the political economy of migration (forced and otherwise) in the 21st century. Over ten weeks students will engage with literature from political science, economics, political psychological and migration studies on the ongoing debates about migration and migration policies. Topics that may be covered include the consequences of legal rights of migrants, gendered migration, the real economic impact of migration (migration and the labour market), forced migration, the nexus between migration and conflict and migration and security. Incoming students are expected to have a familiarity with core concepts in political science, political economy, or international relations.

This module will be delivered through a weekly lecture and seminar, student presentations, classroom debates, private reading, and outlines/assignments. The module will support students to analyse, critique, and synthesize scholarly work on the political economy of migration, apply their theoretical knowledge to on-going debates in global migration policy.

Students would benefit from taking an introductory comparative politics module (such as POLS0002, POLS0006 or equivalent) prior to this module, as the module will build on introductory politics knowledge.
The course will survey a wide range of topics on expressive speech prosody, covering linguistic prosody, information structure, emotional and attitudinal expressions, sexual dimorphism, charisma and attractiveness. We will also discuss relations between expressive prosody and music, and disorders such as Autism and aprosodia. These topics will be examined from both linguistic and evolutionary perspectives. There will be alternation of lectures and seminars. Each seminar will consist of 2-3 sessions, each led by a single or a small group of students reporting their findings on a number of papers assigned a week in advance. The assignment of papers will be accompanied by a number of guiding questions that focus on the critical issues.

The main module aims are:

-To expose students to speech-related theories beyond core phonetics and phonology

-To engage students in debates over the strength and weaknesses of these theories

The main module objectives are:

-To gain an evolutionary perspective of human speech through the examination of expressive prosody

-To gain an appreciation of the coherent links between different aspects of human speech
This module examines key philosophical questions about culture, public art, and cultural heritage. Topics may include: how to define culture and to adjudicate between competing conceptualisations of culture; how to theorise the relationships between cultures, and in particular how to reconcile tensions between local and particularising models of culture, and broader liberal egalitarian commitments to equality and universalism; how best to make sense of ideas of cultural property and cultural appropriation; the cultural, aesthetic and ethical implications of putting artefacts, and human bodies on public display; and when cultural artefacts such as statues should be removed from public display.

Philosophy Area B
This module gives an introduction to some of the formal tools most often used in contemporary philosophy. These include probability theory, non-classical logic, and modal logic. A good knowledge of first-order (predicate) logic is presupposed and some familiarity with basic metalogical results (e.g. soundness and completeness) will also be helpful. For undergraduates PHIL0025 Logic and its Limits covers all recommended background, but is not strictly necessary. A main component of the module is regular problem sets on most of which collaboration is encouraged.
Outline:

This module aims to provide students with the concepts and intellectual reference frames needed to understand the properties and potential of advanced materials currently or imminently being deployed into technology. Examples include organic semiconductors, 2D-materials (graphene and similar), ferroelectrics and liquid crystals. The course will provide an introduction to the physics and photophysics of these materials, and to the fundamental processes taking place in the devices that incorporate them.

Aims:

To provide students with concepts and intellectual reference frames to understand the properties and potential of advanced materials currently or imminently being deployed into ICT technology. More specifically, the course is organised into four modules dedicated to organic semiconductors, 2D-materials (graphene and similar), ferroelectrics and liquid crystals, respectively. All of these hold significant potential for printable electronics and photonics, considered enabling technologies set to revolutionise the world of consumer ITC, thanks to their obvious and rapidly expanding application to displays and ITC in general, and, in perspective, to low-cost photovoltaics and biomedical applications. The course will provide a fundamental introduction to the physics and photophysics of these materials and to the fundamental processes taking place in the devices that incorporate them.

Teaching and Learning Methodology:

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

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
This course is all about you as future founders and entrepreneurs – it is a journey of self-discovery and personal development designed for your future as a pioneer within a startup or scaleup.

Being part of the startup journey is exhilarating but also challenging. Your ability to perform in this challenging role requires an understanding of how to get the best from yourself, and get the best from those around you, which is underpinned by effective people skills and your ability to lead and influence effectively.

Armed with frameworks and tools we will explore and develop the skills that you will need on the rollercoaster entrepreneurial journey and as part of an effective startup team. Topics will include personal strengths, communications styles, emotional intelligence, conflict-resolution, resilience, motivation and team-culture.

As part of the course, you will also practically develop and practise a set of coaching skills. The ability to use a coaching-style as a business leader is becoming widely recognised as the optimum way to get the best out of those around you in a team, which is vital in a fast-paced startup environment. In small coaching-pods you will practise your skills, helping each other to problem-solve effectively and apply learnings developed through the course whilst practising your coaching skills.

By the end of this course, you will be more aware of how to get the best from yourself, how to get the best from others, and be set up for the challenges of being a founder or startup leader.
This module will provide transferable research skills, set in the context of recent developments in the Financial Economics academic literature. It will consist of two parts. Part A will relate recent developments in Financial Intermediation and Regulation, and advances in Asset Pricing and Corporate Finance, to the existing literature and especially to seminal contributions to the field. Part B will be linked to UCL Finance Seminars (joint between the School of Management and the Department of Economics), where world leading experts come to present their current research (e.g., in 2018-2019, speakers came from institutions such as Yale, Berkeley, Chicago and Columbia, and included Nobel laureates).
Since the building of explicit models for analysing decisions is an important task for every manager, the first part of the module will focus on different techniques used for this decision-making process. Sessions are devoted to modelling concepts that are applicable to a variety of different management situations. Modelling can be seen as a kind of art in which one needs to use one's creativity, imagination and business understanding, the modeller also needs to have strong technical knowledge. The first part of the course brings a mix of the two and will focus on the different techniques that can be used in modelling.
The second part of the module investigates how leading companies are using data and analytics to improve their strategy processes as well as fundamental tenets of data and analytics. The second part of the module also exposes students to aspects of strategy that are tied to data and analytics.
This module develops students’ understanding of the concepts of linear algebra and provides experience with its methods and applications.

The module covers fundamental algebraic tools involving matrices and vectors to study systems of linear equations and Gaussian elimination, linear transformations, orthogonal projection, least squares, determinants, and eigenvalues and eigenvectors. The module includes examples that illustrate the concepts and their practical application in management.

The aim is to develop a rigorous understanding of key mathematical concepts that underpin the practice of management and develop strong quantitative thinking skills. The concepts and tools covered in the module will be applied in later modules to support the analysis of complex management problems and the development of associated mathematical models. Important concepts in other areas (e.g. economics, finance, data analytics) can be explored in more depth if students have a strong background in the underlying mathematics.
This module aims to provide a thorough understanding of the assessment tools and different treatment pathways available to manage obesity and its complications. You will be equipped with knowledge and skills to develop a personalised, multi-disciplinary approach to obesity care and management.

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

Assess and interpret the anthropometric, biochemical, clinical and dietary data and reference standards to determine nutritional status of individuals with weight problems
	Describe the metabolic effects of obesity and the mechanisms of weight reduction
	Identify the limitations of the different treatment paths to weight loss
	Explain the behavioural change principles underpinning nutritional intake and how these are used in weight management
	Justify and interpret advice on how to achieve a lower body weight
	Design suitable individualised treatment plans for overweight and obese patients with different needs
 

This module will keep you up-to-date with the latest evidence on obesity complications, as well as on the dietary, exercise and behavioural approaches to weight management. Some of the topics you will be introduced to include (but not restricted to) clinical assessment in obesity (assess aetiology, complications, treatment options), adherence to treatment on weight management (diet, exercise and changing behaviour), weight management outcomes, Mechanisms of body weight reduction, Diet restriction and intervention, Popular, therapeutic & restrictive diets for diabetes, obesity and cardiometabolic disease, Medical treatments and emerging therapies, metabolic inflammation, Surgical approaches to weight management, Behavioural modification in weight management, ethical and moral considerations and weight stigma and discrimination.
Malnutrition - an all-inclusive term that represents all manifestations of poor nutrition, is a grand challenge not only in developing but also in developed countries. Malnutrition in the Community will give you an advanced, evidence-based investigation into malnutrition. After taking this module you would be expected to know and understand the:
1. Prevalence of community malnutrition and its many determinants.
2. Clinical, social and environmental context of malnutrition.

Indicative lecture topics:

Homelessness and Food banks
Alcohol and Malnutrition
Commissioning Nutrition and Hydration Services in the Community
Digital Health Programmes
Settings-based Interventions
As well as lectures, you will examine food provision and nutritional status across different community settings. The module assessment will comprise an Oral Presentation (20%) and 2,000 word Report (80%) using the evidence covered in the lectures and community settings. The module is compulsory for students on the MSc Clinical and Public Health Nutrition and MSc Eating Disorders and Clinical Nutrition degrees.
Specialism grouping no teaching
Specialism grouping no teaching
Specialism grouping no teaching
This module introduces and discusses the roles of the sales, marketing and publicity functions within the modern publishing industry. The module starts by discussing definitions and expectations of marketing and a discussion of how the retail and wholesale sectors operate to ensure students understand how books move through the supply chain from publisher to the reader. The focus then moves on to consider how a marketing campaign is put together and what tools and tactics are appropriate for the target market. The module discusses above and below the line marketing activities so students appreciate how social media can be used and analysed as part of a broader campaign. Campaign objectives and goals, costings and sales forecasts and situational tools are covered so students are equipped to understand all the elements that go into a publishing marketing campaign.
The module will provide the state of the art coverage of a selection of current issues in the field of immunity. Students will learn the language and concepts of the field through specific research–led examples, firmly anchored in the research at The Institute of Immunity and Transplantation. All of the lecturers on this module are at the forefront of research in this field and will therefore provide students with cutting edge research and primary knowledge. Themed teaching sessions given by experts will provide introduction to a topic followed by a discussion of experimental approaches, or recent high impact publications. The focus throughout the module is on acquisition of a detailed knowledge of the featured topic and clear sense of the link between basic research and clinical applications. Students will develop good awareness of key current issues in the field as well as good awareness of experimental approaches

Aims

To provide detailed knowledge of the featured topics and a good understanding of key immunological concepts in relation to research questions and related disease conditions
	To provide good understanding of experimental approaches and methods by which the data can be obtained and their limitations
	To introduce the students to experimental design and development of research proposals
Learning outcomes

The students will be able to:

Identify and discuss key current issues in experimental and translational immunology
	Determine and discuss the link between basic research and clinical applications
	Assess experimental approaches & their limitations
	Propose and justify a research question and design an experimental plan to address it
We have just lived through a brand-new pandemic. This has highlighted the risks of new infections from animals, and the difficulty of eradication. On the otherhand, development of vaccines and drugs against SARS CoV-2 in record time promise to help mitigate its worst effects.  Only two viruses have already been eradicated from the globe: smallpox and rinderpest. The WHO has set priorities for the next targets, which include poliovirus and measles.

In this module, we will explore the biological, human demographic and political characteristics of particular viruses that might be considered for eradication in the future. In doing so, we will consider the cost effectiveness of eradication as a strategy and we will review the current progress towards controlling these virus infections in the community through immunisation.

The development and deployment of vaccines requires expertise and support from a variety of specialist disciplines including virology, immunology, biotechnology, clinical trial design, government regulatory agencies, government decision-making bodies, public health organisations and major charities. External speakers with experience of several of these areas will teach on the module and share their perspectives and insights.

Learning objectives 

Have a sound knowledge and understanding of virus biology and epidemiology in the context of vaccine development and usage.
	Gain an appreciation of the multi-disciplinary approach necessary for vaccine evaluation and deployment.
	Understand the requirements for and challenge of vaccine-based control, elimination and eradication of viruses.
Policy analysis is typically done individually and focuses on a policy problem (e.g. how to lower the carbon footprint of fashion industry, or how to change financial regulations to induce more investment into the green economy) or organisational and institutional challenges in the public sector (e.g. how can public organisations create organisational culture that welcomes risk taking and experimentation, or how to provide social security for the gig economy).

Policy analysis is focused on a real existing policy problem or a challenge. The analysis is based on thorough academic understanding of the problem/ challenge and its context; developing viable alternatives and carrying out empirical research to test those alternatives.
This module covers aspects of basic genetics, commonly used cytogenetic and molecular, laboratory techniques. It also includes lectures on the classification of chromosomes, meiosis, Mendelian inheritance, bioinformatics, linkage, association studies, strategies for a wide range of rapid mutational analysis techniques as well as high throughput sequencing techniques. The use of different array platforms, proteomics, functional assays and animal models as approaches to determining gene function or biological mechanisms will also be demonstrated. 

After taking this module you should be able to: 


	Demonstrate a working knowledge of meiosis and understand Mendelian inheritance; 
	
	
	Understand how chromosomal abnormalities and DNA sequence variants can occur and understand the consequences of such changes;
	
	
	Demonstrate an understanding of the principles of techniques used to study chromosomes, DNA and proteins and to acquire skills to practically apply some of these techniques.
	
The module comprises lectures, practical sessions and tutorials with dedicated tutorials covering linkage to help students understand the relevance of data from linkage and association studies and bioinformatics introducing students to a number of clinically useful databases and demonstrates how to access information used in diagnostic reports. You will have a qPCR & Immunohistochemistry practical's to gain insight into good laboratory practice, including designing an experiment, following a protocol, recording and analysing results, and making conclusions. 

Introductory Reading: 
Strachan T and Read A (2011) Human Molecular Genetics 4th edition 
‘Perspectives on Global Health’ introduces you to global health by exploring the history of global health, the global disease burden, topical issues in health and development, and key interventions to improve health worldwide. At the same time, the module will help you understand how different disciplines - such as economics, political science and anthropology - think about global health.

After taking this module, you should be able to


	Describe major trends in the global burden of disease.
	
	
	Describe key dilemmas in global health and international development.
	
	
	Understand how different disciplines "think" about global health.
	
	
	Evaluate responses to a range of global health and development issues.
	
This is an introductory module for Year 1 students on the BSc Population Health Sciences programme. There is limited availability for UCL elective students from other departments. Places are allocated on a ‘first come, first served’ basis on Portico when the module selection opens. Spaces are limited.

 

Selected Reading List 


	Deaton A (2013). The Great Escape: Health, Wealth and the Origins of Inequalities. Princeton, Princeton University Press.
	
	
	Farmer P (2004). Pathologies of Power: Health, Human Rights, and the New War on the Poor. Berkeley, University of California Press.
	
	
	Sen A (1999). Development as Freedom. Oxford, OUP.
The module provides students with a range of theories and methods to explore the connections between environmental change, economic change and political change from a long-term perspective. The module will explore these connections primarily through three interdisciplinary lines of literature on environmental economic history, historical political economy, and political environmental history, drawing historical examples from any time period, country or region. Besides engaging with the relevant literature and theories, students on the module will reflect on historical methods and sources used within these fields. The weekly topics will explore environmental (such as geography and natural resources), political (such as the formation of states and legal institutions) and economic factors (such as economic development, inequality and living standards) in relation to each other from a macro-historical perspective.

 
The United States is often assumed to have an isolationist heritage, built on the geographical and political separation of the New World from the Old. This course will explore an alternative interpretation of the United States’ relations with the wider world, focusing on the evolution of American internationalism between the U.S. Civil War and the Treaty of Versailles. In particular, we will focus on the development of American ideas about ordering the international community, the relationship between internationalism and American imperialism, and the connections between domestic and foreign politics. Seminars will be centred on discussion of the assigned primary documents, supplemented by secondary reading.
The module has a common first-half which provides an introduction to the methods of crystallography and crystal structure determination. This is followed by one of the following streams covering either: (a) crystal physics and its applications to Earth and Planetary forming materials, (b) structures and properties of environmental minerals, such as clays and zeolites, (c) applications of mineralogy to rock-forming minerals, (d) applications to planetary sciences.

By the end of this module students will demonstrate:

Part 1: Knowledge and understanding of the techniques of X-ray and neutron diffraction; and

Part 2: Either

The application of these methods, and the use of crystal physics, to the determination of thermoelastic and structural properties of Earth and planetary forming materials;
	the structures and properties of minerals in surface environments and their environmental and economic importance;
	the structures and properties of rock-forming minerals and their applications in geology, e.g. phase equilibria, geobarometry, etc.
The module aims to teach students about the use of genomics knowledge for drug discovery and the current state of pharmacogenetic research with an emphasis on translating genetic research findings into clinical benefit.



The module consists of two parts. The first is a series of 2hr long lectures which cover the human genome, human phenome, disesase-ome, principles of drug discovery and pharmacogenetics. In the second part, students will each be allocated a disease or disease area and will be asked to prepare a presentation giving background about the disease, a review of the various medications being used to treat the disease, a review of the current evidence for genetic differences determining response to medication and risk of adverse drug responses and a proposal for future research activities. 



Indicative lecture topics (based on 2019/20 syllabus)



Introduction to Course
 The Human Genome I
 The Human Phenome and Disease-ome
 Molecular, target, and structural aspects of drug action
 Introduction to Pharmacokinetics
 Applications of drug-target data in translating genomic variation into drug discovery opportunities
 Developmental Pharmacology
 Interpretation of predictive tests
 Tumour Heterogeneity and Drug Resistance
 Using Pharmacogenetic tests to avoid Adverse Drug responses
 Incorporating pharmacogenetics tests in clinical trials
This module will introduce you to the politics and power dynamics in healthcare organisations. You will learn to identify, analyse and critique concepts and theories concerning power and politics especially in regard to their relationship to resource allocation within organisations.  The module will incorporate a range of tools and frameworks to inform your understanding of power dynamics particularly in a healthcare setting.  You will also have several opportunities to put your learning into action through case studies and simulation exercises.  The aim is to get you to identify power relationships as well as learn how to influence and shape these relationships.  The module will also look at key leadership skills such as change management, conflict resolution, stakeholder engagement and negotiations in the workplace for addressing power dynamics. 

 

You will learn that “being political” is key to succeeding in any organisation and you must embrace navigating politics.  Your leadership and management skills will be enhanced through better understanding and engagement with power and politics.  Given the focus on healthcare as the organisational context, the political terrain within your organisation as well as the wider health sector will be used for advancing your influencing skills.  We will focus on ensuring that you gain the required emotional intelligence to not only identify the “rules of the game”, but engage in a manner to shape and influence decisions.
The ability to effectively manage risks is critical to safeguarding an organisation, but it is even more complex in the healthcare domain.  In this module you will develop an in-depth understanding of risk management in a healthcare setting.  You will assess strategies for risk management as well as frameworks for delivering risk management plans for healthcare. You will come to understand that in healthcare, risks include patient safety and medical errors, but also the organisation’s assets, accreditation, reimbursement levels, reputation and societal standing.

As healthcare innovations continue at a rapid pace, you will learn how to assess the risks that come with technological change, cybersecurity, regulatory, legal, political and other risks associated more directly with finance such as value-based care or pay for performance models that are emerging.  Without understanding the risks, risk levels and processes for mitigation, organisations cannot appropriately appraise opportunities and changes in rapidly evolving health systems. You will learn through interaction with a variety of risk management experts supporting the health sector to ensure a high standard of continuous risk management.
Module Aim:

The module is designed to provide a rigorous exploration of significant works of literature and culture from 1900 to the present-day; to examine a range of key critical debates and theoretical writings regarding this period; and to relate them to more contemporary literary, critical and theoretical issues and ideas.

Learning Outcomes:

By the end of the course, students will have:

- acquired systematic knowledge of significant works of literature and culture from 1900 to the present-day

- cultivated critical awareness of historical and ongoing issues by discussing theoretical and methodological problems about modernity and the present

- developed an advanced understanding of academic scholarship and theoretical frameworks in order to create and interpret new knowledge

- practised analytical and argumentative skills in oral and written communication
The course provides a general understanding of machine learning algorithms which are closely related to robotics, for e.g. machine vision and path planning. The content / syllabus of the module includes image processing, neural networks, convolutional neural networks, deep learning, image classification, object detection, SLAM (simultaneous localization and mapping), and path planning.
This module will cover applications of machine learning (ML) methods and other high-dimensional estimation methods for causal inference in economics. While ML are generally designed for prediction, causal inference generally evolves around parameter estimation and statistical inference. The module will present methods that use ML methods for causal inference. The applications include Instrumental Variable models, treatment effects, policy evaluation, counterfactual analysis, estimation of structural economic models, panel data models.

 
Aims: To provide students with the analytical skills needed to assess the main determinants of the prices and returns of any asset or investment.  By the end of the module, you will be able to see how finance fits within economics and use your general economic knowledge applied to real life investment decisions. It should serve as a solid base for graduate studies in the subject or for pursuing a career in finance.



Suitable for: Final year BSc (Econ) Economics (L100, L101 and L102) students; BSc Economics and Geography (UBEECOAGEO05), BA Philosophy and Economics (UBAPHIAECO09), BSc Politics, Philosophy and Economics PPE (UBSPPESING05) and BA European Social and Political Studies (UBABAESPSTU05) students. Students from other degree programmes can also take the module if they meet the prerequisite requirements.



Prerequisites: ECON0013: Microeconomics or a suitable alternative that meets the requirements in the “Assumed Knowledge” section. Students are encouraged to take the Level 5 module ECON0048: Economics of Finance, in their second year.



Assumed knowledge: You should be very familiar with general equilibrium using a mathematical approach (marginal utility, constrained consumer choice and marginal rates of substitution). Because uncertainty plays a key role you must have a firm understanding of statistics. You must not only be able to manipulate and calculate an expectation, variance and covariance, but have good intuition for each of these concepts as they play a key role: almost every problem/equation/equilibrium condition in this course involves expectation/covariance terms as key components.
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 course has been designed for final year students taking some or all of their degree with the Economics Department at UCL. It is not open to students from outside the Department.
The module aims to provide you with a good understanding of the entire process of cochlear implantation and an insight into the auditory implant team and the individual professional roles. The module focuses on current research and the impact on clinical practice. You will gain an understanding of key issues and debates in the field of auditory implantation and the clinical approaches taken with the different auditory implant systems.

This is an optional module in the MSc / PG diploma Advanced Audiology pathways.
This module considers the relationship between child development and paediatric dentistry. It also addresses the interface between orthodontics and paediatric dentistry.
This module is designed to enable the postgraduate to become acquainted at first hand with more advanced techniques for preparing and obturating root canals, endodontic retreatment and microsurgery. The operative techniques are carried out in simulated canals in plastic blocks, on extracted teeth inserted in simulated jaws mounted in a Phantom Head and on a sheep’s/pig’s jaw. Contemporary endodontic preparation techniques involving automated delivery and super-elastic rotary files, together with heated gutta-percha and bonded resin obturating techniques, will be taught through demonstration and practice. Perfection of these techniques will be encouraged for use in the clinical mentoring modules.
This module is designed to enable the postgraduate to become acquainted at first hand with various basic techniques for preparing and obturating root canals. There is a bias to hand preparation techniques in order to improve and develop basic tactile skills. The operative techniques are carried out in simulated canals in plastic blocks and on extracted teeth inserted in simulated jaws mounted in a Phantom Head. Task sheets are provided with report templates for filling in the details of the technique carried out and the postgraduates will submit this record for assessment as well as presenting their findings to the peer group.
This module brings together what is known about young people’s historical thinking with wider insights from pedagogical research to equip history educators to act as effective curriculum designers. The module focuses on: the value of historical knowledge and understanding to young people, and the ways in which they both develop and use such knowledge and ways of thinking; on the obstacles to learning history that students of different kinds encounter and how they can be overcome; and on ways in which history teachers can work with and learn from different history education communities including the students within their own classrooms, their colleagues (within and beyond school) and the academic community of professional historians.

The module is assessed by 5,000 word essay.
Aims:

The educational aims of the programme follow exactly those of their existing MEng Computer Science or MEng Mathematical Computation programme, with the additional aims of extending the educational experience of students through: (a) continuing advanced education in computer science, (b) experience of education in a different cultural and/or linguistic setting, and (c) access to high level teaching and research expertise from outside UCL.Learning outcomes:

Students will have studied modules/ courses at an appropriate breadth and depth to enable them to progress to Year 4 of their MEng International Programme, whilst at the same time having benefited from the experience of Higher Education in a different linguistic and/or cultural setting.Content:

Students studying abroad must follow a programme that MUST satisfy the following elements:

Be of overall of equivalent depth to that of their UCL Year 3 MEng programme;
	Be substantially composed of courses in computer science or closely allied disciplines such as electrical engineering and mathematics;
	Have a significant engineering orientation (as defined by UK-SPEC) and be compliant with the QAA subject benchmark framework.
	Be of equal workload to that of their UCL Year 3 MEng that is, using accepted equivalence measures, be of 120 credits;
	Be formally assessed by the host institution and the results of the assessment independently reported to the Study Abroad Tutor;
	Include taught modules/ courses, that is should not consist solely of project work.
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 been approved to commence the Study Abroad Year.
The globalisation of ageing is an ongoing phenomenon which is changing the demographics of the planet. It is one of the biggest challenges faced by modern societies and one of the defining trends of our time. This module studies the aesthetic responses to the experience of ageing - not limited to old age - and explores the potential of narrative in addressing the challenges associated with ageing. Moving across narrative traditions and mediums, it offers insights into qualitative methods for understanding the use of literature, gender studies and intersectional approaches.  

  

In line with increased life expectancy, the turn of the century has seen a proliferation of fictional works dedicated to old age in the last thirty years. Drawing on key critical texts such as Simone de Beauvoir’s The Coming of Age, and canonical texts on ageing such as Thomas Mann’s Death in Venice and Hemingway’s The Old Man and the Sea, this course examines how the experience of ageing has changed in contemporary societies, questioning how it varies across intersectional axes such as gender, race, class and origins. 

  

The focus will be on the ageing body (Philip Roth, Doris Lessing), care (Alice Munro, Anita Desai), queer and trans ageing (Bernardine Evaristo, Jackie Jay), widowhood (Joan Didion), and new affective experiences (J. M. Coetzee). Drawing on these topics, we will examine the potential of ageing as a radical critique of hegemonic discourses on gender and re/productivity. 

  

Finally, the module compares fictional and non-fictional accounts of ageing to cinematic narrations, such as Haneke’s Amour (2012) and James Mangold’s Logan (2017), and to recent TV series, such as Netflix’s Grace and Frankie (2014), The Kominsky Method (2018), and Amazon’s Transparent (2014). 

 

 
In this module we will critically examine the contested nature and form of education in contemporary sub-Saharan Africa. We will reflect on and discuss questions such as: Can education in SSA (sub-Saharan Africa) be decolonized? If so, how and on whose terms? If not, what are the main social, political and structural challenges? Why do African scholars critique the importation of global education norms, practices, and pedagogies to the SSA context? Is there a real learning crisis in SSA? Why is there such a high increase of low-fee private schools across the content? Are low-fee private schools socially more just in the SSA context? How can we ensure gender equity and not just equality in education in SSA countries? What can we learn from African feminist thought? By drawing predominantly on African scholarship and thought, we will cover a wide range of topics and themes concerning major issues in education and SSA. 

This module is taught as an intensive module over 2  ½ weeks in term 3.
Summary

This module introduces the basic concepts of epidemiological research design, analysis and interpretation, with a focus on child health. The aims of this module are to introduce you to the basic concepts and methods of epidemiology and data analysis and to provide you with the tools to develop your own research interests.

Learning Objectives and Outcomes

After taking this module, you should be able to: 

Understand basic concepts and methods of epidemiology, including measures of disease frequency, association and impact
 Describe the strengths and limitations of different research designs
 Recognise specific issues that may arise in research involving children and understand the principles of research ethics and integrity
 Have insight into qualitative research, data collection and analysis
 Understand approaches to screening and surveillance for child health
 Understand data sources for child health research
 Be confident in interpreting and evaluating epidemiological data on child health
 Critically interpret epidemiological study findings from peer-reviewed publications
Who is this module for?

This module is a core for the Community Child Health pathway.

Teaching and Learning Methods

Teaching is delivered face-to-face over five days, through a mix of lectures and practical sessions

Assessment

Critical analysis and questions on a child health epidemiological paper, with up to 300 words per answer (unseen).

Selected Reading List 



Bonita, R., Beaglehole, R. and Kjellström, T., 2006. Basic epidemiology. World Health Organization.

Carneiro, I., Howard, N. and Bailey, L., 2011. Introduction to epidemiology. McGraw-Hill Education (UK).

Webb, P., Bain, C. and Page, A., 2016. Essential epidemiology: an introduction for students and health professionals. Cambridge University Press.

Bhopal, R.S., 2016. Concepts of epidemiology: integrating the ideas, theories, principles, and methods of epidemiology. Oxford University Press.
The Music Technology in Education module provides a critical introduction to using music technology in six core areas of: sound and its properties; audio processing; MIDI; digital audio; recording; and music sequencing. It also addresses the dynamic relationship between research and practice in the field. As music technology is now integral to the preparation of teachers, participants critically review music technology by focussing on the issues and challenges of creative applications to music technology in education. Participants also engage with key literature and commentary in relation to the specialist use of music technology, teaching and learning with music technology, and electro-acoustic and electronic music; and they engage in reflective self-analysis in relation to their own educational practices and experiences. This module is taught by distance learning.
Aims and outcomes:
To provide students of planning and other urban-related undergraduate courses with an introduction to transport studies, including key transport planning concepts, policies and the relationship between transport and urban planning.
To provide insight into – and a taste of experience in – ‘doing’ transport planning, to help prepare for further study or work in the planning and / or transport sectors.
By the end of the module, students will have experience in understanding and handling key transport concepts such as flow and capacity, both practically through fieldwork and calculations, and through the transport policy and planning literature.
The module comprises five lectures giving a basic grounding in transport issues, and five project sessions that apply the understanding to a particular location.
This module provides students with a holistic approach to all the aspects of sustainability: social, cultural, economic and environmental. Students will reflect on possible sustainable future cities by addressing issues that are currently at the forefront of the debate on urban design and city planning: how to make the city more inclusive, collaborative, consume less resources, interact with nature, address the challenges of climate change and, at the same time, strengthen its design and maintain its heritage. The module combines design and theoretical reflection through a series of lectures, workshops and design proposals.
Urban Design Research Project is a final module which provides students with the opportunity to conduct a major individual research project that explores the nature of urban design as an inter-disciplinary research subject, and as a key dimension of understanding and unlocking complex urban problems. The work takes the form of a 15,000 word dissertation thesis or a 10,000 research report if it is major design research project-based.
This is the culmination of the Master’s degree programme and an opportunity for in-depth, independent academic study. The first part of the module consists in term three of year one of a series of research method workshops on issues such as methodological selection, ethics and risk, academic writing, common quantitative analysis techniques in the social sciences, surveys, interviews, focus groups, archival research, design based research, GIS based analysis techniques, and academic writing. At the end of this period students will produce a full dissertation proposal. The second, and main, part of the module is then a year long period throughout the summer between year one and year two and the whole of year two of independent, student led research and writing. Students will be allocated a dissertation supervisor at UCL to assist and guide them throughout the process.
This field-based module provides an introduction to various methods of sampling and quantifying terrestrial and aquatic animal and plant biodiversity and is complementary to the module BIOL0014 Fundamentals of Ecology. The module will run for two weeks in June (usually the two weeks after the week that includes the Spring Bank Holiday) and be split between two sites. During the first four days, we will be based in London and focus on sampling terrestrial plants and invertebrates on Hampstead Heath. The second part of the module will take place at Blencathra Field Centre in the Lake District where we will focus on species identification and the ecology of terrestrial and aquatic invertebrates, and birds.

Learning Objectives

This course will help you being to develop skills which are important for a field ecologist, including:

Key field skills, including better knowledge of:
	Biodiversity sampling
		Common grassland plant and tree species
		How to classify invertebrates to their Classes, Orders and Families
		How to identify major groups of freshwater invertebrates
		How to characterize the niches filled by insects, and how to examine these in the field
		How to calculate simple biodiversity indices, and use them to make comparisons between the faunas of different habitat types
		Use of simple allometric equations
		How to identify and census populations of common bird species
	
	Use of statistical tests to analyse field data
	Ability to make inferences on the basis of data collected
	Project planning
	Co-ordination of group work
	Written presentation of a scientific study
	Oral presentation and discussion of results
The aims of this module are to provide an understanding of metabolic processes in eukaryotes and prokaryotes. The course will cover areas such as strategies for cellular regulation, fed and fasting state metabolism, exercise metabolism, fat metabolism, electron transport and ATP synthesis, photosynthesis, copper/iron/zinc homoestasis in health and disease, prokaryotic metabolism of inorganic compounds (such as iron, sulphur and arsenic) and how they are controlled.

You will be taught through lectures, whole class workshops and laboratory practicals. The practicals are based on an investigation of growth and gene expression of a chemolithoautotrophic, acidophilic obligate aerobe (Acidithiobacillus ferrooxidans) and you will write up your experimental data in the form of a scientific paper.
Module content

This module explores the ways in which different traditions in critical and social theory inform our thinking about contemporary challenges to global prosperity. It offers an overview of a range of theoretical traditions and examines their value for impact-driven research on social, economic and cultural challenges. Each week’s topic will focus on a unique theoretical framework – with related concepts, methods, and applications – and examine how this framework generates specific understandings and approaches to problems in the world. The module will address topics such as subjectivity, desire, affect and governmentality, and discuss their implication for understanding issues of social and economic inequality, democratic deficit, and climate change, among others.
Machine Learning is a powerful method of using data to make predictions. The applications to the heritage sector are innumerable, ranging from heritage recognition and identification, to managing archives and repositories. This project-based module will offer an introduction to the different forms of machine learning strategies (Linear Regression, Logistic Regression and Neural Networks), alongside the opportunity to apply and further explore these tools through a practical project rooted in heritage practice.
This module provides students with the essential skills required to commission and critique research, and become critical consumers of secondary data and models using that data. It also prepares students to develop a clear research question and research design, select appropriate methods and samples and undertake a critical literature review – all essential skills for undertaking their dissertations.
Studying this module students will investigate the causes and effects of the recurrent and relatively strong fluctuations, (known as ‘booms’ and ‘slumps’), that occur in construction and property markets. This is applicable in both volumes and prices.

It places particular emphasis upon the inter-relationships between property and construction markets, as students are introduced to the possibilities, and problems, of measuring and forecasting volume and price changes.

As part of this module, lectures may cover the following:

What are business cycles, building cycles and property cycles?
	Why does each of these cycles occur? Why do they vary in strength over periods of time and between countries?
	How do economic actions in the construction and property development processes behave to generate cycles and how do they respond to such cycles? Behavioural irrationality?
	What are our resources for measuring construction and property cycles?
	Can we forecast construction and property cycles?
 
This course offers you the opportunity to engage with art thinking and art practice. It proposes a collective and experimental space based on the individual projects of each student. This course strengthens an analytic and experiential perspective regarding art practice as a method of research and its potential to understand our relation with the world from different disciplines and practices

In this course Art deals with the subjective translation of ideas to matter and materials, and in this conceptual and technical play, individual methodologies arise. By learning from their subjective processes, each student will be able to acknowledge their personal way of thinking which will be—at the same time—interdisciplinary (since art is constantly using the world’s problems and borrowing methods from other disciplines). Starting from each student’s subjectivity, this course proposes a collective and experimental space based on the individual projects of each student. 

Students are invited to consider Science and Art as related systems to interpret the world and to speculate about ways of di-measure reality (incommensurability). It will provide the students with a wide range of approaches into art research and art practice and subjective approaches to scientific research and practice to expand the variety of ways of thinking. It aims to encourage critical awareness and individual ways of looking at, and understanding the world through making.

The objective of the course is to support the development of each student's individual enquiries, to enrich their interdisciplinary processes in order to expand their ability to use art as a research method. This will be catalysed through seminars, lectures, workshops and explorations; manifested in an exhibition where they will present their final art works as a reflection of their processes. They will also create a video essay to analyze their practice research.
This module starts off with an overview of mainstream and critical international relations theory which are then  applied to real-world events. We will first think about how war and peace, order and disorder, prosperity and poverty are conceptualised in international relations. Using approaches from realism to post-colonial theory, we will discuss the role of the state in the formation of global politics in order to understand how globalisation has in turn affected the role of states in global politics, particularly against the backdrop of populist nationalism and ever-growing global challenges.

The first weeks introduce main theoretical streams by centering on the question of whether international relations are defined by anarchy or hierarchy. Once equipped with basic conceptual tools, students will focus on what motivates global politics, looking at concepts such as violence, fear, cooperation, power imbalances or oppression, as well as critically evaluating the assumed emancipatory potential of globalization and the liberal international order. The second half of the course then focuses on five big topics in contemporary international politics: security, development, health governance and climate change. 
 
Students learn the technical concepts used by structural engineers using qualitative analysis, based on physical and computing modelling skills. They learn about the comparative structural behaviour of a range of building materials and configurations. Students are taught the basics of sizing structural elements for their future design projects and are asked to make a structural appraisal of case studies and their sample building design project.
Module Description: 

This module presents different ethical frameworks (from moral philosophy and moral psychology to social anthropology, and others) in order to equip students to consider the ethics of creative businesses and enterprises in a contemporary setting. It aims to assist students to better understand a changing society and it shows the advantage of an anthropological perspective on ethics to navigate times of crises. Above all, the module encourages and prepares students to take a reflexive leadership role and develop an ethical attitude towards partners, employees and customers.

 

*Module Content:

Across ten sessions, topics covered by this module will include: A history of corporate social responsibility; ethical consumers; anthropological approaches to ethics; transparency and enterprise; dealing with data; financial ethics; traceability and global supply chains; climate change and enterprise; participatory approaches in the community; and taking a stand through policy advocacy.

 

*Learning Outcomes:

Having successfully completed this module you will be able to:

- identify the key ethic specific concepts used by social anthropologists
- summarise current debates in the anthropology of ethics

- outline contemporary arguments around corporate social responsibility and the ‘license to operate’.

- respond in an informed way to questions of language and cultural difference regarding ethics

- initiate some of the diverse pathways to building trust in business including work in the community and advocacy

- synthesise approaches to ethics to formulate some of the expanding roles of enterprise in the community

 
This module aims to equip students with the knowledge and skills to assess and manage sports and musculoskeletal injuries of the upper limb. You will learn relevant clinical and functional anatomy and biomechanics; common mechanisms of injury; and evidence-based assessment and management strategies, including principles of rehabilitation and return to play criteria.
This module explores the ethical questions raised by mass social media. Our lives, both public and private, are now fundamentally shaped by social media. Social media are hugely powerful forces in our lives. This modules asks: are they forces for good or for ill?

The module draws upon central concepts and theories in moral, social and political theory to explore the ethical status of social media. Topics to be covered might include: algorithmic injustice; the objectification and commodification of (women's) bodies; the proliferation of (racist and misogynistic) hate speech; the proliferation of online public shaming; threats to privacy through data mining and surveillance capitalism; threats to democracy through manipulation and misinformation; and threats to knowledge through echo chambers and fake news. 
C.D. Broad offers a comparative phenomenology of vision, audition, and touch highlighting the important differences between them. We will assess Broad’s comparative phenomenology drawing upon analytic, continental, historical and psychological literature. The aim is to introduce the student to advance themes in philosophy of perception through this assessment of Broad’s comparative phenomenology. The class will be conducted as a seminar with student presentations

For relatively recent analytic discussion of these issues, the student might consult the optional reading Perception and Its Modalities edited by Dustin Stokes, Mohan Matthen, and Stephen Biggs. Oxford University Press, 2014.

Philosophy Area A
his module looks in detail at how a selection of novels engage in very different ways with the topic of violence, particularly in relation to nature. The module explores the problems of interpretation, how narrative technique may confound reader expectations and the ways in which perspective and affect is harnessed to manipulate response. Primary texts will be chosen from a variety of historical periods and cultures in order to consider how the novels respond to changing historical and cultural circumstances.  

 

Novels for discussion vary, but have included Han Kang, The Vegetarian (2007), Octavia E. Butler, Dawn (1987), Ngugi wa Thiong’o, Devil on the Cross (19892) and Johann Wolfgang von Goethe, The Sorrows of Young Werther (1774). 
To develop through practical application:

the ability to collect and synthesize basic primary data relevant to an assigned theme or purpose;
the ability to work effectively as part of a team;
the ability to present work in different and engaging ways;
basic freehand drawing and technical drawing skills;
basic photo manipulation and presentation skills.
Students will be introduced to some of the basic IT, drawing and presentational skills required of a student in town planning.
Students will employ the practical skills taught in class, to various real life situations using London as the urban lab which creates a backdrop to all the project work.
In this module, students respond to the programme’s annual theme and a given suburban or rural location, working in small groups to identify a site within the location, create a brief and develop an initial design proposal. Observational studies can include approaches taken from ethnography, history, social science, environmental science and art practice and initial design proposals can be made at any scale with any appropriate media.
In this module, students continue to work in small groups to develop a clear integrated design proposal for their site that builds their observations in the initial design study. The design will demonstrate an appropriate understanding of structural and environmental design principles. Students attend a one-week design workshop, related to the annual programme theme, led by an academic or practitioner.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0015, 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 is for affiliate students in Term 1 only.

 This module provides an introduction to the development of Russian society and culture from the 1917 Revolution to the present day. The materials chosen to illustrate this development are drawn from the areas of prose fiction, poetry, art and film. The module focuses on the contexts in which these works emerged, their themes, and their formal properties. The texts will be read in good quality and accessible English translations, but with the introduction of some Russian language material as appropriate. Students with A-level Russian will be required to undertake more reading in Russian. Film showings will be scheduled as appropriate. The texts studied include: Evgenii Zamiatin’s My (We, 1920), Sergei Eizenshtein’s Stachka (Strike, 1924), Mikhail Bulgakov’s Sobach′e serdtse (Heart of a Dog, 1925), Aleksandr Solzhenitsyn’s Odin den′ Ivana Denisovicha (A Day in the Life of Ivan Denisovich, 1962), and Viktor Pelevin’s Sinii fonar′ (Blue Lantern, 1993) collection.
This course begins by setting out two approaches to human behaviour: the individualist, economic view, and the sociological, relational view - with some consideration of constructivism. These approaches provide different understandings of how institutions structure social behaviour. The remainder of the course considers different institutions in democracy within these different motivational perspectives. The allocation of powers and institutions in democracies is outlined in terms of the relation between executives and legislatures, as well as in terms of federalism and devolution. Various options for electoral systems and their implications are also considered. The course then turns to various ways of incorporating citizen interests through representative structures, addressing parties and party systems as well as alternative forms of participation. Some of these alternative forms include direct democracy, deliberative democracy, and corporatism, as well as media and information, leadership, and activism. We then examine the role of the rule of law and judiciaries, as well as bureaucratic rules. Finally, the course considers potential challenges to democracy and individual rights, in the form of corruption, hierarchies, and surveillance.
By the end of this course, students will be able to critically evaluate different options for democratic institutions across different country contexts. They will also be able to assess both academic and policy arguments in favour of various institutions in terms of their potential biases toward individualist or sociological assumptions about human behaviour. Finally, students will develop skills of critical reading, thinking, and writing though a combination of readings, lectures and discussions, and writing assignments.
 
Evaluations of clinical interventions are important to inform evidence-based practice and practice-based evidence which, in turn, inform good clinical practice. The module is comprised of two parts. In the first part (sessions 1-4) students will explore how to engage with existing evaluations of clinical interventions. We will introduce students to the theories of evidence-based practice and practice-based evidence and how to find and critically review evaluations of clinical interventions. In the second part (sessions 5-8) students will explore how to generate evaluations of their own clinical interventions. We will examine methodological approaches to conducting and analysing evaluations of clinical interventions, focussing on routine outcome monitoring in Child and Adolescent Mental Health Services (CAMHS).
This module provides an introduction to essential concepts in systems physiology. You will learn about the importance of homeostasis; how cells communicate; ways of monitoring both the internal and the external environment; the resting membrane potential; initiation and propagation of action potential. These concepts will be applied to explain functioning of specific tissues. Two self-instructional practical sessions on Human Muscle and ECGs will allow you to research aspects of mammalian physiology you have encountered in lectures and reading.

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

· Describe the normal functioning of the body from both lectures and reading.

· Understand some of the methods used to investigate physiological processes and the principles used to measure biological functions.

· Assess scientific evidence and analyse physiological data

Introductory Mammalian Physiology is compulsory for first year Human Scientists, Neuroscientists and Natural Scientists taking the Biomedical Sciences or Neuroscience and Psychology streams. Students on other degree programmes (including affiliate students) can take the module as an elective. This module is essential for students who wish to switch to a Physiology degree or take PHOL modules other than PHOL0005 in their second year.

Indicative lecture list (based on 2021/22 syllabus)

Cellular physiology (2 lectures)
	Skeletal muscle
	Cardiac and Smooth Muscle
	Physiology of the Blood
	Functional Layout of the Circulation
	Heart Electrical/ Contractile Properties
	Control of Cardiac Output
	Nerve Structure and Function
	Synaptic Transmission
	Introduction to the CNS and Reflexes
	Sensory and Motor Physiology
	Autonomic Nervous System
	The Respiratory System
	Gas Transport and Exchange
	Introduction to Endocrinology
	Introduction to Gut Physiology
	Gastrointestinal Secretions (2 lectures)
	Digestion and Absorption
This course examines central aspects of Aristotle’s Theoretical Philosophy. This year we focus on Aristotle's Metaphysics Theta, where Aristotle accounts for his notion(s) of power (dunamis). We will roughly read one chapter per week, with the exception of weeks involving especially longer chapters. The course aims at reading closely at the texts but also clarifying the philosophical relevance thereof and connections with contemporary debates in metaphysics.

Philosophy Area C
Cancer represents a collection of over 200 distinct diseases and is second only to heart disease as the cause of premature death in the Western world. Cancer is treated by surgery whenever possible, but there is often follow-up treatment with radiotherapy or chemotherapy, and the latter are sometimes used without surgery, either singly or in combination. Although there are a large number of cancer chemotherapic agents in current use, many of these cause unpleasant side effects and there is a need to develop novel agents with higher selectivity and less toxicity. This module begins with an overview of the various different classes of anticancer agents, focusing on their strengths and weaknesses. It will then discuss the various new approaches to cancer chemotherapy still in development that seek to reduce toxicity by enhancing selectivity. Examples will include the kinase inhibitors, anti-angiogenics, genetargeting approaches and antibody targeted strategies such as ADEPT. The module will provide a background to the emerging role of personalized medicine and patient stratification in cancer therapy. Aspects of tumour diversity and heterogeneity, personalized medicines and preventative therapies will be investigated. The module will be enhanced by guest lectures from practising oncologists, medics and experts in anticancer drug development from the pharmaceutical industry.
The Entrepreneurship Dissertation provides an opportunity for students to assimilate what they have learned during the MSc in Entrepreneurship course and apply it to a business opportunity that is of interest to them. The resulting output is intended to be a comprehensive document to prove that students can carry out primary research, apply learning, contrast theory with practice, analyse problems and propose solid well-considered business recommendations.
The Entrepreneurship Dissertation Module is unique in its focus on a business idea or market opportunity, and as such celebrates the practical application of taught theories and frameworks as well as thoughtfully-designed research and analysis. Students are expected to dive into their chosen topic area, explore it rigorously and demonstrate entrepreneurial spirit along the journey.
This course explores the relationships between postcolonial theory and social & cultural geography. It examines the influence and potential of postcolonial theory for critical geographical thought and its interventions in social, cultural and political life. Structured around three intersecting themes – space, identity, knowledge – that, broadly speaking, mirror developments in postcolonial theory since the late 1970s, the course familiarizes students with critical intellectual trajectories in postcolonial thinking and examines the analytical techniques they offer to contemporary geographical enquiry. By doing so, the course develops students’ critical analytical skills and interpretive abilities in relation to the postcolonial politics of culture and its spatial formations. It has methodological and theoretical relevance for students working on urban, environmental, political, as well as social and cultural issues.

The course aims are as follows:

1) To develop students’ knowledge of postcolonial theory and its relationship with critical cultural geography.
2) To enhance students’ analytical and interpretive abilities in relation to the postcolonial politics of culture and its spatial formations in both historical and contemporary contexts.
3) To develop students ability to use postcolonial theory in future research projects.
This module aims to develop an empirical understanding of how firms operate and how markets operate.

In particular, it addresses the following topics:

- Determinants of market outcomes

- Cost and technology estimation

- Demand estimation

- Market definition

- Market structure and prices

- Mergers
This course will help students better prepare for their dissertation research -- and for life more generally -- by understanding how to conduct reliable social research. We will look at a series of examples related to applied social research to understand how we can be sure of the veracity of certain claims. Do African-Americans suffer more police violence than Caucasian Americans? Are humans more like predictable clocks, or more like amorphous clouds? Are suicide bombers crazy or at least a little bit rational? Does discovering oil make a country less democratic? And how can you design the perfect survey question or master the ideal research design? There are no prerequisites for this course and it is likely to be of most use to students who plan to conduct some form of social research for their dissertation.
This module will be run in partnership with the Zoological Society of London and will draw on contributions from other partners/organisations. The aim of the module is to give students the opportunity to hear from and engage in discussion with conservation professionals working on applied programmes. The focus will be on how science is applied in real-world settings, drawing on the theory and pratice of structured decision-making. The module will draw on contributions from a wide range of lecturers who will give seminars and run workshops and discussions. Example topics include:

• evidence, uncertainty and decision-making • balancing competing interests • working with people • bringin threatened species back from the brink of extinction • biodiversity monitoring • co-existence between wildlife and people • wildlife health

Assessment will be via a term essay. The module will provide an opportunity for students to meet with potential supervisors for their research projects.

 
The module will provide students with an understanding of the principles of building systems fundamental components and subsystems. Topics related to energy generation systems (boilers, chillers, heat pumps, etc.) and energy distribution systems (ducts/pipes and fans/pumps) will be addressed. Students will be introduced to the science and engineering of key building systems components such as heat exchangers, filters, zone terminal units as well as components integrated in the building fabric such as underfloor heating, chilled ceilings and integrated photovoltaics. The performance of building systems fundamental components and subsystems at both full-load and part-load operation will also be discussed.
During the third term and the summer period, MSc students complete their 10,000 word research dissertation, with a submission in early September. You can choose their your topic providing it relates to one of the main themes of the MSc Sustainable Heritage programme, or you can choose from topics suggested by members of staff. The final dissertation topic is subject to approval from the Programme Director. 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. You will select the topic of your dissertation at the start of Term 2. The dissertation is supervised, but is largely self-directed.

 
The Masters dissertation is a scholarly document of a maximum of 15,000 words based on independent research and thought and including some analysis of data that integrates anthropological perspectives in an original way. It must use anthropological materials (i.e. theories; methods; ethnographic data) in some way. This may be achieved at an empirical level (by presenting source or case materials) or at a theoretical level (by exploring and synthesising previously published sources), or in a mixed manner, showing how the two levels are related. In most cases the dissertation will report on original data collected by the student in order to address a particular empirical question within the scope of the degree. Such a dissertation will include a literature review on other similar work demonstrating the practical or theoretical justification for this particular dissertation, a description of the methodology, and appropriate analysis of the results.

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

The intended outcome, therefore, is a dissertation that exemplifies the techniques, methods and theories of anthropology (and, if relevant, their limitations), enabling the student to apply and develop the methods learnt to other contexts as appropriate. In doing so, dissertations are expected to be an original contribution to knowledge.
Students meet with their assigned supervisor to discuss their research topic and plan research. Research may be library or archive-based, involve analysis of online resources, or involve the student’s own data collection. Additional meetings will involve discussion of the research process and write-ups.
Science, research and innovation have transformed businesses, healthcare, environmental management, international development and a range of public services in countries around the world.  This module will explore the policy framework within which governments support research and innovation and the ways in which governments use such expertise to pursue policy objectives.  The module is taught and guided by faculty members with high-level experience in policy professions and by senior academics. As the opportunities ushered in by science, research and innovation continue to expand riding on new frontiers in the life sciences, the global shift to clean growth, population mobility and aging society, the rise in artificial intelligence and data revolution, among others – this entails dynamic changes and complexity in the practice of scientific research, and equally in the governance of research and innovation at different levels.

This Module aims to fill a gap in the capacities that are required to manage the dynamic and complex challenges and opportunities surrounding scientific research and innovation programmes in different parts of the world. Delivered through interactive, focused lectures complemented by hands-on sessions using a mix of theories and concepts to analyse and understand historical and future cases, this Module aims to produce scholars who will work as world-class professionals in the domain of science, research and innovation as policy makers, funders, brokers, evaluators or implementers of strategies or programmes.
This module is an introduction to longitudinal data and analysis methods for people who have some quantitative background or for those who want to brush up on these skills having not studied them for a while. It will familiarise students with different longitudinal designs, longitudinal data available for secondary analysis and methodological issues of longitudinal research, including handling missingness and attrition. The module introduces students to different longitudinal analytic techniques such as fixed effects and random effects models, structural equation modelling and latent growth modelling and event history analysis. 
Each lecture will be mirrored by a practical workshop where students will put the analytical techniques introduced that week to use. Using the Centre for Longitudinal Studies (CLS) British birth cohort studies data, students will learn how to handle and analyse large datasets using a statistical computer package (Stata) and develop good practice in presenting and interpreting their results.
This module introduces students to the key debates on social inequality and mobility in contemporary societies, covering a wide range of topics, including social class and its impact on life chances and life choices; income inequality, mobility and top income; education, meritocracy and the heritability of intelligence (the Flynn effect); poverty and the underclass; discrimination and segregation; inequality across the world, and the very long run dynamics of social inequality, inequality and mobility in different forms of society.
This module is open to MA students only.

This module introduces students to Public Choice theory, a field analysing political processes using the tools of economics. In particular, the political arena is presented as a market where the interactions of different political actors pursuing their private interest shape policies.



The module is divided in 2 sections. During the first 5 weeks, different political actors, their roles, objectives and scope of actions will be presented and analysed. The following 5 weeks will be dedicated to the study of narrower topics in Political Economy, namely: taxation, redistribution, sectoral policies and political systems. We will conclude by discussing market and state failures.



Compulsory textbook

Hindmoor, A. and Taylor, B. (2015), Rational Choice, second edition, Political Analysis / Palgrave Macmillan
This module will introduce students to the CYP IAPT model, policy drivers, core concepts and the relevant national curriculum. Students will learn how supervision can enhance a trainee therapist’s knowledge of the broader CAMHS context, its range and scope, local organisational structures and the multi-agency context including work in schools. They will be introduced to relevant theory, models and interventions to support trainee therapists under their supervision within the workplace. Alongside this, students will learn the importance of supervision as a space for support, teaching, clinical discussion, problem-solving and reflection with trainees, in addition to considering how to give constructive advice, direction and critical analysis to aid trainee therapists.
This optional module addresses these key questions about the evolution of social behaviour and social cognition in humans and non-human species. Specific areas that will be discussed include the social and technical intelligence hypotheses, the evolution and development of theory of mind; and the evolution of costly social behaviours, such as cooperation and punishment. We will end by considering how an evolutionary perspective on human social behaviour leaves us better equipped to address major societal problems, such as anthropogenic climate change, supporting charities, over fishing and others. The course will emphasize the importance of a comparative, evolutionary approach to the study of behaviour and cognition. It will fit with the broader theme of the CoDES course by providing an evolutionary perspective on cognitive and decision science.
This module represents the average mark that has been achieved on a BSc/MSci Psychology Year Abroad. It replaces the average mark for Year 2 of the BSc/MSci Psychology. The way in which a student’s time abroad is assessed academically will vary according to which institution they are in. It is the student’s responsibility to ensure that they understand how their year abroad will be assessed and what is expected academically. They are expected to familiarise themselves with details of all work to be undertaken during their period abroad and to comply with all relevant deadlines and requirements relating to submission and assessment. Information or advice about the academic requirements of the year abroad can be obtained from the relevant Study Abroad Tutor (currently Prof Daniel Richardson).
The first half of the module aims to introduce the discipline of clinical psychology by outlining its approach to understanding, treating and preventing psychological distress and disorder. This part of the module gives an overview of the major theories of the aetiology of psychological and psychiatric disorders, their clinical assessment, and their treatment.

The second part of this module addresses the psychological, social and behavioural processes involved in health, illness and healthcare. Some lectures focus on the prevention of ill-health while others address applications of psychology to the understanding and treatment of ill-health.
The module builds on PSYC0005, the First Year laboratory module. The main aim of the module is to enable students to design and carry out a piece of experimental work, to analyse it, and to write a report. Students carry out three research lab projects, usually in each of the following areas: Language Comprehension, Perception and Decision processes. Additionally students do a fourth lab project (with a choice of topics offered).
This research project module involves an independent piece of research in mental health, suitable for publication in a peer-reviewed journal, carried out under supervision. The project may be derived from any areas from psychiatry or the psychology of mental health and be based on any method, including biological, epidemiological, applied clinical and qualitative investigations. Existing data sets may form the basis of the paper, provided the student uses the data to investigate an original research question, involving substantial analyses. A systematic literature review (and where appropriate a meta-analysis) may also be conducted. The aim of the module is to enable the students to develop skills in defining research questions, identifying suitable research methods and analysing and interpreting research data. Students will also evaluate on a conference-style presentation of their research and a blog post communicating their work to the general public. Students will be allocated two supervisors and progress will be overseen by the Programme Director and individual tutor.
Students will learn the key principles of formulating small molecule active ingredients. Mainstream techniques such as tableting and capsule manufacture will be introduced, with further discussion of advanced modified release systems and how to assess drug release from a formulation. The focus will be on oral delivery, but with homage paid to other administration routes, particularly pulmonary, dermal, and ocular delivery.

 List of lectures:

  Introduction to formulation of small molecules
 
  Oral drug delivery
 
  Dry powder inhalers
 
  Rectal / vaginal drug delivery
 
  Topical / transdermal drug delivery
 
  Inhalation
 
  Oromucosal drug delivery
 
  Ocular drug delivery
 
  Nail drug delivery
Outline and Aims:

The aim of the course is to provide students with:

Knowledge and understanding of the mechanical, electrical and optical properties of a variety of materials, including metals, ceramics, polymers, composites, and energy materials.
	Knowledge and understanding of the relationship between material properties and the microstructure, and how material properties can be obtained from atomistic simulation.
Teaching and Learning Methodology:

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

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

Indicative Topics:

Background [5]: Introduction to material science and nanomaterials: structure and bonding, defects, diffusion

Microstructure and mechanical properties of metal alloys [10]: Mechanical properties: elastic and plastic deformation, strengthening mechanisms Failure, fracture, fatigue and creep; Mechanical properties of nanostructured materials; Phase diagrams: binary isomorphous and eutectic systems, iron-carbon phase diagram: Microstructure in steels; Phase transformations; Alloys: light alloys, superalloys, nanostructured alloys

Non-metallic materials [5]: Ceramics: structure, properties, processing, glasses, carbon-based materials; Polymers, structure, properties, processing, thermoplasts, thermosets and elastomers, viscoelasticity; Composites

Materials for solar energy conversion and storage [5]: Materials for solar cells, photoelectrochemical cells, water splitting and CO2 reduction (i.e. artificial photosynthesis), batteries, supercapacitors

Atomistic modelling of materials [5]: Force fields, molecular dynamics and Monte Carlo, materials properties from simulation, simulation of carbon-based materials, charge transport in solar cells.
This module will introduce the concepts, methods and terminology essential to the scientific study of spoken language. It will cover the phonetic description of speech production, the quantitative analysis of speech sounds, and sources of variation and variety in speech. 

Topics include:

Introduction to the structure & function of the larynx and vocal tract
 Introduction to concepts and terminology of articulatory phonetics
 Introduction to the phonology of English words and sentences
 Audio recording of speech
 Acoustic analysis of speech signals
 Variation and variety of speech sounds
Aims

To provide knowledge of the structure and function of the vocal tract for speech  
 To develop skills in the phonetic description of spoken language  
 To introduce instrumental methods for analysis of speech sounds 
 To demonstrate how experimental methods can be applied to a range of phenomena in speech communication 
Knowledge and understanding

Terminology used in the phonetic description of speech production
 Familiarity with the phonology of English
 Concepts and methods used in the quantitative analysis of speech sounds
 Knowledge of how speech varies across speakers, accents, styles & emotions
Skills

Ability to make a phonetic transcription of English words
 Ability to make an intonational transcription of English sentences
 Ability to make good quality audio recordings of speech
 Ability to make measurements of speech using waveforms, pitch tracks, spectra and spectrograms
This 30 credit module aims to equip you with the knowledge and skills to provide non-surgical management of patients with established open angle glaucoma (OAG) and other cases of glaucoma e.g. treated angle closure, pseudo exfoliative glaucoma. The module also builds further on critical appraisal of evidence and application to clinical decision making.

The learning outcomes of this module include:

an ability to take a comprehensive ophthalmic history in a patient with established glaucoma
 an understanding of the use of perimetric techniques for the assessment of a patient with diagnosed glaucoma
 an ability to detect disease progression by observation of the optic nerve head/nerve fibre layer and/or results of imaging/functional test
 an ability to monitor the response to treatment and modify the management plan if necessary, in primary open angle glaucoma, normal tension glaucoma, secondary glaucomas, primary angle closure glaucoma and previous juvenile glaucoma
 an understanding of the pharmacology, cautions, contraindications, interactions and side effects of anti-glaucoma medication
 an understanding of the indications for, techniques, expected outcomes and complications of laser therapies and surgical interventions used in the management of glaucoma and its related conditions
This 30 credit module aims to equip you with the knowledge and skills to provide non-surgical management of patients with established open angle glaucoma (OAG) and other cases of glaucoma e.g. treated angle closure, pseudo exfoliative glaucoma. The module also builds further on critical appraisal of evidence and application to clinical decision making.

The learning outcomes of this module include:

an ability to take a comprehensive ophthalmic history in a patient with established glaucoma
	an understanding of the use of perimetric techniques for the assessment of a patient with diagnosed glaucoma
	an ability to detect disease progression by observation of the optic nerve head/nerve fibre layer and/or results of imaging/functional test
	an ability to monitor the response to treatment and modify the management plan if necessary, in primary open angle glaucoma, normal tension glaucoma, secondary glaucomas, primary angle closure glaucoma and previous juvenile glaucoma
	an understanding of the pharmacology, cautions, contraindications, interactions and side effects of anti-glaucoma medication
	an understanding of the indications for, techniques, expected outcomes and complications of laser therapies and surgical interventions used in the management of glaucoma and its related conditions
Aims

Modern scientific research often requires a computational approach, in conjunction with theoretical and experimental work. Graduates in mathematical sciences are therefore expected to be conversant with the main “tools of the trade”, such as numerical methods and systems modelling, and should be able to identify opportunities to exploit these tools across a diverse range of practical scientific contexts.

In this module you will be introduced to computer-based numerical and algorithmic methods, with applications to problems. The module will cover contemporary techniques within different scientific contexts: finite difference and spectral methods, neural circuits and density functional theory. The module is delivered via a combination of workshops, exercises and project work.

Intended Learning Outcomes

Students should be able to:

Appreciate many of the benefits and limitations of computer packages for analysis, problem solving, and visualisation.
	Describe some of the contemporary trends in computer-based research within areas of mathematics, physics or biosciences, and recognise overlapping issues and common themes.
	Deploy accurately established computing techniques to analyse and solve problems across a range of contexts in physical or life sciences.
	Express arguments clearly and communicate complex information to non-specialist audiences.
	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
The module will introduce students to the principles and practices of financial and management accounting. It will enable students to identify how accounting techniques can be used to support the management processes of planning, controlling and decision-making.

The module will help the student to understand, analyse and appraise the systems used by organisations to measure and manage their performance and to implement their strategies in a changing environment. The module will encourage students to consider why organisations measure, what the characteristics of good measures and good measurement systems are.

The module is aimed at developing knowledge and skills in the application of accounting techniques to information for planning, decision-making, performance evaluation and control. The module also aims to provide students with a good grounding and appreciation of accounting essentials that any analyst, manager or business owner should possess and in doing so, develop the students ability to assemble, from data available, relevant information and prepare appropriate reports.

 
This seminar is designed for PhD students and emphasizes theory and research related to organizations, with specific emphases on innovation, creativity and social networks. The seminar draws from both organizational behavior and organization theory, but focuses on topics that cross micro/macro boundaries and represent novel contributions from organizational perspectives.

There is no required text for the class, but if this is your first organization course, you will benefit from reading a basic organizational behavior or organization theory survey text. The class readings consist of 3 or 4 articles or book excerpts each week as a basis for active discussion. The focus is on promoting the research interests and capabilities of participants.
In this module you will learn:

How the immune system contributes to tissue damage, clinical symptoms and pathological disease.
	The link between innate immune cell activation and tissue damage.
	How cytokines mediate inflammatory immune reactions.
	The different hypersensitivity reactions and how these are related to human pathologies.
	The key immune molecules that could be therapeutically targeted in order to prevent disease.
	The importance of vaccines in protecting against infectious disease.
	The role of the immune system in cardiovascular disease, atherosclerosis, acute and chronic lung disease, autoimmune disease, allergic disease, transplant rejection and graft-versus-host disease.
	How the ageing immune system compares to a healthy immune system.
	The link between the microbiota and immune system development and how microbial dysbiosis is associated with human disease.
This course is a continuation of the MATH0045 course. The emphasis is on developing technique rather than full rigour. Topics covered include optimisation with a constraint, complex numbers, differential equations, multiple integrals, eigenvalues and eigenvectors and quadratic forms.
The Mathematica system is a high-level computing environment including computer algebra, graphics and programming. At the basic level, it can be used as a scientific calculator; at more advanced levels, it incorporates all the features of classical programming languages such as PASCAL, LISP, MIRANDA, C, etc. It is particularly suitable for mathematics, as it incorporates symbolic manipulation and automates many mathematical operations.
The course aims to introduce students to discrete mathematics, a fundamental part of mathematics with many applications in computer science and related areas. The course provides an introduction to graph theory and combinatorics, the two cornerstones of discrete mathematics. The course will be offered to third or fourth year students taking Mathematics degrees, and might also be suitable for students from other departments. There will be an emphasis on extremal results and a variety of methods.
Module Description: 

This module introduces students to Italian Fascism, looking at how its ideology, policies, and propaganda strategies affected Italy’s culture and society in various areas, such as school education, gender construction, the publication industry, cinema, and the artistic production. By looking at a variety of primary sources from the period 1922-1943, such as school textbooks, newsreels, short stories, and movies, students are encouraged to reflect upon issues of censorship and freedom of speech, nationalism and internationalism, propaganda, education, and the relationship between culture and politics. A variety of secondary sources help students develop an awareness of the different methods used in historical research. 

 

Aims and Learning Outcomes: 


	gain a critical understanding of Mussolini’s regime and its effects on the Italian culture and society of 
	
	
	the time 
	
	
	become familiar with primary and secondary sources on the subject 
	

	learn to apply key tools for historical as well as literary and visual analysis 
	
	
	develop skills in identifying and using good-quality studies to support a critical analysis of prescribed topics or problems, and in structuring a sustained and original argument 
	
Suggested Reading: 

In preparation for the module, we advise reading the following text. This can be found in the UCL Library; in case you cannot access the library and get this title, please contact the module tutor: 


	Martin Blinkhorn, Mussolini and Fascist Italy, 3rd edition, New York–London, Routledge, 2006 
	
 
This is the last of four modules that make up the PG Dip in Social Science Research Methods. It introduces students to each of the stages required to complete a successful research proposal for a research degree or for another purpose. It provides students with the opportunity to demonstrate the skills they have developed over the programme and to work with the tutor to develop a research proposal and funding application for doctoral study. By the end of the course students will be able to create a credible research proposal for a funding body, and to assess whether they are suitable to undertake further postgraduate research. It is delivered by mostly face to face sessions.

This module is non-condonable.
‘Ethnicity, Migration and Health’ is a module aimed at students who wish to learn about public health and its links to ethnicity and migration. More specifically, you will learn to theorise and understand ethnicity and migration, describe issues related to research exploring ethnicity and migration in the UK and elsewhere, describe patterns of ethnicity and migration in the UK and consider explanations for ethnic/migrant differences in health.

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

Identify different approaches to understanding/theorising ethnicity and migration
	Understand the social nature of ethnicity, its dynamic nature, and its location in (unequal) social relations
	Summarise key evidence on ethnic and migrant inequalities in health
	Reflect on data limitations of much research on ethnicity, migration and health
	Theorise the main causal pathways that relate to ethnic inequalities in health and health services
	Understand the different migrant sub-groups and how they affect migrants’ health
This is an optional module for students on the MSc Social Epidemiology, MSc Population Health and MSc Global Health and Development. It is also attended by other postgraduate students from both the Faculty of Population Health Sciences and other UCL Faculties. Spaces are limited to 30.

Teaching will take place in the form of lectures followed by discussions or small group work. 
This is an introductory module to evidence based dental practice. The module is designed to provide students with a thorough understanding of the principles of evidence based practice and their implementation. This includes current concepts of dental diseases and methods of prevention. A key element of the module is equipping students with the skills to critically appraise the scientific literature.

After taking this module, students will have developed: 


	An appreciation of principles and implementation of evidence based practice
	
	
	Up to date knowledge of the aetiology of dental diseases and the evidence base for preventive strategies
	
	
	The skills required to critically appraise scientific papers.
	
This module is open to students registered on the MSc Dental Public Health.

Students attend a series of lectures in Term 3 of the academic year. Critical appraisal skills will be practiced during interactive seminars throughout the year involving the discussion and appraisal of published journal articles. All teaching materials will be placed on Moodle.

Selected Reading List 


	Greenhalgh T. How to read a paper: The basics of evidence based medicine. 5th edition. Oxford, Wiley-Blackwell, 2014.
	
	
	Ioannidis JP. Why most published research findings are false. PLoS Med 2005; 2: e124.
	
	
	McDonagh, M. S., Whiting, P. F., Wilson, P. M., Sutton, A. J., Chestnutt, I., Cooper, J., Misso, K., Bradley, M., Treasure, E. and Kleijnen, J. (2000): Systematic review of water fluoridation. BMJ, 321(7265), 855-859.
	
	
	Moynihan, P. J. and Kelly, S. A. M. (2014): Effect on Caries of Restricting Sugars Intake: Systematic Review to Inform WHO Guidelines. Journal of Dental Research, 93(1), 8-18.
	
	
	Sheiham, A. and James, W. P. T. (2015): Diet and Dental Caries: The Pivotal Role of Free Sugars Reemphasized. Journal of Dental Research.
This course provides an introduction to petrology and will aim:

• to introduce the principal building blocks of the Earth Sciences: rocks, minerals and their composition, formation and origins;

• to summarise the formation of the elements at the Big Bang and distribution of the elements throughout both the solar system and the periodic table;

• to show how elements combine to produce crystal forms, introducing the principles of crystallography and mineralogy;

• to demonstrate how minerals combine to form rocks;

• to outline the petrogenesis and variety of igneous, sedimentary and metamorphic rocks.

The course will provide the student with a fundamental knowledge of rocks and minerals plus a knowledge of the available tools for their identification and the scientific language used in their description.
This module is designed to give you a thorough grasp of the main theories, accounting tools, methods and techniques of financial management.  This approach includes the development of a critical understanding of the advantages, limitations and typical applications of each major method or technique in terms of financial and accounting practice.  You will be encouraged to develop critical analysis and evaluation skills for financial management problems and issues.

Moreover you will gain an appreciation of the role of financial information within an organisation.  This will include an identification of approaches to financial and accounting data generation, data manipulation, data assessment, analysis and dissemination.

There will also be a week devoted to the regulatory frameworks that accounting and financial decision making takes place in terms of healthcare policy and practice.  Understanding the constraints as well as opportunities in different health systems will be a key aspect of this section of the module.

This module involves online preparation and reading prior to a four week block:
Week 1 – Accounting and Financial Reporting
Week 2 – Corporate Finance
Week 3 – Healthcare policy and practice
Week 4 – Wrap up 

Wrap up week is dedicated to engaging with health professionals who work in the various themed areas that you have been discussing and evaluating over the previous three weeks.  They will take you through real world case studies that solidify the application of these themes to health and healthcare.
This module is about the analysis of data within economics, and the interpretation of empirical results.

More specifically the module aims:

- To provide a practical introduction to commonly used econometric techniques

- To understand the difference between an association and a causal effect

- To critically understand the analytical methods, such as matching, instrumental variables, and regression discontinuity designs

- To impart the ability to understand and interpret results statistically and economically

- To apply core economic theory to applied and policy-relevant topics

- To relate differences in economic policy recommendations to differences in the theoretical and empirical features of the economic analysis, which underlies such recommendations.
Aims: This module studies the cycle of public policy in developing countries, paying attention to: evaluation of public policies, taxation in developing countries, and a detailed analysis of BSc Statistics, Economics and a Languageected economic policies.

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

Prerequisites: ECON0004: Applied Economics, ECON0013: Microeconomics and ECON0016: Macroeconomic Theory and Policy (or equivalents). It is also recommended that students have taken ECON0019: Quantitative Economics and Econometrics or POLS0012: Causal Analysis in Data Science.

Assumed knowledge: Students coming into the course should be familiar with Consumer and Firm Theory, including obtaining demand/supply functions for two or more goods through constrained maximisation methods (Lagrangian method) and associated second order conditions. Students are also expected to know how to carry out comparative statics in these models. Students should also be familiar with possible market failures and why the market does not provide an efficient solution in their presence.
Students need a good understanding of multivariate linear regression, panel data methods (both random and fixed effects), and instrumental variable regressions. A basic knowledge of statistical software STATA is also recommended but students can use videos and online material if they are not already familiar with the software.
Aims - to provide students with a framework for modelling and understanding the behaviour of firms in a dynamic setting. Emphasis will be placed on intertemporal factors that influence firms' strategic behaviour in imperfectly competitive markets. On completing the module, students should be able to analyze and construct models of firm behaviour incorporating dynamic considerations, be able to explain how such models may apply to various industries, and be able to assess which models are most appropriate to illustate dynamic considerations in particular settings.

Suitable for: Final year Economics (L100, L101 and L102) students; also final year Econ/Geog (LL17), Phil/Econ (VL51), PPE (4V86) and Math/Econ (G1L1 and G1LC) students. Prerequisites - ECON0013: Microeconomics (or equivalent).
Aims: To provide students with a thorough understanding of the functioning of financial markets. The module is intended for motivated students who are interested in developing an analytical understanding of financial economics. It will cover crucial topics such as the role of markets and institutions as providers of liquidity, the reasons for price volatility in financial markets, financial fragility, different types of market microstructure and informational efficiency of financial markets.

Suitable for: Suitable for Final year BSc Economics (L100, L101, L102), BSc Economics and Statistics (LG13), BSc Economics and Geography (LL17), BA Philosophy and Economics (VL51), BSc PPE Politics, Philosophy and Economics (4V86) and BA European Social and Political Studies specialist students.

Prerequisites: ECON0013: Microeconomics (or equivalent) must have been taken previously. Students should also possess a working knowledge of calculus and probability.

Assumed knowledge: Students should be fluent in microeconomics and in mathematics for economics (e.g., optimisation under constraints). A good understanding of probability theory is also necessary. Students have great advantage if they are familiar with decision under risk (e.g., expected utility, risk aversion).
This module is concerned with two major issues. The first one concerns how poor men, women and children can become actively engaged in policy and planning processes, both at the programme and project level and beyond, which ensure more equitable and transformative development outcomes. These processes must be able to engage with the everyday realities of people in all their diversity and, at the same time, be sensitive to the range of different socio-cultural, economic and political contexts which affect people’s rights and freedoms. This requires a planning approach which has a micro level focus (i.e. at the household and community levels) and which is able to build the capacity of people to engage as agents of social change with a range of other institutional actors at the meso- and macro levels. It also means exploring the various organisational and institutional processes which can create both opportunities and constraints to the type of development outcomes that people value. For example, how does power, politics, stakeholder interests and capacities shape what can be done, and how? A practitioner who is involved in social change is undertaking a political[1] endeavour.

The second major issue concerns the roles of the social development practitioner as both a social planner and as a catalyst of social change. Where does the practitioner ‘fit’ within these complex processes and environments of planned change? Whose agenda takes precedence? How can he/she juggle the multiple roles of a social researcher or ‘investigator’, planner and advocate for more equitable and negotiated development processes and outcomes?

[1]‘The heart of development is institutions and politics, not money and technology, though the latter are undeniably important (Korten,1990: 144) and `the most fundamental issues of development are, at their core, issues of power' (ibid: 214).
Through online synchronous seminars, and asynchronous presentations 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 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. Since curriculum design is concerned with decisions about the knowledge to be taught, we spend time exploring different conceptions of knowledge. The course aims to deepen participants' understanding of the different approaches to Curriculum, linking these to relevant policy and always relating back to students' own professional practice where possible. It also explores the underlying theoretical concepts in the field. Its basis is to reject the idea that the curriculum is something to be delivered, but instead to promote the development of teachers as curriculum thinkers. Themes include: Background to study of curriculum, The role of knowledge, The hidden and extended curricula, Socio-historical perspectives on the curriculum, The relationship between childhood, schooling and curriculum, The role of ethnicity, class and gender in curriculum, Progressive schooling and curriculum reform, Artificial intelligence and education. 
This module aims to deepen participants' understanding of the different purposes of assessment and the underlying theoretical concepts in the field. It addresses both summative ('assessment of learning') and formative ('assessment for learning') uses. Some of the key features of summative assessment that will be explored include: validity, standards setting, marking, comparability and grading. Formative issues include validity, learning intentions, feedback and peer/self assessment. Please note that the autumn term is face to face, spring term online.
Aim:

You will critically examine factors that inform and underpin planning for teaching and learning in the social sciences.

Outcomes:

You will:

- plan and teach a sequence of lessons at KS4 or KS5 in the social sciences;

- critically reflect on and evaluate your own practice as a social science teacher;

- understand the process of practitioner enquiry as a means to continually develop and examine your own classroom practice.
Teaching Delivery: This module is taught in 10 weekly lectures. 

Content: The Hellenistic age spans from the death of Alexander in 323 BCE to 31 BCE. This module offers an introduction to the philosophy of the three major Hellenistic schools: the Epicureans, Stoics and Sceptics. It will touch on issues of ethics, physics and epistemology and will involve engaging with writings of philosophers such as Epicurus, Chrysippus, Cicero, Lucretius and Seneca. Particular attention will be given to the way in which these thinkers developed and debated innovative conceptions of freedom, responsibility, happiness, the emotions and the possibility of knowledge.

Skills: Students will learn to engage with material from different authors, sometimes in the form of fragments. They will develop the ability to interpret and assess philosophical views that were developed during the Hellenistic era.

Preliminary reading: Sellars, John (2018). Hellenistic Philosophy. Oxford University Press.
This module will provide you with an introduction to behavioural and psychosocial aspects of cancer care and prevention. Topics covered will include: public awareness and understanding of cancer, cancer prevention through lifestyle change and cancer screening, and psychological issues related to cancer diagnosis, treatment and survival. You will be introduced to psychological theories related to health behaviour change, information processing and illness representations. Applied behavioural examples will illustrate the issues.
In this module you will learn how to carry out and appraise research and evaluation studies in healthcare. You will also review the different types of descriptive, comparative and qualitative studies, as well as secondary research methods including systematic reviews. You will learn the different sampling methods used for studies and qualitative methods of data collection. The module also covers thematic analysis of qualitative data. Data quality, management and analysis will also be discussed.

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

Critically assess the use of evidence and the methodology of research used in the scientific literature and policy documents.
	Demonstrate an understanding of the principles underpinning the use of various research approaches and methodologies and be able to critically evaluate these.
	Design simple research studies.
	Demonstrate knowledge and understanding to support the choice of appropriate research designs and methods to answer a range of questions
The module is delivered through web-based distance learning in the UCL Virtual Learning Environment plus a 3-day face-to-face teaching session.

Bowling A. (2014). Research Methods in Health. Open University Press, 4th edition.

Boynton PM. (2016). The Research Companion. Psychology Press. 2nd ed.

Green J, Thorogood, N (2018). Qualitative Methods for Health Research (Introducing Qualitative Methods series). Sage.
This module gives a brief overview of processes for municipal water and wastewater treatment. It includes coagulation-flocculation, sedimentation, rapid sand filtration, adsorption, ion exchange, membranes, dissolved air flotation, disinfection; and biological wastewater treatment such as activated sludge, trickling filters, and anaerobic digestion. Most of the lectures consist of theoretical background and application exercises. The module assessment consists of a group design project (80%) and an individual laboratory report (20%). Laboratory class is usually done by a group of 10 students, and group project in groups of max 6 students. A site visit to a treatment plant is usually arranged for Reading week, however, attendance is not compulsory.

Learning Outcomes

To explain the aims of water and wastewater treatment
 To explain the importance of drinking water and discharge standards
 To identify and explain the main physical, chemical and biological processes for water and wastewater treatment
 To understand the main design criteria and operational parameters for water and wastewater treatment processes
 To determine the dimensions of basic treatment units
 To be able to combine the different processes appropriately
 To be able to develop treatment plant layouts
Module made up of three week-long group projects. Students work in groups to propose and design realistic engineering solutions to complex inter-disciplinary engineering problems. Each scenario focusses on a civil engineering problem to improve problem-solving abilities and allow relevant information from different disciplines to be connected meaningfully and creatively. A scenario will typically contain a few hours of introductory lecture time, some tutorials to introduce tools or skills not previously covered in the curriculum (e.g. use a specific software package); some intermediate feedback sessions, supervised/unsupervised studio time and will conclude with some form of project presentation and submission. The Construction Skill and Management is aimed at preparing the students to site working with specific considerations related to health and safety, design, construction sequence and financial planning

 

Learning Outcomes

You will develop your problem-solving skills
 Apply knowledge to real engineering problems
 Experience working in teams and improve your team-working skills
 Opportunity to take on leadership roles
 Improve your technical oral presentation and writing skills
 Learn to communicate engineering ideas and concepts
The course builds on the first year modules and provides core competence in structural analysis and design for students aiming to gain a BEng/MEng degree in civil engineering. It is made of two parts: Part 1 Structural Analysis introduces some techniques to calculate deflections in standard structures and then moves on to using those to analyse simple statically indeterminate structures using the force method. Part 2 Structural Design introduces some high-level concepts in design and then provides methods to design structural reinforced concrete elements.

Learning Outcomes

Ability to calculate the deflection of moment-resisting frames and pin-jointed trusses using standard techniques (revision)
	Ability to identify the degree of indeterminacy of plane moment-resisting frames and pin-jointed trusses
	Understand how thermal effects and geometrical imperfections can cause a build-up of internal forces in statically indeterminate structures
	Ability to calculate the internal forces and deflection in indeterminate plane frames and trusses using the force method
	Ability to draw qualitatively a consistent deflected shape, bending moment and shear force diagrams for simple plane moment-resisting frames
	Understand the principles of limit state philosophy and how it is applies to reinforced concrete design
	Understand the stress-strain behaviour of concrete and steel reinforcement and how this is used to analyse the axial load and moment capacity of reinforced concrete sections
	Ability to size simple beams, slabs and non-slender columns and to carry out detailed design of these elements in accordance with the recommendations in Eurocode 2
	Knowledge of certain aspects of reinforcement detailing
	Understanding of the fire resistance and durability requirements in Eurocode 2
From the theoretical and practical roots of citizen science, to its modern application across society
and scientific fields, you will learn how this participatory approach to the generation of scientific
knowledge can be applied to develop and answer the most important questions we face. Across the
world, citizen science is used to inform policy, influence practice, and engage the public, yet it is not
a one-size-fits-all solution, requiring careful planning, assessment, and delivery to ensure maximum
benefits for society. Learning the theoretical underpinning of citizen science, you will develop your
understanding of the challenges, opportunities, and applications of citizen science to the global
community. Key subject areas will include:
History and origins of citizen science
Theoretical and practical applications
Typologies of citizen science
Power, public, and participation
Inclusivity and outreach
Limitations of engagement
This module showcases applications in specific areas of human genetics, taught by multiple experts currently working in a variety of fields. We will discuss statistical techniques used to model these biological questions and highlight the major, up-to-date insights such methods have provided.

Module Objectives

By the end of the course, participants should be able to:

1. Understand the key research concepts underlying the fields of quantitative genetics, model organisms, genomic imprinting, eQTL mapping, pathogen genomics, next-generation sequencing, genetic history, genetic eye disease and natural selection.

2. Understand the techniques researchers have used to answer major biological questions in these fields.

3. Understand, and critically evaluate the evidence for, some of the major discoveries in human genetics unearthed in these fields.

4. Understand how and when you might apply these techniques to address biological questions of interest.

Indicative lecture topics – based on module content in 2020/21

Quantitative Genetics
	Natural selection in the human genome
	Genetic medicine for genetic eye disease
	eQTL mapping
	Human genetic history
	Model organisms
	Genomic imprinting / Silver-Russell Syndrome
	Mapping the human genome: NGS methods and applications
	Using genomics to track the emergence and spread of pathogens
This module examines the relationship between digital innovation and space, including workplaces, public space and the emerging notion of digital public space. Exploring digital solutions that are and will be available to practitioners in the future, the module is closely linked to Collaborative Practice, with many common threads of thought and knowledge flowing through these two modules.
The first four lectures cover standard econometric concepts related to Classical Linear models and assumptions, hypothesis testing and model selection.

The remaining lectures take a more specialised approach dealing with the challenges of branches of econometrics, including time series, panel data and instrumental variables.
This module provides an interdisciplinary view of transport systems and their energy demands. The module will combine teaching on vehicle-level energy demand with fleet-level analytics, to develop characterisations of historical and current energy demand. The module will also deliver teaching on the use of scenario modelling to estimate how changes to energy and transport systems might lead to new configurations, adoption of new technology and new energy vectors – particularly electrification and movement away from the use of fossil fuels.

The module will study transport energy demand centered questions through the lens of the economic, societal and political systems, and under environmental constraints. The module will provide signposts to subsequent data and analytics methods, and the addressing of real world examples of key transport policy questions.

The module will consider energy use across all modes of transport, at both national and international scales, and with illustrative examples and case studies drawn from across land, sea and air transport systems.
This module provides students with hands-on, basic cell culture training focusing on the growth of adult and pluripotent stem cell culture. The module will provide students with insights into the intricacies of cell culture and the necessary laboratory infrastructure requirements. Students will develop the practical knowledge to propagate, maintain and characterize feeder and feeder-free stem cell lines. This includes the relevant analytical techniques and associated data analysis.

The module will also provide students with the skills and knowledge to effectively critique the research literature and understand the major considerations and tasks involved in the generation, handling, presenting and interpreting experimental data and designing, conducting and reporting a Research Project. The focus is on the development of generic skills in setting the aims for a research and/or development project, formulating a strategy to tackle the problem, designing data collection, analysis and interpretation frameworks and drawing conclusions.

On completion of this module, students will be able to:

Develop the practical laboratory skills to propagate, maintain and characterize relevant stem and mammalian cell cultures.
	Employ the relevant practical skills to work safely and effectively in a biological laboratory facility.
	Construct and design appropriate experiments to collect, analyse and interpret biological and cell culture data, applying relevant statistical tools and research methodologies where relevant.
	Inoculate and operate industrially-relevant manufacturing platforms for cell expansion.
	Apply analytical skills to appropriately critique research literature and articulate this both orally and in written format.
	Formulate and devise relevant experimental studies to test hypotheses and undertake rigorous scientific studies.
	Understand how to engage in a research laboratory setting.
Aims:

To examine requirements solicitation
	To understand systems integration and the role of systems integrator
	To understand the value creating processes.
Objectives:

To apply methods increase client satisfaction levels in across and within projects
	To apply theories and concepts to identify areas of value creation and deliver added value
	To critically appraise delivery systems and processes.
 

Learning Outcomes:

After taking this module you should have:

Gained the ability to the strategies and processes for creating and delivering service value.
	Understood the issues concerning matching needs to client requirements and satisfaction
	Acquired the ability to critically assess the scope for adding value in practice by differing means
This module is conducted in two formats:

Discussion-led Seminars based upon prior reading from the required reading List
	Guest speakers from industry (subject to availability)
Themes may include:

Requirements Solicitation and Briefing
	Core Competencies/Dynamic Capabilities for Adding Value
	Project Bodies of Knowledge
	Capturing Value
	The Systems Integrator
This module teaches transferable business skills applicable to both practice and other enterprise initiatives. It encourages you to learn experientially by endeavouring to simulate practice and business activities, whilst covering legal, economic, social and environmental issues, along with risk.

The primary aim is to motivate graduates to become informed and emboldened about their future careers. The module incorporates a group and an individual task with both tasks utilizing different forms of communication designed to create a flexible skill-set for employment in the architectural profession and other creative industries.

For the initial group task the teaching is proactive to engender confidence and resilience - key qualities required in the workplace. Following the Group Presentation (10%), students will produce demonstrable personal reflection on this task including commentary on teamwork, communication, problem solving, planning and organization, self-management, self-learning, initiative and enterprise. They will use these outcomes to inform an individual written report (90%) which is based on a future business model. The report implores students to contextualise their work and encourages ethical, social and cultural awareness.

On completion of the module, each student will have achieved the following three Learning Outcomes

1. Knowledge of the professional inter-relationships and teamwork involved in delivering architectural and design projects

2. An understanding of the role and responsibilities of architects and designers in a professional sense and in response to a Client’s Design Brief

3. An understanding of a project’s design management and delivery
Economics of the Family is an elective undergraduate module for final year students who have a good grasp of tools and concepts of microeconomics. It is a module about the operation of the dating/marriage market and its interdependence with other markets, most notably the labour market. In terms of content, the module follows a natural sequence of topics, reflecting the progress of a relationship: it starts with matching models and conditions of dating market equilibrium, continues with the discussion of gains from relationships and the intra-household bargaining (including decisions about fertility, each partner’s labour supply and intra-household specialization) and ends with divorce. We also discuss the economics behind some less traditional arrangements, such as same-sex marriage, cohabitation and polygamy, and the interaction between marriage law and the economics of marriage. The starting point of the theoretical discussion is Becker’s Treatise on the Family. Generally, the lectures cover the necessary theory, while the tutorials serve to confront the theory with available empirical evidence. Students are expected to familiarize themselves with assigned papers and actively participate in the discussion. Throughout the module, each student develops a focus on a particular aspect of the marriage market by way of writing a literature survey of existing empirical work on the topic of his/her choice.
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description: Trainees need to write a paper which describes individual intensive clinical work. This case report is part of volume one of the dissertation. For further information about the module description contact the programme team.
This module trains students in the skills that are crucial for the scholarly study of politics and international relations, and introduces students to current issues and key debates in the field. It equips students will the most basic tools of research, which involve formulating clear questions and developing and defending answers to those questions, and it trains students in how to write clearly, how to frame and defend an argument, and how to express complicated ideas in oral presentations. Further, students will gain skills in critically evaluating theoretical arguments and empirical evidence.
Lie groups are continuous groups of symmetries, like the group of rotations of n-dimensional space or the group of invertible n-by-n matrices. In studying such groups we can use tools from calculus to linearise our problems, which leads us to the notion of a Lie algebra: a vector space with an antisymmetric product associated to any Lie group, which remembers everything about its algebraic structure. For example, the Lie algebra associated with the group of rotations of 3-space is just 3-dimensional Euclidean space with (twice) the vector cross product.

This course divides in two halves. In the first half we introduce the notion of a Lie algebra and the relationship between a Lie group and its Lie algebra. This will involve some ideas from geometry (manifolds and tangent spaces) which will serve you well in later courses. In the second half we study representations of Lie groups and Lie algebras, paying attention to the groups SU(2) and SU(3). This will be much more algebraic.
The aim of the course is to enable students who already have a good knowledge of German to acquire an advanced fluency in the language. Students should be able to communicate in all situations within German speaking countries. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (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 to enable students to study in a German speaking university. 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 aim of the course is to enable students with a good basic knowledge of German to develop the four skills up to an intermediate level. Students should be able to communicate in most situations within German speaking countries. Students will be able to converse reasonably fluently with native speakers and discuss personal, practical, social and current issues using appropriate structures. Medical related issues/vocabulary will also be covered. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters and those which may arise in students’ future professional lives. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Medical related issues/vocabulary will be covered specifically.

 Students should be able to communicate in and understand German on practical everyday matters related to aspects of German culture. Cultural awareness will be developed, especially in relation to dealing, as medical practitioners, with German native speaker patients and colleagues. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

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

 For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
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 and medical related French documents. Students should then be able to communicate in all situations within French speaking countries. Medical related issues/vocabulary will also be covered. On completion of the course students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Cultural awareness will be further developed and raised within a European/global context.  Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced.  Various transferable skills will also be covered. 

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The main aim of the course is to enable students with a good basic knowledge of French to develop the four skills further. Students should then be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structure. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered. Medical related issues/vocabulary will also be covered.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The main aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Medical related issues/vocabulary will also be covered.

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

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The aim of the course is to enable students to function at a basic everyday survival level (basic vocabulary, grammar, morphology, syntax and phonetics).  Medical related issues/vocabulary will also be covered.

 On completion of the course students should be able to communicate in and understand French on a number of practical everyday matters.  Language learning skills, including autonomous learning and how to approach authentic material, will be developed.  Some transferable skills will also be covered.

 
  For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The main aim of the course is to enable students with a good basic knowledge of Arabic to develop the four skills further. Students should then be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structure. Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic materials will be enhanced.  Some transferable skills will also be covered. Medical related issues/vocabulary will also be covered.

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

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
The Law and Religion course will prompt you to reflect about the role of the State in a democracy, the interactions between community, individual and national identity and more generally, the role of the law in fostering tolerant societies.

The module will explore recent legal controversies surrounding religion and will touch on a wide variety of areas: constitutional law, employment law, human rights, discrimination, family law, education, to name but a few. It will examine conceptual concerns such as the acceptability of imposing majority values in our multicultural societies, the problem of balancing conflicting individual fundamental rights, the role of courts in drawing the limits between acceptable and unacceptable illiberal claims. The teaching method will however be inductive as we will start with practical problems, drawing theoretical debates from the case at hand. The course should appeal to anyone interested in how law can solve practical controversies. A propensity to think outside the boundaries of a given discipline is recommended as a cross-disciplinary and comparative approach will be adopted.

There will not be a particular textbook recommended for the course, but relevant material will be indicated prior to each of the 10 two-hour (interactive) lectures and discussed further in the three tutorials.
This module will explore the social lives of artworks. It will focus on biographical and ecological approaches to the study of objects, characterised by a focus on the interactions between people, objects, technology and nature. This approach will allow students to understand artworks through their means of production, to situate both art objects and themselves within the network of interactions art objects occupy, and to analyse processes of historicisation, acquisition, collection management, and conservation as part of a social-material context.
Aims:
The aim of the course is to provide students with a thorough understanding of core concepts and methods of financial economics. The course will also offer an introduction to active areas of research in finance that students may consider for further study and independent research.

Course outline:
In particular, the course will focus on asset pricing and portfolio theory. The course is divided into two parts. The first part discusses models in which market participants have the same information. The second focuses on models where market participants can have different information. It also briefly discusses models of behavioural finance. In the first part, we will cover topics such as Arrow-Debreu securities, complete and incomplete markets, mean-variance analysis, capital asset pricing model (CAPM), arbitrage pricing theory (APT). In the second part, we will offer an introductory study of market microstructure, asymmetric information, rational expectations models, sequential trade models, market efficiency, no trade theorems and behavioural finance. We will discuss how these models can help us understand herd behavior, financial crises, booms and crashes.

Suitable for: Graduate students with very strong mathematical skills

Prerequisites: ECON0066
This module examines the role of moving images in documenting and re-imagining a number of British cities. After an initial two-week block devoted to London on screen, each weekly seminar will focus on a different British city across the four regions of the UK, for example, Belfast, Brighton, Cardiff, Edinburgh, Glasgow, Liverpool, Norwich, and ‘new towns’. Case studies will draw on feature films as well as documentary, television programming, amateur film, local film archives, tourist films, industrial or informational films, and of course the city symphony genre, always paying attention to the voices and perspectives of diverse urban communities. We will make use of online resources provided by regional and municipal film archives, and take into account the role of local film policies, institutions and incentives, as well as the historical role of cinemas in city life. We will consider a range of relevant historical and critical-theoretical approaches to cities on screen, including theories of space and place, cultural geography, psychogeography, multisensory and
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0474, 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 charts the meanings of ‘Poland’ and ‘Polish’, and of ‘Lithuania’ and ‘Lithuanian’, over an extended period. It seeks to explain the rise, protracted decline and fall of one Polish-Lithuanian political community - the Commonwealth - and the extended struggle to resurrect another. It also explores the social and cultural transformations of the people who were at various times considered to constitute the ‘nation’. It does so in the context of changing Jewish, Prussian, Ruthenian, Ukrainian and Belarusian identities, whose threads intertwined with, and were later painfully disentangled from, those of ‘Poland’ and ‘Lithuania’. The course begins with an introduction to the Polish-Lithuanian union and a survey of its diverse lands, peoples and faiths . It will then examine the privileges, bonds and limits of citizenship provide a triple lens through which students will gain a sense of how and why the Commonwealth and its institutions functioned. Next it looks at the impact of seven disastrous decades from 1648, before studying the efforts at reform that culminated with the Constitution of 3 May 1791, before the Commonwealth was finally partitioned in 1795. In term 2, it will examine the efforts to resurrect the state under the Napoleonic aegis, and later by insurrection, as well as the efforts to spread of Polish and Lithuanian culture. The final part of the course examines rival ideologies on the eve of the First World War and the effects of the collapse of the partitioning empires. It seeks to understand why Poland and Lithuania were reborn as separate and hostile republics in 1918-23.
Debates around issues of women’s emancipation, one of the great battlegrounds of the C20th, have been particularly acute in Russia and the Soviet Union. When the patriarchal repression of the late-Tsarist empire was radically overturned after the Revolution in favour of legal equality, both men and women were offered new role models, which altered the relationship between them dramatically. Since its inception, Russian cinema has sought to reflect these debates and to chart the sometimes radical, sometimes subtle shifts in gender relations. This module, the second of a programme of four modules in Russian cinema available to undergraduates, explores these shifts, in terms of both the changing relationships between men and women, and the models and stereotypes which defined the masculine and the feminine. Ranging from the pre-Revolutionary period to the post-Soviet years, it covers 17 key films that address these concerns. In addition to its thematic focus, it also considers the formal evolution of Russian cinema during this period, examining elements such as: silent film aesthetics, the coming of sound, the development of new genres, the relationship between thaw cinema and Italian Neorealism, and innovations in cinematography.
This module is offered to MA students only.

This module examines macroeconomics in open economies that are linked by trade, capital flows, and exchange rate policies. The module is structured in three main parts. We begin with some basic building blocks of open economy macroeconomics—goods and financial market arbitrage: purchasing power parity (PPP) and uncovered interest rate parity (UIP); Mundell-Fleming. Next, we develop the analytical tools for understanding external adjustment and macroeconomic stabilization in open economies as well as the implications and properties of alternative exchange rate regimes. Finally, we discuss financial sector issues, explaining banking sector stress and the use of derivative instruments. We apply these tools to topics of current policy interest, including how emerging market economies should respond to volatile cross-border capital flows; the European crisis and the future of European integration.
The MSc project can range from an extensive survey and critique of existing research to the development of a new model or an extension of an existing one. Each project will be assessed taking into account where the main focus of effort lies. A component of original research is not a requirement of the project, but will be given due credit if present. A student should discuss these details with their supervisor. Whatever the student decides with their supervisor, there are some parts that all projects should include: An introduction outlining the project and giving a clear statement of the objectives of the project. Details of mathematical calculations that can be checked. Where it makes the text more readable, an appendix could be used for some of the calculations. Clear referencing of all material sourced, whether from books, published journals, the internet, personal communication, etc. Essentially, if it is not the student’s idea or work, it needs to be referenced. Failure to reference material may be construed as plagiarism. The college takes a firm stance on plagiarism. If in doubt the student should ask the advice of their supervisor. Conclusions, including a summary of the project findings, and, where new research was carried out, a discussion of the strengths and weaknesses of the model/method, and possible improvements.
This module introduces general management principles and their relevance to all aspects of library and information sector practice. During the module we will consider the ethical and legal context of information services. We will consider equality and diversity from the perspective of all library and information stakeholders. We will examine organisational, strategic, financial, marketing and evaluative principles and practice. We will look at issues involved in human resource planning and development, and leadership. Personal management will be at the heart of the module including considering well-being and reflective practice. The importance of analytical, personal and transferable management and communication competencies to meet the demands of a changing professional environment is emphasised.

Learning outcomes: By the end of the module, students will be able to:

discuss the purpose and activities of management for information professionals
 describe ethical, social and legal responsibilities
 demonstrate an understanding of change management and strategic approach for service development
 plan and prioritise budget expenditure and resources
 identify and respond to human resource management issues
 put into practice key transferable skills including self-management and communication skills essential for information managers
Learning and teaching uses a mixed approach combining:

talks from tutors and visiting practitioners
 preparatory viewing of content on the virtual learning site, in preparation for classes
 class discussions
 practical exercises
 possible group visits - TBC
 private study
This 15-credit module aims to provide students with a thorough grounding in the sources and scholarship relating to the study of the government, religion, and society of the Roman empire during late antiquity, a period which saw a series of radical transformations in the shape and identity of the Roman state: the establishment of a Greek-speaking Christian empire centred on Constantinople, theological dispute and schism, barbarian invasion and settlement, initiatives of reconquest in Africa, Italy, and Spain, triumph over Persia, and defeat by emerging Islam. By the end of the module students should have acquired a good knowledge of the transformation of the Roman world between the fifth and seventh centuries AD, the nature and range of relevant ancient sources, modern handbooks, works of reference, and the arguments of scholars, and should have gained an understanding of the potential and limits of these materials so as to be equipped to formulate sensible questions about developments in Roman government, society, and religious affairs, over this period.
This 20-credit module aims to provide students with a thorough grounding in the sources and scholarship relating to the study of the government, religion, and society of the Roman empire during late antiquity, a period which saw a series of radical transformations in the shape and identity of the Roman state: the establishment of a Greek-speaking Christian empire centred on Constantinople, theological dispute and schism, barbarian invasion and settlement, initiatives of reconquest in Africa, Italy, and Spain, triumph over Persia, and defeat by emerging Islam. By the end of the module students should have acquired a good knowledge of the transformation of the Roman world between the fifth and seventh centuries AD, the nature and range of relevant ancient sources, modern handbooks, works of reference, and the arguments of scholars, and should have gained an understanding of the potential and limits of these materials so as to be equipped to formulate sensible questions about developments in Roman government, society, and religious affairs, over this period.
The MSc Dissertation is an original 10,000-word project based on research work undertaken by the student. The topic is selected by the student in agreement with the module leader. The topic can be selected from a wide range of problem areas related to the main programme and may be selected for its inherent interest and/or to assist career development. Collaboration with an external real estate development enterprise or other relevant party will be encouraged if appropriate to the topic.
The MSc Dissertation is an original piece of work based on a systematic investigation of a topic of the student’s choice in the field of learning environments. The topic is selected by the student in agreement with the course director. It can be taken from a wide range of topics related to the main theme of the programme and may be selected for its inherent interest and/or to assist career development. Collaboration with an external educational body will be encouraged if appropriate to the topic.
This course provides the hands-on skills and engineering practice to students via laboratory activities. It will enable students to understand and practice the research methods and techniques widely used in the department. The module comprises three large activities, each approximately one week long, where students will work full time in the laboratories. Briefing and preparation lectures will be provided prior to the activities and will aim to give the student an overview of the activity, the detailed schedule and will encourage them to engage with preparatory material.

Intended learning outcomes 

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

be proficient in a variety of modern research methods and techniques used in the bioprocessing field
	be confident in setting up a laboratory scale bioreactor, preparing media, preparing the reactor for sterilisation procedure and be able to run in with all control settings
	be familiar with the set up and in situ sterilisation of a pilot scale bioreactor
	be familiar with set up and operation of large scale downstream operations (centrifuge, membrane filtration, homogenization and chromatography)
	experience hands-on column packing procedure
	practice basic sampling and analytical techniques (absorbance and fluorescence methods, protein concentration measurements)
	practice how to handle biological material according to safety guidelines
	apply theoretical knowledge for the analysis of experimental data and data correlation
	familiarise with the research themes of the department and engage in depth in one specific topic
	appreciate and respect the safety issues around each operation and compile a Risk Assessment Form independently
The course is designed to train the students in entrepreneurial leadership in biologically-based industries. It consists of two elements. The first element focuses on the practical application of a business plan for new ventures. It centres on bioprocessing of new products and their potential realisation into real outcome via a viable business. The second element is designed to introduce the students to the key aspects of implementing the objectives of a business plan once appropriate funding has been obtained. In the first element, students are provided with a range of lectures on how to run a business and how to make it successful. The topics will include implementation of research into development and then manufacturing, alliance strategy, long term financial planning and project management and implementation. These will be illustrated by means of studying case histories of companies in the life sciences sector. In the second element, the students will work in groups to implement/troubleshoot the outcome of an existing business plan in life sciences. Workshop sessions act as surgeries to the ‘new companies’. Each session will focus on a different aspect of company set-up including feasibility study, financial appraisal and market research and marketing strategy, operational and manufacturing needs.

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

Understand the main business “show stoppers” in growing a start-up company
	Appreciate a range of business models used for running a company successfully in the bioprocessing field
	Troubleshoot using theoretical information
This module is a structured research activity, the purpose of which is to increase the understanding of how systems engineering concpets and techniques may be applied in modern industry. Students are expected to draw on their knowledge of previous taught modules. There will be a series of three guidance tutorials attached to this module.
The main aim of this module is to give students a robust introduction to the scientific study of organised crime. In brief, the module will argue against simplistic and stereotypical definitions of organised crime in favour of a more flexible framework that focuses on the different *empirical manifestations* of organised crime along three key dimensions: i) organised crime activities; ii) criminal structures (i.e. criminal groups); and iii) extra-legal governance. Furthermore, the module will address cross-cutting issues such as the social embeddedness of organised crime, the impact of organised crime on the legal economy, and the complicated relationship between organised crime and government. The module will consider organised crime in the local and transnational dimensions, with examples from a wide variety of contexts. While the module will touch upon major organised crime problems (such as drug trafficking and extortion), the main goal of the module is to equip students with a robust conceptual toolkit that will enable them to independently and critically examine any manifestation of organised crime.
How should we deal with diversity? Human beings differ in our religious convictions, our cultural identities, our race and ethnicity, our privilege, our gender, our sexual orientation, our ability, and more. How should we organise our societies given that we don’t agree about how to live? This module examines one of the most pressing political problems facing contemporary pluralist societies: how can we ensure that all individuals are treated equally, while respecting the fact that each individual is different?

The module examines responses to the claims of 'difference' from a range of political ideologies: liberalism, feminism, and multiculturalism. It critically examines the recent work of various political theorists, such as Brian Barry, Chandran Kukathas, Will Kymlicka, Susan Moller Okin, Anne Phillips, John Rawls, Charles Taylor, and Iris Marion Young. In this applied course we are interested in both the philosophical issues, and how the normative values involved should be used to guide policy decision-making and practice, building skills in analytical argument by exploring these issues. After a normative grounding, the module explores these conceptual questions through concrete case studies. For example, previous presentations of this module have included: religious exemptions to generally applicable laws, language policy in Quebec and Wales, and fair access to higher education.
This module is organized into a number of discrete seminar series that cover the major influential theorists and schools that have developed since the early days of psychoanalysis. The module has a focus on the British Psychoanalytic Society, but other important traditions, such as the Lacanian and the Modern French schools, are also explored. Throughout the module you will not only become familiar with the major conceptual developments that characterise each approach, but also develop a critical understanding of how these might be related to one another and to general psychoanalytic metapsychology. The content of the module is theoretical in nature, but the majority of lecturers are experienced clinicians so the clinical context very much informs the theory throughout. The module is delivered by programme staff and guest lecturers, and is taught in a combination of lectures and seminars. Individual engagement with the material is essential and you will be expected to prepare for each seminar by reading one or two assigned paper-length texts on the topic. 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 seminar module will introduce affiliate students to the style, structure and content of the UCL BSc/MSci Psychology programme. The seminars will develop key academic skills and cover a range of disciplines that are studied in scientific psychology such as cognition, perception, developmental psychology, neuroscience and health psychology. Students on the module will learn academic skills that are required on our programme (in particular report and essay writing, and critical assessment of research papers) and which are particular to the UK system in general and a British Psychological Society accredited BSc Psychology degree programme in particular.
Second year of module designed to familiarize MPhil students with recent research in philosophy in a diverse range of areas. Recent journal articles are discussed in a seminar led by student presentations. Each student on the module will be required to make a presentation at some point in the year.
This module is designed to familiarize the student with recent research in philosophy in a diverse range of areas. Recent journal articles are discussed in a seminar led by student presentations. Each student on the course will be required to make a presentation at some point in the year.
This module aims to equip you with the skills to understand and support children and young people with Special Educational Needs and Disabilities. You will become familiar with the different theoretical approaches of atypical development which inform practice in the education and care of children and young people with a variety of difficulties. You will look at how these difficulties manifest, how they are diagnosed and how they can be explained based on literature and research. You will also explore what works in terms of interventions for these difficulties.
This module aims to enable participants (i) to acquire a critical understanding of research design and methodology and (ii) to be constructively critical about research issues relevant to the field of special education. Please note that this module is only available to students on the MA Special and Inclusive Education and MA Specific Learning Difficulties (Dyslexia) programmes.
A major component of the MSc programme is the research project.

 Students in the MSc Drug Discovery and Development programme are expected to pursue a scientific research project that could be laboratory-based or achieved through computer modelling/database interrogation. Students will have a choice of projects and every attempt will be made to accommodate their preferences to work in specific drug discovery areas (for example: chemical synthesis, biochemistry and drug targets, pharmaceutical analysis of drug properties, pharmacology, natural product etc). Projects can be carried out in laboratories at the School of Pharmacy, with other academics within UCL, in industry with our industrial partners, in other universities and institutions in the UK or possible even abroad. Assessment of the project by dissertation and oral presentation is carried out by academics in the teaching team.

 Students in the MSc Drug Discovery and Pharma Management programme are expected to pursue a research project that could be an investigation of management aspects of the pharma industry, or could be the development of a business case for bringing science or a product to market, or could be a comparison of regulatory requirements or business development between different countries, or could be an investigation/audit of processes within a small or medium sized pharma or biotech company.

 Students are encouraged to develop their own ideas and strategies in discussion with their supervisors and wherever possible the project will be linked to an existing pharma or biotech company.

 Assessment of the project by dissertation and oral presentation is carried out by academics in the teaching team.
This module will examine the development of speech perception and speech production during second language acquisition. It will review: experimental methods used for testing speech perception and production, interference between first- and second-language phonetics and phonology, changes in first-language processing resulting from second-language learning, explanations for the decline in plasticity with age, comparisons with early bilingualism, comparisons with first-language acquisition, comparisons with other examples of adult plasticity (e.g., stroke recovery, acclimatization to a cochlear implant), effects of learning more than two languages, links between perception and production, effects of auditory processing vs. linguistic categorization, effects of noise and hearing impairment on second-language speech perception, and training methods for second-language speech learning.
Through this module, you are expected to develop knowledge and understanding of: the experimental paradigms that are suitable for studying speech perception and production in second language learners, the theoretical models that are prevalent in this field, the most significant recent experimental studies in this field, current issues and controversies in speech perception/production learning, and 'hot topics' in this field in the next decade. It will also give you experience in analyzing speech and conducting perceptual experiments.
The module is designed to give ophthalmic practitioners (optometrists, orthoptists and ophthalmic nurses) and introduction to the principles of Advanced Practice. In addition to specialist clinical knowledge gained from modules on this programme, Advanced Practice involves acquiring the knowledge and skills to understand the application of general medicine in the ophthalmic setting, management in a clinical setting, education, training, supervision and life-long learning, professionalism, clinical governance, communication the holistic management of the patient This module will cover::


• An introduction to Advanced Practice
• Basic principles of general medicine relating to ophthalmology
• Management in a clinical setting
• Education, training and life-long learning
• Professionalism
• Clinical Governance
• Communication
• The Patient
This module will introduce you to both quantitative and qualitative statistics and research methods, providing a foundation for students to effectively critically appraise scientific literature, and design research projects under supervision.

Topics will include:

Types of data
 Describing data
 Theoretical distributions
 Data checking
 Principles of statistics
 Comparing groups (for different types of data)
 Critical appraisal of scientific literature
 Research design
Strategy is making interdependent decisions that result in better outcomes. Organizations are increasingly considering how data can be used to inform strategic thinking and decisions.

In this module, students will investigate data and the organisation from three paths. First, students will grapple with what data represents and how it is structured to build a functional understanding on its uses and limitations. Second, students will cover analytical methods that are useful in studying the impact of strategic decisions. Third, students will look at data and the organization, to understand the strategic value of data itself and wider ethical implications.

The goal is for students not only to learn practical skills and data analytical methods, but also to learn how to critically understand an uncertain problem, provide a framing for it, and arrive at viable solutions.
How do firms gain a competitive edge in fast-changing technology markets? This module will provide students with the tools to address the strategic challenges facing tech firms, addressing questions such as: How do tech firms develop and manage their resources? How do firms compete in platform-based (i.e. multi-sided) industries? What are the unique challenges facing firms - particularly startups - in entrepreneurial settings? What kinds of regulatory challenges are tech firms likely to face? The module is likely to be particularly useful for students who plan to work directly in tech firms or students who would like to specialize in tech industries as consultants or finance professionals.
This module provides foundation knowledge from the disciplines of electronic engineering, signal processing and control theory. Students are advised, for the lectures on digital electronics, to be familiar with binary concepts, and be able to count with binary numbers.
This module forms a fundamental component of the UCL Medical Physics and Biomedical Engineering degrees. It provides an introduction to all the major medical imaging techniques commonly encountered in hospital departments of radiology and nuclear medicine. The module will be a foundation for the further pursuit of knowledge of theoretical and practical aspects of medical imaging which are dealt with in greater detail in the following years of the Medical Physics and Biomedical Engineering degree programmes.
The course aims to teach the students the essential elements of research methodology and statistics. The focus is mainly on interpretation and understanding appropriate methodology. At the end of the course participants will have acquired the essential skills for performing basic methodological aspects of health care research and understanding, reviewing and using published research. In particular participants will have gained an understanding of:

a) the types of data generated in research studies
b) the most common methods of analysis for categorical, continuous and survival data, including regression methods
c) when particular methods are appropriate and how to interpret their results
d) issues related to analysis and interpretation of randomised trials
e) the use of statistical software
In this optional module, students will be introduced to the fundamental principles of clinical studies, with emphasis on clinical trials rather than observational studies. Clinical trials are essential to discovering whether new healthcare interventions improve outcomes for patients and the public. Students will be guided through the design, conduct, analysis and reporting of clinical trials and the common sub-studies often added to clinical trials (e.g. health economics). Students will also be introduced to systematic reviews and meta-analyses and the important role they play in answering clinical research questions. A session of the course will be dedicated to the role patients and consumers can play in clinical trial design, conduct and reporting.
This is a one week module with activities designed to help students to prepare for transition to Foundation School Training and their medical career.
This is the third 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 third patient pathway takes place in year 4 and is designed to provide an understanding of the diagnosis and management of cancer patients, exposure to the patients’ experience of their cancer journey, and practice in forming relationships with patients.

Following an introductory lecture, students are allocated a cancer patient pathway tutor, whom they meet together with fellow students for five tutorials between October and June. They are supported to find a suitable cancer patient themselves and accompany them to some of their appointments and treatment (i.e. chemotherapy or radiotherapy sessions) for a period of a few months. At the end of the pathway, the students will have the opportunity to present their case to their tutor group and focus on a particular area of special interest in the diagnosis and management of their patient. Their learning is reinforced with tutorials and case discussions on the most common cancers: lung, breast, prostate and colorectal cancer.
This is the fourth of four modules taken in Year 2.

This module starts by introducing you to modern genetics and vertebrate development in detail. The module will also look at the clinical application of these topics, focusing specifically on the genetic basis of disease and developmental abnormalities.

The module then introduces you to the nature of cancer, its fundamental elements and their molecular basis. The factors causing cancer and its effects on individuals are considered in the light of understanding the elements of cancer development. The course then briefly covers clinical aspects of this knowledge. It also acts as the first step in the Cancer patient pathway which you will continue in Year 4.

The module aims to provide: 

knowledge and understanding of the developmental and genetic processes that contribute to the development of a healthy individual
 a foundation for understanding the clinical basis for developmental abnormalities and genetic disease 
 knowledge and understanding of the fundamental elements and complexity of cancer, with emphasis on its molecular basis
 an understanding of the relevance of genetics, developmental and cancer biology to clinical practice
This component will provide the opportunity for the student to carry out an in-depth, substantial project in a chosen area. A list of project proposals will be posted in the second term so that students have an early opportunity to discuss various topics with suitable supervisors. The student will select a topic during the 2nd term and discuss and outline plan with the supervisor. The supervisor will provide the initial background material and then instruct the student on the best way to approach the literature and other further background research. The student will have regular meetings with the supervisor who will provide general guidance on how to apply known and new techniques to the chosen problem. Projects topics will vary depending upon the interests of the supervising staff but should normally come from the areas encompassed by the programme.
This module considers the educational organisation as an open system and the role of financial and resource management within it. Key principles that are considered include those of efficiency and equity, particularly how they can be put into operation. Attention is given to sources of finance both private and public and the way in which finance is administered in decentralised systems.
The module will examine the regulation of the financial markets, focusing on the public policy and regulatory regime for investment-related matters.
Specialism grouping no teaching
The module will examine the regulation of the financial markets, focusing on the public policy and regulatory regime for investment-related matters.
This module considers management skills for the archives and records professional and the management of archival activities. Management for archivists and records professionals includes strategic planning, management issues in public and private sectors, performance measurement, budgeting, costing and fundraising, and human resources planning. In addition, self management key skills such as time management, presentation and report writing, team working and project management are developed. Career planning and continuing professional development sessions are held.
Where, how, with whom, how much and why we encounter (or not) science matters. In this module we explore how science affects our lives and the lives of other people through the lens of social justice. Science is a prized resource in our societies. As a result, it is important to map where people encounter science in their lives and what happens when they do. We will investigate who can access science, how people access and use science (or not) and the differences in between. We will think about science and technology in contemporary and historic contexts using key concepts such as inclusion/exclusion, representation and recognition, relational and redistributive social justice, as well as intersectional approaches to class, race/ethnicity, gender, ability/disability, sexuality and other social positions, such as age or linguistic background. For instance, what do assistive reproductive technologies (such as IVF) mean for how we understand gender and sexuality? How are science museums ‘whitewashed’? Do science policies include a ‘hidden curriculum’ that reproduces class-based advantages? The module is interdisciplinary and will draw on a wide range of concepts from philosophy, sociology, education, cultural studies, and STS.
This module is designed around a simple question: how is the museum a different environment for historical and interpretative work compared with a university or a library? It opens access to the Science Museum’s galleries, reserve collections, and curators to help students learn the ways history of science and technology are preserved, researched, and displayed in a national museum. The module includes practical engagement with objects and collections in Science Museum facilities. It also includes general museological questions about how to interpret objects in HPS and STS. The module also examines how different kinds of objects feature in museum’s work, from acquisition and conservation to display.
This is a full-year module for students undertaking an Intercalated BSc in the Department of Science and Technology Studies (STS). Students undertake a research project largely of their own design and direction in the field of science and technology studies. An appropriate supervisor is agreed with the module coordinator, and research is discussed during regular tutorials. Students submit a literature survey and a 10,000-word research paper summarising their finding. They also deliver an oral presentation describing their work-in-progress.
This module explores religion as a practice, an idea, and as material presence in the ancient Middle East, focusing principally on the Bronze Age (3rd-2nd millennia BC) with occasional excursions into the Iron Age (1st millennium BC). Through engagement with primary sources supported by weekly readings in secondary literature, we will consider different manifestations of religious beliefs and practices through artefacts, architecture, textual documents, and burials. The course is structured thematically, with each week’s session dedicated to a particular topic, debate, or body of evidence. Seminar discussions will revolve around case studies and/or primary sources to problematise wider issues in the study of ancient Middle Eastern religions.
This is the compulsory dissertation module for students on the MA Ancient History degree programme.
Introduction to Biblical Hebrew is designed to familiarise complete beginners with biblical Hebrew language and literature in a lively and enjoyable manner. We use a textbook that includes fun stories, authentic biblical texts, vocabulary and grammar help, and many on-line learning aids, including audio. 

By the end of the year you will have acquired a solid grounding in biblical Hebrew grammar and vocabulary and will have read an extensive range of fascinating biblical narratives, starting with the creation story and including some of the best-known biblical stories such as the flood, the tower of Babel, Abraham, Isaac, and Jacob, the exodus from Egypt, Samuel and David, King Solomon and the Queen of Sheba, Job, and more.
This module explores the value of material culture for the study of geography. It aims to familiarise students with the work of key authors in this field and to develop their ability to engage with interdisciplinary debates around these issues. in a variety of contexts. The module is split into three sections. The first introduces key approaches to consumption and material culture from political economy, sociology, anthropology, geography, history, archaeology, and other disciplines. The second considers contemporary debates across a range of different geographical subdisciplines. The final section returns to our starting definitions of materiality, asking what it would mean to rethink these in the light of current arguments about phenomenology, networks, assemblages, etc.
If possible, the module will conclude with a short excursion into London’s West End.

This module is suitable for students with previous experience of a range of discipines across the arts, humanities and social sciences and does not require any previous knowledge of the topics described above.

Students taking this module will develop the following careers skills: Critical thinking; Team working; Interpersonal skills; Communication: academic writing; Communication: verbal; Presentation skills; Time management.
This module is designed to give you a foundation in marketing concepts and practices while also introducing you to the opportunities and challenges that arise particularly in marketing products and services in the health and healthcare sector. You will gain an appreciation of the complexity of marketing health and healthcare products in terms of the regulatory environment, financial pressures and competition.  You will also learn how the use of social media and digital marketing to customers is changing the healthcare landscape.  You will explore how the use of artificial intelligence and other tools are shaping health and healthcare products and services by aligning the offerings more with market demand and changing customer preferences and organisational competition.
This module introduces principles, frameworks, technologies and protocols used for network and service management in both telecommunication and Internet Service Provider networks. It covers the relevant functional areas, examines in detail technologies such as SNMP and CMIP and pays special attention to network monitoring and measurement. The emerging SDN approach for integrated network control and management is also presented. The course concludes with in-depth case studies of IP network configuration for traffic engineering, fault and quality of service management.
The aim of this module is to give students insight in how countries use their education systems to promote distinct values and identities and in the effectiveness of these efforts. Comparisons across time and space will inform students of the different objectives that states pursue regarding these values and identities. Students will also acquire knowledge about the effects of education on values and identities and will become aware of the problems involved in trying to measure these effects. The module will be theory- and research-informed. It will draw on topical themes such as radicalisation, anti-immigrant populism and rise of the social media in its discussion of the effect of education on values and identities. The module will be assessed with two written assignments: an essay of 1000 words and a research paper of 4000 words. The module is an optional MA module affiliated to the MA in Comparative Education. It does not include specific entry requirements or requirements related to the written assignment.
The report module offers a seminar on the writing of the report and you will be allocated a tutor. From deciding the topic of interest to you, to the moment you hand it in, you will be supported by your tutor in the process of planning and writing your extended piece of work (10,000 words). It is vital that your research topic is something you find engaging and meaningful, for instance an issue that fits with your career aspirations. Your report is an opportunity to investigate a topic in greater depth by drawing on what you have learned on the MA Comparative Education.
The dissertation is, in essence, an individual research project. It will be supervised by a faculty member, but the main objective is to assess the students' self-reliance and capacity for independent research, in preparation for the subsequent PhD years. As such, the overwhelming majority of the work on that project can be classified as "independent study".

The dissertation is a preliminary research towards the first chapter of a PhD dissertation (and the upgrade seminar which takes place at the end of the MPhil year). We will expect original / innovative content, expecting the student to develop a clear understanding of the literature and gaps in it. Some students might plausibly also use it, in part, to review various data sets for their thesis, for example. In any case, we hope this allows most students to start their MPhil year with a sound research basis to build upon.
Aims: The aim of the module is to provide you with a framework for understanding modern issues in the theory of industrial organisation, in particular firm behaviour and the welfare implications of such behaviour in imperfectly competitive markets.

Suitable for: Final year Economics (L100 / L101 / L102), Econ/Geog (LL17), Phil/Econ (VL51) and PPE (4V86) students and any other combined-studies degree students who have already taken ECON0013 (or equivalent). Final year Econ/Stats (LG13) and Math/Econ (G1L1/G1LC) students who have already taken STAT0001 should note that it may be possible to take this module but they are advised that a knowledge of the full STAT0001 syllabus will be assumed. If you are not sure if you have the required prerequisites for the course please contact the course tutor to discuss.

Prerequisites: ECON0013: Microeconomics (or equivalent).

Assumed knowledge: Students coming into the course should understand concepts relating to monopoly, oligopoly and monopolistic competition. They should be able to calculate profit-maximising and welfare-maximising outcomes in monopoly, Cournot and Bertrand models. They should understand supply and demand, particulary elasticities and drivers of shifts in supply and demand curves. They should have a good understanding of basic game theory (eg, best response functions, Nash equilibria, two-period games).

There will be formative assessments during the term that students are required to complete 70% of to be able to engage with the assessments
This module is compulsory and needs to be taken by all students completing the MSc Sports Dentistry.
This module is compulsory and needs to be taken by all students completing the MSc Dental Hygiene.
This module is compulsory and needs to be taken by all students completing the MClinDent in Orthodontics and the MClinDent in Orthodontics (AT).
Presentation and communication skills: Papers/thesis writing; Posters and oral presentations.

Dissertation: includes (but not limited to):

Research design and methodology
	Critical appraisal of the literature
	Data collection
	Statistical analysis of results
	Interpretation of findings
Writing all of the above in dissertation format.
The module will provide an overview of the impact of cancer and cancer treatments on nutritional status as well as some consideration on cancer survivorship. The initial part of the module will focus on the metabolic processes involved in cancer cells with particular emphasis on cancer cachexia, its assessment and treatment including exercise, nutrition and drugs. Some aspects of psychosocial impact of cancer during the treatment phase will also be considered. Students will be further introduced to specific cancers (gastrointestinal, haematological, gynaecological, head and neck, and prostate cancers) and the relevant treatments such as surgery, radiotherapy, chemotherapy and molecular therapy. The impact of these treatments on metabolism will be assessed through specific case studies. Students will also examine patients’ specific nutritional needs. The final part of the module will focus on some aspects of cancer survivorship. There will be specific tutorial and journal club sessions on these topics facilitating students to review and critically evaluate complex literature, which will enable them to develop awareness of current findings on the nutritional status and treatment of cancer patients.
This module provides an introduction to the molecular basis of cancer and the use of this knowledge in rational drug design. The topics covered in this module include: What is cancer? How are cancer cells different from normal cells? Cancer as a multi-step genetic disease with sequential mutations in oncogenes and tumor suppressor genes driving different features of the cancer phenotype and contributing to the multiple stages of tumour development. These topics will be covered, including the role of DNA damage and repair pathways, the different types of mutations that can promote cancer, the role of the tumour microenvironment, angiogenesis and immune system in cancer development. Molecular pathways underlying the cancer phenotype. Although there are hundreds of distinct type of cancers depending on the cell type of origin, there is only a relatively small number of common biochemical processes underlying the cancer phenotype. The biochemical control of the cell cycle and cell survival and the main signaling pathways that control proliferation of normal cells (and that are deregulated in cancer cells) will be covered. Cancer treatment - surgery, radiotherapy and chemotherapy are still the work horses of cancer treatment. However a better understanding of the molecular features driving different cancers types allows for the development of rational therapies, using for example antibodies or small molecules to target individual proteins driving tumour growth or to harness the immune system to help eliminate cancer cells. These lectures will help provide a base to topics covered in more depth in other modules.
This module consists of the research project based in the general area of drug design and synthesis of drug-like molecules. There will be literature, computational, and synthetic aspects to the project under the guidance of an Organic and Biological Chemistry or School of Pharmacy faculty member. This will culminate in a literature essay, interim oral presentation and viva, poster and a final dissertation. 
Aims:

The aim of this module is to give engineering students a practical understanding of organic chemistry by elucidating the structure, properties and reactions of carbon compounds and providing a multitude of links to industrial processes and molecular engineering.

Besides revising the common classes of molecules in organic chemistry, particular emphasis will be laid on relating molecular structure to physical properties as well as understanding mechanisms and pathways from common raw materials to specialty products for a variety of industries.

Learning Outcomes:

Upon completion of this module, the students should be able to:

categorize different classes of molecules in organic chemistry;
	relate molecular structure to physical properties with practical examples (e.g. radical chemistry with alkenes, understanding of aromaticity and consequence for applications in dyes, organic devices etc);
	understand common reaction pathways via functional groups, in particular through transformation reactions from common raw materials to specialty products;
	apply fundamental knowledge to large scale molecular processes of industrial relevance;
	connect to current research topics in applied organic chemistry;
	identify adequate experimental tools for the molecular characterisation of compounds
Synopsis:

Structure and Bonding in Organic Molecules
	Alkanes
	Alkenes and Alkynes
	Aromatic Compounds
	Alkyl Halides
	Alcohols, Phenols, and Ethers
	Aldehydes and Ketones
	Carboxylic Acids and Derivatives
	Amines
	Structure Determination
Aims:

To provide a basic understanding of the principles of reactor design and of the reasons underlying the selection of reactor type to meet particular sets of process conditions for single phase systems.

Learning Outcomes:

Upon completion of this module students should:

have a fundamental understanding of reaction engineering;
	have developed a critical thinking approach for reactor selection and design;
	be able to design simple ideal reactors;
	appreciate technical, economic, safety and sustainability issues that can arise during reactor design
Synopsis:

Introduction: Brief survey of the scope of the subject together with a review of some of its foundations.
	Mole Balances: Definition of reaction rate. The general mole balance. The batch, plug flow and continuous stirred reactors. Industrial reactors.
	Conversion and Reactor Sizing: Definition of conversion. Design equations for batch and flow systems. Reactors in series. Space velocity and space time.
	Rate Laws and Stoichiometry: Concepts of reaction rate, reaction order, elementary reaction and molecularity. Stoichiometric table.
	Isothermal Reactor Design: Design structure for isothermal batch, plug flow and continuous stirred reactors. Design of multiple reactor systems. Reversible reactions.
	Multiple Reactions: Conditions for maximising yield and selectivity in parallel and series reactions
	Non-isothermal Reactor Design: The energy balance. Algorithms for non-isothermal plug flow and continuous stirred reactor design. Equilibrium conversion. Steady state multiplicity.
This module deals with the interrelations between language, politics and education. What is the place of language in education, and how and why is it a political question? It will examine how politics, power and different forms of social and linguistic inequality play out in various contexts of education, including home and non-formal learning environments. More specifically, the module looks into the different ways people around the world – teachers, pupils, parents, curators, etc. – deal with and respond to linguistic differences in the classroom, at home and in other contexts of teaching and learning. A key feature is to provide, explore and examine concrete ways of addressing mechanisms of power and inequalities through informed and critical pedagogical practices. It goes beyond implications of the study of language and politics by engaging in informed practices of teaching and learning, thus it will be of interest to students who would like to see the interconnections between language, politics and education as theoretically, critically and pedagogically informed.
The Dissertation (60 credits) consists of an extended critical literature review on a music education topic, the development of a philosophical argument, or a piece of empirical research in a music education context thus evidencing knowledge and skills associated with qualitative or/and quantitative social and educational research approaches and their literature.
This module focuses on engaging more deeply with the community context in which the participant’s placement school is situated. There will be a consideration of the ethical and practical aspects of researching communities and we will consider what could be seen as common barriers and assets within communities. There will also be an exploration of misconceptions and stereotypes linked to communities and the barriers they may face. Social mobility and its meaning and purpose will be explored from different perspectives.
Aims:

You will develop an understanding of a range of teaching, learning and assessment methods and to synthesise the findings of your school-based research with recent and relevant theory and policy in the field of Music Education.

Outcomes:

You will:

- Undertake project work in your school placement

- Reflect critically on your own experiences as teachers

- Develop your subject knowledge and subject pedagogy in the context of your professional practice.
Cities are on the frontlines of global climate change and their decision-makers are key actors driving global efforts to address climate change. Globally, buildings are responsible for 40% of carbon emissions making Urban Building Energy Models critical data driven tools for enabling this action.  
This module provides an introduction to analysing and predicting building energy demand at the urban scale. You will learn the core concepts of Geospatial Information Systems and how to apply them to the representation and analysis of urban building energy data.  
You will explore large urban data sets and by the end of the course will be able to evaluate and process geographic data from a wide range of sources to understand energy consumption and assess the impact of interventions at the urban scale.  The core aims of the module are to
•    Understand potential urban data sources and their application to building energy models
•    Develop an ability to use geospatial information systems to manage urban data
•    Explore the complexity of urban data and introduce strategies for dealing with this
•    Develop an understanding of work flows to implement urban building energy models
You will need to have a basic understanding of building physics (such as that acquired from Term 1 MSc modules e.g. Fundamentals of Smart Energy and the Built Environment) with a good level of numeracy and computer literacy.  No specific programming skills are required.
 
This module introduces fundamental statistics concepts. It is taught using examples and case studies relevant to cultural heritage, but it provides data analysis skills that are transferable to any other field. The module welcomes students with any background. By design, it can be followed with little pre-existing knowledge of statistics.

The module prepares you for the further study of statistical data science. It begins with a review of data typologies and finishes with multivariate regression. In between, you will learn probability, statistical distributions, the fundamentals of inference and linear regression. The module also helps you develop two skills: programming and linear algebra. It is taught using the statistical package “R”, with exercises that increase gradually in complexity. It also includes introductory lectures on mathematical notation and algebra.
Learning from Data

Detour – Parameter Estimation

Regression – a form of supervised learning

Linear Models

Error and Model Estimation

OLS

Model evaluation
Enrolment in this module is restricted to students on specific programs of study or to those who have already completed specific modules, as detailed in the Restrictions box. You will not be able to join the module if you do not meet these criteria.

This BASc course complements BASC0040 (Logic, Computation, and Language Theory) to provide students with the skills required to access second-year courses involving computer science or similar subjects.

The module will allow students to become confident with a range of data structures and algorithms and able to apply them in realistic situations. The course will provide the tools required to analyze a problem and decide which algorithms or algorithmic techniques to apply to solve it. The course will involve practical programming and encourage a thoughtful approach to analysis and design problems.

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:

· What is an algorithm;

· Logic and algorithms;

· Searching and sorting algorithms;

· Graph algorithms;

· Text algorithms;

· Analysis of algorithms;

· Data structures;

· Linked lists and abstract data types;

· Recursion and greedy algorithms.

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

• Select an appropriate algorithmic structure to solve a given problem;

• Develop programming skills;

• Analyse code and recognize algorithmic structures;

• Troubleshoot algorithmic problems;

• Understand and implement appropriate data types/structures for solving a given problem.
This module is based around the preparation of an original piece of situated practice in the form of a Major Project, submitted first in the form of a live intervention into a site (or sites), then documented and reflected upon through an artist’s book or digital archive, and finally remade in an exhibition format, which can include film-making, artwork and gallery installations, digital scripting, curation, scenography, performance, live art, participatory works, and or a conceptual design proposition. All final submissions must contain a substantial piece of written text of no less than 5,000 words that outlines the theoretical investigation, conceptual positioning, and critical response to the particular site and approach chosen.
This module 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 regions. 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. Research methods from allied disciplines, such as GIS, social anthropology and sociology are also introduced.
Module Content

Successful creative enterprise arises from a diversity of relationships with other others through sharing, constraining, narrating, connecting, and even sparring nascent ideas with others. This module introduces some key concepts and methods relevant to creative startups and early-stage entrepreneurs in a framework of social theory and an understanding of social creativity. Students are furnished with tools to apply these concepts to a creative 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 collaborators and customers on a limited budget. This course teaches methods to build this early ‘tribe’ by engaging in conversations that resonate with potential allies and then engage a small, specific target customer group and employ some tactics to reach early customers. Students will learn an approach to branding based on differentiation, and an approach to reaching and engaging potential customers, new customers, and repeat customers by developing, sharing and selling creative assets.

Delivery Method

One seminar/workshop per week.
This module aims to equip students with the knowledge and skills to assess and manage sports and musculoskeletal injuries of the lower limb. You will learn relevant clinical and functional anatomy and biomechanics; common mechanisms of injury; and evidence-based assessment and management strategies, including principles of rehabilitation and return to play criteria.
Module Content and Indicative Topics  

This course explores the development of social and political thought in Spanish America from the Independence period until the 1990s. Topics for discussion include the role of political ideologies in the creation of Spanish-American identities, the critique of liberal democracy, the search for authentic modes of literary and philosophical expression, as well as issues dealing with race, culture and ethnicity. 

 

Recommended Reading  

Juan Pablo Viscardo y Guzmán, “Carta dirigida a los españoles americanos” (1791).  

Simón Bolívar, “Discurso de Angostura” (1819).  

Juan Bautista Alberdi, Fragmento preliminar al estudio del Derecho (1837).  

José Martí, “Nuestra América” (1891).  

José Enrique Rodó, Ariel (1900).  

Manuel González Prada, “Nuestros indios” (1904).  

Raúl Scalabrini Ortiz, “El hombre que está solo y espera: una biblia porteña” (1931). 

Leopoldo Zea, “En torno a una filosofía americana” (1942).  

Alejo Carpentier, “De lo real maravilloso americano” (1948).  

Jorge Luis Borges, “El escritor argentino y la tradición” (1954). 

  
For students in Year 2 of a degree programme with Ukrainian. The module is taken in conjunction with SEEU0017 Ukrainian Culture and Text A. This module aims to provide students with an overview of key aspects of Ukrainian culture and its evolution, through the study of a variety of texts (in the Ukrainian original), films and other audio-visual materials. In order to access the Ukrainian-language resources used in the course, students need to have completed the Ukrainian Language Level 1 module, or to demonstrate  equivalent competence in the language. The mode of study is through weekly two-hour classes in Terms 1 and 2, and the module is assessed by means of a two-hour end-of-year examination. The module is taken in conjunction with SEEU0017 Ukrainian Culture and Text A.
For students in Year 2 of a degree programme with Ukrainian. This module aims to provide students with an overview of the key elements of Ukrainian culture and its evolution through the study of texts, films and other visual materials, to enhance understanding of the culture of contemporary Ukraine and an awareness of key issues relating to Ukrainian culture. It is taken in conjunction with SEEU0027 Ukrainian Culture and Text B.
The aim of the course is to enable students who already have a reasonably advanced knowledge of Spanish to acquire a better fluency in the language. Students should then be able to communicate in all situations within the Hispanic world. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). 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 to enable students to study in a Spanish speaking university. Various transferable skills will also be covered.

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

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

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

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The aim of the course is to enable students who already have an advanced knowledge of Italian to acquire a better fluency in the language. Students should be able to communicate in all situations within Italy. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). 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 to enable students to study in an Italian speaking university. Various transferable skills will also be covered.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
The aim of the course is to enable students with a good basic knowledge of Italian to develop the four skills up to an intermediate level. Students should be able to communicate in most situations within Italy. Students will be able to converse reasonably fluently with native speakers and discuss personal, social and current issues using appropriate structures. Medical related issues/vocabulary will also be covered.

Cultural awareness will be further developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
The aim of the course is to give students an opportunity to revise their survival skills and acquire more sophisticated ways of dealing with practical matters. This includes revision and consolidation of vocabulary, grammar, morphology, syntax and phonetics. Some content related to medical studies will also be included.

 Students should be able to communicate in and understand Italian on many practical everyday matters related to various aspects of Italian culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

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

 For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/language-sscs
By emphasising the study of literacy in a multilingual and multimodal world, the module (LCW) will provide students with an opportunity to study literacy as a broad and diverse social phenomenon, defined, understood and researched in multiple and shifting ways.  Using a primarily socio-cultural perspective, and located very much within Literacy Studies and approaches based on Literacy as Social Practice (LSP), this module will explore literacy use and learning, life-long (that is, of adults of all ages as well as children) and life-wide (across a range of life domains and cultural contexts). The module will enable students to critically engage with key concepts in the study of literacy in a changing world, including multimodality, multiliteracies and the diversity of literacy practices, as well as to explore a range of different theoretical approaches to understanding literacy.  Students will have opportunities to research and reflect on constructions of power and value in literacy practices, and factors such as gender, home-school discourses and literacy policy that shape literacy lives in different domains. 
This module examines the law of copyright considering significant doctrinal and normative problems. In the digital age, copyright and design law are increasingly important not only because of the economic significance of the industries that they support, but also because of their profound impact on the shaping of our cultural landscape. The aim of this module is to give students a detailed understanding of the law of copyright in the United Kingdom and the European Union in relation to subject matter such as books, films, computer software, musical works, artistic works and performances. We examine issues and difficulties relating to the subsistence of copyright, as well as its infringement and enforcement.
In this course we will explore the vibrant film cultures of Taiwan, Japan, South Korea, The Philippines, mainland China, Thailand and Singapore. We will focus on New Waves in Taiwan, global auteur cinema from mainland China and South Korea, women’s cinema in the studio system of Japan, political melodramas from The Philippines made under Martial Law, the unique career of Takeshi Kitano from comedian to art-house auteur, films about migrant life from Singapore, and the dreamlike cinema of Apichatpong Weerasethakul. 

Asia is understood not as an essentialist category, but as a contextualised position and we will fully contextualise the socio-political, cultural, industrial, commercial and historical conditions of each cinematic tradition we look at in the region. We will also focus on issues including the relationship between popular and sociopolitical filmmaking; provincialism and nationalism; ‘projecting to Western expectations’ and orientalism; audience reception in and outside of Asia; localizing blockbusters to appeal to local audiences; and how directors use film form to generate meaning. 
Summary 

The module will introduce you to: Basic stem cell biology; induction of pluripotent stem cells; cancer stem cells; different sources of stem cells with potential for clinical applications aimed at repairing diseased or damaged tissues, including those due to birth defects; stem cells for human disease modelling. The importance of multidisciplinary approaches and regulatory and ethical issues concerning the use of stem cells and translation into the clinic will also be addressed. There will be the opportunity for you to attend additional ICH/UCL research seminars and also the annual one day London Stem Cell Network Symposium.

Learning Objectives and Outcomes 

After successfully completing the module, you should be able to:
	Select appropriate models for testing potential value of cells from different sources for the repair of specific tissues
	Assess methodological and ethical issues concerning the use of stem cells in laboratory and clinical contexts
	Critically interpret and evaluate study findings
	Review and effectively present study findings, methodologies and ethical issues
Who is this module for? 

This is a core module for the MSc “Cell and Gene Therapy” and an optional module for the MSc “ Personalized Medicine and Novel Therapies”.

Teaching and Learning Methods

This module will be delivered mostly as a series of lectures given by basic scientists and clinicians based at ICH/UCL with some external experts. There will also be some discussion sessions on selected topics. You will be encouraged to attend additional research seminars, though this is not compulsory. You will be expected to undertake research presentations to tutors and other students and will also be expected to undertake periods of self-study, as directed by the course tutor.
This module builds on the teaching in Introducing Urban Design: Design Skills (BSc1) and Introducing Urban Design: Theory to Practice (BSc2) and forms the basis for more advanced urban design teaching in the Urban Design Specialism. It aims to help you develop a range of skills, knowledge and awareness that are necessary for carrying out large-scale, broad-ranging inner-city urban design investigations, masterplanning, and the development of detailed design proposals within them.

Aims & Outcomes:

To develop through practical application the ability to:

critically analyse existing context and precedents;
	understand the iterative design process to develop masterplanning ideas and detailed design proposals;
	develop urban design proposals at several scales in a creative, coherent and critical manner;
	work effectively as part of a small urban design team;
	effectively communicate masterplanning ideas and proposals, both orally and graphically.
Skills development includes graphic communication, analysis and adaptation of design precedents, site analysis (e.g. analysis of urban morphology and behavioural patterns), urban design, computer-aided drafting, design appreciation, group working and creative problem solving.

Teaching & Learning methods:

This module is taught primarily through the undertaking and completion of project work with tutors available for individual and group tuition. The module also includes occasional lectures and presentations/crit reviews to support the development of the project.

The term is organised around one ongoing major project. The teaching component of the module includes an introduction to Computer Aided Design using the software package SketchUp.
Description:
This module will introduce you to topics in applied psychology (e.g. educational psychology, psychopathology and counselling, criminal psychology and neuropsychology/science) with an emphasis on their relevance in everyday life. There is less emphasis on particular psychological theories and who did what experiment in what year, and more focus on “how does this knowledge transfer to real life situations.” 

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:

Mental Health across the Lifespan & Mental Health Literacy
Crime, Delinquency, Pro/Anti-social behaviour and Morality
Developmental psychopathology – with a focus on the development of psychological disorders and typical/atypical child development.
Learning: cognitive development, memory and the psychology of learning.
Social Groups: In-groups and out-groups, bullying, racism and inclusive practice.
Sleep: 37% of your life. What is sleep? We cover some physiology, psychology, health and well-being and policy-related aspects of sleep.
Creativity: the psychology and neuroscience of creativity.
This module provides a comprehensive introduction to the politics of human rights in the Americas. It introduces students to the historical development of conceptions of rights and the central scholarly and policy debates in the region. The module focuses on the politics of human rights, and it examines approaches to the promotion and protection of human rights in the Americas. The module employs both a thematic, comparative approach and more specific case studies to examine the principal analytical debates in the scholarly field of human rights studies. The module is inter-disciplinary and it develops a comparative analysis of the region of the Americas as a whole. It invites students to actively develop interests in the causes of human rights violations and the effectiveness of policy interventions and strategies to advance the protection and promotion of human rights.
Module description
Multidisciplinary Approaches to Gender Studies (MAGS) provides a broad and varied introduction to research conducted under the banner of gender studies. Drawing upon the expertise of academic staff across UCL, the course aims to equip students with the advanced skills, methods and concepts essential for the study of gender in an interdisciplinary context at postgraduate level. It introduces students with backgrounds in both arts and humanities and social and historical sciences to new and intellectually demanding areas of gender studies as a field, placing a strong emphasis on the intersection of gender with other vectors of power such as sexuality, race and class.
MAGS in Term 1 provides an introduction to historical and contemporary issues of gender in society, as well as key theories for the critical analysis of gender relations.
Preparatory Reading

Connell, R.W. (2009) Gender Cambridge: Polity Press. 
 Enloe, C. (2013) Seriously! Investigating Crashes and Crises as If Women Mattered
 Glover, D. and C. Kaplan (2000) Genders, London: Routledge. 
 Kolmar, W. and F. Bartkowski (eds) (2003) Feminist Theory: A Reader, Boston: McGraw-Hill.
 Lancaster, R.N. and M. di Leonardo (1997) (eds) The Gender/Sexuality Reader: Culture, History, Political Economy, London: Routledge
Multidisciplinary Approaches to Gender Studies (MAGS) provides a broad and varied introduction to research conducted under the banner of gender studies. Drawing upon the expertise of academic staff across UCL, the course aims to equip students with the advanced skills, methods and concepts essential for the study of gender in an interdisciplinary context at postgraduate level. It introduces students with backgrounds in both arts and humanities and social and historical sciences to new and intellectually demanding areas of gender studies as a field, placing a strong emphasis on the intersection of gender with other vectors of power such as sexuality, race and class.
MAGS in Term 1 provides an introduction to historical and contemporary issues of gender in society, as well as key theories for the critical analysis of gender relations.
MAGS in Term 2 offers an introduction to a wide range of research areas where ideas about gender relations are applied, questioned and put into practice. This part of the programme offers an exceptional insight into the variety of research undertaken within the field, covering a mix of topics from within the humanities and social sciences.
Preparatory Reading

Connell, R.W. (2009) Gender Cambridge: Polity Press.
	Enloe, C. (2013) Seriously! Investigating Crashes and Crises as If Women Mattered
	Glover, D. and C. Kaplan (2000) Genders, London: Routledge.
	Kolmar, W. and F. Bartkowski (eds) (2003) Feminist Theory: A Reader, Boston: McGraw-Hill.
	Lancaster, R.N. and M. di Leonardo (1997) (eds) The Gender/Sexuality Reader: Culture, History, Political Economy, London: Routledge
The module aims to equip students with practical skills in conducting experimental linguistic research. An important goal of the course is for students to appreciate how knowledge is created in Experimental Linguistics. Students will apply their knowledge of experimental design and acquire core experimental techniques, and they will work in small groups to design small-scale psycholinguistics experiments, and to collect and analyse experimental data. The module will provide a foundation for further study in Linguistics, Cognitive Psychology, and other areas of Cognitive Science and Cognitive Neuroscience.
The course seeks to equip the students with the required knowledge to understand and undertake materials characterisation of solid systems. You will cover all the major methods of microscopic, nanoscopic and chemical characterisation of materials. The course emphasises the basic principles behind the characterisation techniques as well as equipment design and operation, sample preparation and data analysis. The techniques you will cover are: optical microscopy, SEM, Powder X-ray, TEM, AFM, STM, EDS/WDS, PES, SIMS, FTIR/Raman and neutron scattering.
This module examines the rules which apply to resolve questions of private international law or the conflict of laws in international commercial litigation, with a focus on the English courts
This module examines the rules which apply to resolve questions of private international law or the conflict of laws in international commercial litigation, with a focus on the English courts
This course introduces students to the test and measurement equipment and techniques that are used to characterise optical and RF devices and systems. It provides students with hands on practical experience both with the devices themselves and the measurement equipment required to characterise their performance via a series of laboratory sessions.

Student will gain familiarity with the operation of several types of advanced photonic and RF devices and learn good experimental techniques in optical and RF measurement procedures.
This is a compulsory module on MA in Mathematics Education and must be taken during your programme of study. The module addresses significant issues in mathematics education at all levels of education. The role of mathematical knowledge in the curriculum and in teaching and learning is a major theme, as is the role of the social context in which mathematics and mathematics education are done. This includes consideration of mathematics in the workplace and in different cultural settings as well as issues of gender, social class, language and assessment. Participants are introduced to the research literature and consider how different orientations to mathematics, learning and teaching affect research, policy and practice.

Pre-requisites: A degree in a mathematics-rich subject or education, or equivalent experience teaching mathematics.
The aim of the research module is to produce research aware students capable of independent engagement with research post MSc completion in the form of critical review, implementation of research findings and, potentially, ongoing original research activity.
This module will give students an in depth understanding of anatomy and functional biomechanics of the musculoskeletal system, focusing on the upper, lower limbs and the spine.

 

The subject matter contains relevant anatomy and gives detailed principles of functional biomechanics, these principles are linked to common biomechanical anomalies and pathologies. These pathologies are grouped into body areas and common orthopedic examination techniques are taught.

 

After taking this module you should be able to describe, know and understand the following key concepts;

- How intrinsic biomechanical factors may affect common musculoskeletal injuries and pathology.

- How to conduct a biomechanical and functional movement assessment as part of an injury assessment.

- An introduction to the principles and basic practice of musculoskeletal joint and soft tissue clinical examination.

- Principles of sports injury assessment and management.

- Aetiology of common musculoskeletal tissue injuries to bone, cartilage, ligaments, tendons, nerves, muscles.

 

As well as lectures you will have practical examination workshops focusing on the practical examination techniques used within clinical orthopaedic medicine.

 

 
The project simulation aims to give students practical exposure to topics covered in Delivering Complex Projects. The Project Simulation is a group based research module. In this module, students will face a number of challenges that might be encountered when managing a real, complex project.
This module considers how social problems emerge and are defined as such, and the role and appropriateness of different approaches to intervening. In doing so, it maintains an international perspective. Course sessions will address issues such as:

When can a phenomena be described as a 'social problem'?
	How are social problems constructed as such?
	The ethical and ideological implications of different approaches to intervening, (including a public health approach)
	Frameworks for describing how we think an intervention will work (theory of change)
	Factors to consider when deciding how to intervene
This course aims to develop understanding of the policy process and skills in policy analysis. Students will be introduced to a selection of important policy theories and their use for studying the making of social policy. Although much of the material refers to the UK policy context, the focus of the course is international and students attend with an interest in a range of social policy sectors and disciplines. After taking this course students should: Have a critical insight into the policy process and how and why change may occur, including the influence of social research at different stages; Know about a selection of important policy theories and recognise their main strengths and weaknesses; Be aware of key issues and challenges related to the study of the policy process; Be able to apply these insights to a case study that demonstrates understanding of how and why specific policies were developed.
The module seeks to provide a solid grounding in social science research methods, to develop skills in critiquing research methods used by other scholars, and to help students design a research project and write a final-year dissertation. Following a session on the building blocks of research, students will be introduced to a range of quantitative and qualitative research methods, with opportunities to discuss their respective merits and to practise different skills (e.g. interviewing, conducting focus groups).
The course will introduce students to the Python programming language and to the fundamental concepts underlying programming in general. These concepts include, but are not limited to: data structures, types, iteration, file input/output, and the use of mathematical and statistical packages. In addition to these underlying principles, students will also be exposed (via weekly labs) to computation methods that they can use in analysing real crime-related datasets, such as survey data, crime reports, and DNA data.
*This is a compulsory module for students registered on the Masters of Public Administration (MPA) programme and is not available as an optional module.

This module provides MPA students with an overview of the interdisciplinary fields of public management and governance. It is designed to equip students with the requisite foundational academic knowledge for public sector management careers. To do so, the module introduces students to key concepts and theories in public management, exposes students to basic public management techniques and provides them with an understanding of how broader governance contexts shape effective public management approaches. By blending foundational scholarship on public management with real-world case applications, the course also trains students in evidence-based approaches to addressing public management problems.

With this in mind, students should, at the end of this module, be able to:

1. Understand the core challenges in managing people and organisations in the public sector.

2. Appraise a range of institutional designs and management techniques for public sector management.

3. Evaluate how distinct governance contexts shape the effectiveness of public management techniques.

4. Critically reflect upon and apply public sector scholarship to address real-world public management problems.
*This is a compulsory module for students registered on the MSc Security Studies programme and is not available as an optional module.

The module will introduce you to major themes and debates in the contemporary study of international security, peace and conflict. We will survey a range of issues, including the causes and management of inter-state warfare, terrorism, civil wars, and violence against civilians.

By the end of the module, you should have a good overview of the literature in contemporary security studies. You should also have acquired a set of conceptual tools that can be used for analysing the causes of violent conflict, the sources of international stability and instability, and the mechanisms of international conflict management and conflict resolution.

In addition, you should be familiar with the main issues confronting contemporary policy-makers in the field of international security, and be equipped to conduct independent research on contemporary security issues and debates.
This module is organized into a number of discrete seminar series, covering a range of topics important to psychoanalytic theory and technique. You will consider, for example, how current empirical evidence may be aligned with a psychoanalytic understanding of psychic development and the life of the mind, and you will also consider how essential topics such as trauma or sexuality can be understood through the lens of different psychoanalytic approaches. A series of seminars will bring a number of these issues together and invite you to consider the ways in which key psychoanalytic concepts have a bearing on contemporary clinical technique. The content of the module is theoretical in nature, but the majority of lecturers are experienced clinicians so the clinical context very much informs the theory throughout. The module is delivered by programme staff and guest lecturers, and is taught in a combination of lectures and seminars. Individual engagement with the material is essential and you will be expected to prepare for each seminar by reading one or two assigned paper-length texts on the topic. 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 module introduces the range of computational formalism and methods that are currently used in the cognitive sciences. These will include Bayesian methods, symbolic approaches from artificial intelligence, machine learning techniques, and neural networks. The course will also show how these techniques can be applied to explain specific cognitive phenomena, by describing a range of current computational models. Students will also have the opportunity to develop their own simple computational models of cognitive processes.
Modern politics is marked by deep and entrenched inequalities of power. Should we be concerned if modern governments hold awesome power over their citizens? Or if modern corporations hold immense power over their employees? Should we be worried if men hold considerably more power than women? If Whites hold more power than Blacks? If countries in the Global North hold more power than those in the Global South?
This module addresses the deeper philosophical and ethical issues that underlie these questions. It examines some of the foundational political theories, and some of the foundational political theorists, that continue to shape current political practice. Possible concepts to be explored include freedom and coercion, legitimacy and democracy, domination and oppression, justice and equality. Possible theorists to be studied include canonical figures like Thomas Hobbes, Jean-Jacques Rousseau, Karl Marx, and Friedrich Hayek, as well as some equally important, if less well-known, thinkers like Catharine Macauley, Olympe de Gouges, Frederick Douglass, Anna Julia Cooper, Kwame Nkrumah, Angela Davis, and the Black lesbian feminists in the Combahee River Collective.
This module is an introduction to moral philosophy through a close examination of two key historical texts. Specifically, we will read selections from Hume's Treatise and Kant's Groundwork. The aim is to introduce you to themes in moral philosophy and prepare you for further study in moral philosophy as well as further study of Hume and Kant.

Indicative Topics

The module will cover the following topics:

1. The nature of moral motivation, whether it is reason or desire that moves us to act as morality requires

2. Whether moral requirements can move us to act contrary to our interests

3. Whether moral requirements are universal

4. The connection between self-knowledge and virtue

Teaching Delivery

Teaching will consist in a weekly lecture and a weekly seminar. You will be required to do the reading for each week and participate in seminar.

Philosophy Area B
The clinical case studies module will allow you to apply critical thinking skills and in-depth knowledge of anatomy and physiology to identify ocular pathophysiology, clinical manifestations and the management of a variety of eye conditions. You will apply knowledge and skills to real life case scenarios to determine factors that influence ocular health. You will develop an in-depth knowledge of a variety of treatment modalities and ocular therapeutic agents and their role in managing a range of ocular pathologies. This will enhance your learning experience as you relate theory to practice in real life situations through comprehensive patient assessment and management.
This is an advanced module and designed for students who have studied management topics previously. The content will cover complex topics which are not suited to students with no prior knowledge of subjects related to the field.

This module provides an understanding of the tools and techniques of project administration and the environment within which projects are undertaken. Mechanical Engineering students should see MSIN0068 Project Management; this course is for all other Engineering students. It aims to introduce students to the range of issues that affect projects and the strategies, tools and techniques for managing them. The course content is very practical in nature and aims to help students to develop the skills, knowledge, attributes and behaviours that a project manager needs. The course is aligned with the Association for Project Management APM Project Fundamentals Qualification (APM PFQ) and, subject to availability, there may be the opportunity for students to undertake the APM PFQ examination to gain the qualification, as an optional extra. The UCL School of Management's APM accreditation status provides professional body recognition that the course provides a good grounding in project management techniques which can be applied to projects in any industry. Students may cite on their CVs that they have attended a project management course from an APM accredited provider.
This module aims to explore the relationship between collective and individual behaviour, society and technology. It is especially concerned with how technologies evolve in relation to organisational, collective and individual behaviour, and vice versa. We evaluate how technologies deliver (and fail to deliver) profitable, effective and valuable products services processes and activities. The module explores in detail the relationship between society and technology, especially in terms of how and why technologies succeed and fail; the value that technologies deliver (and do not deliver); and the wider position of technology in society. We examine also the relationship between individuals and technology, and how behaviour influences how technologies are developed, and how technologies influence and shape behaviour.

Overall, the module adds specific knowledge, understanding, and the foundations of expertise, in the fields of leadership, management, IT and technology. The module stands alone as an elective; for Information Management for Business (IMB) students, it also serves as a foundation and cornerstone for elective pathways in management and technology.

The module adds specific knowledge, understanding, and the foundations of expertise, in the fields of leadership, management, IT and technology.

This module aims to:

explore the relationship between society and technology,
	how technologies evolve in relation to organisational collective and individual behaviour,
	how technologies deliver (and fail to deliver) profitable, effective and valuable products services processes and activities;
	how technologies evolve as the result of social demands and pressures;
	how technologies are controlled and directed by human (professional and non professional) behaviour.
Success in today's organisational environment requires new ways of thinking. To cope with increasingly ambiguous and complex demands in knowledge-based organisations, individuals need to be able to generate many solutions, adapt, and critically assess alternatives. This course is designed to help develop these skills by presenting students with a variety of challenging activities and tasks.

Specifically, the course aims to identify the role and importance of creativity and critical thinking in organisations, discuss the factors that drive individual and group creative and critical thinking and identify how to apply creative and critical thinking skills to a variety of organisational and industry contexts.
This module introduces students to the key concepts and principles underlying how organisations make financial decisions and covers the theory and practice of making and managing project investment decisions.
Upon successful completion of the module, students will be able to:
Understand the key financial decisions made by organisations and their impact.
Understand the impact of time and uncertainty on financial decisions. 
Understand and apply the concepts and tools needed to make project investment decisions, such as: Present Value, Net Present Value and the Opportunity Cost of Capital. 
Understand the practical problems involved in making project investment decisions including the practical challenges of collecting and estimating financial data. 
Understand the techniques used to understand project risk, such as: Sensitivity Analysis, Break-Even Analysis, Monte-Carlo Simulation and Decision Trees.
Healthcare industries are closely regulated by governments in order to ensure safety and efficacy of new medicines. This module provides an introduction to this essential and complex area in healthcare which employs many thousands of scientists across the world. The module describes the history of how regulations were introduced and the current landscape of regulations from the US Food and Drugs Administration (FDA) to the European medicines agency (EMA) and the local UK medicines and healthcare products regulatory agency. Healthcare industries are closely regulated by governments in order to ensure safety and efficacy of new medicines. This module provides an introduction to this essential and complex area in healthcare which employs many thousands of scientists across the world. The module describes the history of how regulations were introduced and the current landscape of regulations from the US Food and Drugs Administration (FDA) to the European medicines agency (EMA) and the local UK medicines and healthcare products regulatory agency. The module is adjusted to bring in topical issues such as regulation of medicines in the pandemic.

The aim of the module is:

To provide an introduction to regulatory affairs with reference to the history of government regulations.

To provide a working knowledge of regulatory affairs through a series of journal clubs, workshops and presentations.

To equip students with sufficient knowledge of regulatory affairs to understand the drug registration process in the major healthcare markets.
Lectures

Digestive Physiology and Pathophysiology and Nutrition Status (x2)
	Routes of Feeding
	An Introduction to Intestinal Failure
	Home Parenteral Nutrition
	Metabolism of Parenteral Nutrients
	Prescribing TPN and Management of Short Bowel Patients
	Formulation of Enteral Diets
	Tier 1&2 Weight Management Reduction
	Tier 3&4 Weight Management Reduction
	Nutritional Management of Renal Patients
	Nutritional Management of Liver Patients
	Paediatric TPN
	Weaning from Parenteral Nutrition and Paediatric and Neonatal Enteral Nutrition
	Nutrition in Patients with Long-term Neurodisability
	Nutrition Support in Hospital and Community-Care Settings and Organisation of Nutrition Support Teams
	Measuring Energy Metabolism in Clinical and Community Settings
Learning Objectives

1. Have a sound foundation on which to make observations on the incidence of malnutrition within different patient populations.
2. Have a sound biochemical understanding of digestive physiology and pathophysiology as applied to enteral nutrition.
3. Understand the relationship between macro and micro-nutrient requirements and development and disease, and methods by which requirements may be assessed.
4. Appreciate the special requirements for successful artificial nutrition support for all groups of hospital and community-care patients.
5. Appreciate the multidisciplinary team approach to successful nutrition support
Genomics has become an essential component across a range of fields. In Medicine, cancer clinicians use genomics to profile patient's tumours to identify targets for personalised treatment; immunologists use genomics technologies to characterise the variability of a patient's immune repertoire; and microbiologists use genomics to identify bacterial and viral pathogens. With increasing awareness and falling costs, genomic applications continue to rise.

This module aims to provide students with an up-to-date and broad knowledge of the principles of genomics, genomic technologies, methods of genomic analysis and the application of genomics in medicine and life sciences. We will begin with an overall introduction to the genome and describe in some detail the technologies that are used, their strengths and weaknesses and how to apply them. Genomics technologies generate huge volumes of data. We will look at how these data are handled, what resources exist to help understand it, and how, in practice, computational resources are used to extract the information needed in order to make clinical and research decisions. We will examine several medically important branches of genomics including epigenomics (how the genome is regulated), transcriptomics (how active genes are measured and what they can tell us) and metagenomics (genomics of populations of organisms). We will also look at the use of genomics in personalised medicine and examine some of the ethical issues that arise from the use of these technologies.
This course will introduce students to a range of mathematical modelling of fluid flows that occur in geological and industrial settings. These include the flow of ice, lava and mud, subsurface transport of fluid through rock, heat transfer problems in industry and nature, pipe and channel flows, and industrial processing problems. The course is divided into two main parts. First, various problems involving Newtonian fluids will be discussed, including heat transport, convective instabilities and flow through porous media. Second, modelling of non-Newtonian fluids will be introduced. Different types of non-Newtonian behaviour (including plasticity, elasticity and ‘memory’ effects) will be discussed, along with the challenging - and interesting - mathematical modelling required to describe them. Applications to different geological and industrial settings will be considered.

By the end of the course, students will be equipped with the skills required either to carry out future independent research involving complex viscous or non-Newtonian fluid flow, or to work in a career that involves geological or industrial modelling.
The module aims to:

• Use a scaffolded approach between partnership settings and university tutors, to give students practical experience of applying research to practice.

• Through lectures, support students in turning theory into practice to make a meaningful difference.

• Discover how action research, locally, national and internationally impacts on early years pedagogy and practice.

• Engage in dialogue with both academic researchers and practitioners about the impact of research on quality of provision and children’s outcomes.

• Give opportunity for students to participate in workshops and consider the influence of Action Research in EYFS Settings across the 0-5 age range.



Outcomes:

You will

• Gain practical experience of applying research to practice in an academic and professional setting

• Have a good understanding of how current action research has an impact on pedagogy and practice in an early years setting

This module is assessed on a presentation based on a multi-disciplinary research project.
This module covers the law of England and Wales relating to the insolvency of companies. The principles of the law are studied together with the relevant statutory and case law authorities, and are evaluated in the light of evolving legal policy and proposals for reform.

The course deals with the winding up of insolvent companies and with the treatment of assets and claims upon liquidation. This also includes a consideration of the role played by various forms of security and quasi-security interests, including fixed and floating charges, in mitigating the impact of the company’s insolvency on certain creditors. Another important theme is the way the law aims to counteract improper or imprudent conduct on the part of directors and others with responsibility for the conduct of the insolvent company, resulting in increased risk of loss to creditors and others.
Specialism grouping not a taught module
This module aims to equip students with tools for analysing quantitative and geospatial data relating to risk and disaster reduction, humanitarian crisis and public health emergencies.

As a student in this module, you will learn basic statistical methods for survey design and quantitative data analysis. In addition, you will gain hands-on programming experience to equip you with the tools to conduct independent research in risk and disaster science. This activity will include analysing data using an example programming language.

Additional geospatial skills will be gained through an introduction to Geographical Information Systems (GIS) and Remote Sensing (RS) techniques. We will use industry-standard software to analyse geospatial data with an aspiration of strengthening scientific and practical knowledge.

Through lectures, class discussions, interactive demonstrations and computer lab exercises featuring examples relating to disaster risk reduction and humanitarian crisis, you will learn:

Planning and designing data collection
Introduction to statistics
	Statistical distributions
	Samples and populations
Quantitative data analysis
Probabilities
	Hypothesis testing (parametric and non-parametric)
	Linear regression (single and multi-variable)
Introduction to computer programming
Pseudo code
	Programming for practical data analysis
Geospatial data analysis
Geographical Information Systems (GIS) and Remote Sensing
	Handling vector and raster data
	Real-world examples using a case study
Transferrable skills
Technical report writing capabilities
Teamwork and leadership development competencies.
The aim of this module is to provide students with historical context and an up to date working knowledge of the academic publishing sector, including current developments. The opportunities for publishers within this area are varied and exciting, providing exposure to cutting-edge ideas and researchers with an international outlook and global importance. Students will be introduced to the core concepts surrounding scholarly communication and dissemination, key stakeholders and operational and strategic requirements of an academic publisher. Academic publishing, and its supporting services, represents by far the largest and most important area of publishing in terms of revenues and employment. Knowledge sharing continues to expand as research centres in previously closed marketplaces (such as in India, East-Asia and more recently South-America) enter the global market. Books and journals remain the most common forms in which research is disseminated but technological developments are advancing (specifically in the areas of dissemination, metadata and analytics) and where varied types of publisher draw skills, inspiration and business models. It is an area of publishing uniquely drawn into institutional, governmental and international policy-making.
Disparities in health across geographical space and social groups are well documented. Yet  how and why these arise, and what can and should be done in response remain challenging and controversial questions. In this module, we will explore how science and technology can reveal and resist, or instead be complicit with – by obscuring, legitimating and enabling – the production of embodied inequalities. We will interrogate biomedical and social ‘ways of knowing’ patterns of risk, sickness and longevity as linked to, or as isolated from, inequalities in access to power, resources, privilege, rights, recognition and wealth. Using tools from science and technology studies as well as from critical race and queer theory, social epidemiology and medical anthropology, we will critically examine how categories such as ‘biology,’ ‘the environment,’ ‘culture,’ ‘the economy’ or ‘society’ have been used to investigate and explain differences in health. We will study examples of how biomedical research, technologies, practices and institutions have both exacerbated and depended on inequality. We will also learn about critical and activist responses. Topics covered might include controversies over the genetic basis of race; environmental (in)justice; medical discrimination and exploitation; feminist, queer and Black health activism; concepts of structural violence, syndemics and local biologies; and critiques of the coloniality of global health.
This module is the continuation of the 2nd year module Global Geophysics (which is a prerequisite), and covers a selection of topics related to Geodynamical processes:

- Kinematics of plates and triple junctions;

- Heat flow and sea floor bathymetry;

- Elasticity and flexure of plates;

- Global mantle convection;

- Isostasy, erosion and mountain building;

- Brittle and plastic flow of rocks;

- Remote sensing methods.

The module is aimed at getting an advanced understanding of the key physical processes driving plate tectonics and related phenomena. The lectures are organised around the derivation of simple models and how they can be used to explain observations. Mathematics are used throughout the course but the objective is to be able to uunderstand equations, their dimensions and key charactersitics rather than being able to re-derive them from frist principles.

Practicals will be organised around data analysis in Matlab and elementary derivations.

The course will be taught mostly with blackboard derivations and some supporting slides.

GEOL0012 Global Geophysics are prerequisites for this module.
The independent project will allow students to pursue a particular topic in geophysical hazards, to critically evaluate available data (from a combination of desktop studies and voluntary fieldwork) and to identify potential solutions to hazard assessment and mitigation.
This module provides an overview of China’s domestic politics, explaining how China’s “long 20th century” came to define its current politics and society. It introduces basic concepts of governance specific to China and explores relations between state and society from the imperial state, republican China, through the radical Maoist period and down to the reform-period after 1978. Beginning with a five-week excursion through a tumultuous history of imperialism, war and revolution, the course then looks at five thematic blocks covering contemporary issues relevant to the understanding of China’s present and future.

The aim of the course is to give students a rounded understanding of China’s recent politics and history. It will do so by flagging up crucial points at which China’s elites and society negotiated a transition to their own vision of modernity, thus preparing the ground for comparative analysis on how China’s recent historical experiences differ or converge with those of the West, the East Asian region, as well as other parts of the developing world.
This module aims to link work in education and international development with insights from gender and education and relate these to educational policy and practice. It is designed to develop an understanding of the circumstances in low and middle income countries under which gender affects rights to, rights in and rights through education. The module looks at the gendered dimensions of processes of teaching and learning. It considers sexual divisions in education and the gendered political economy of family, work, political action and cultural production. Particular attention is given to gender and violence in school settings. Throughout the module there will be a concern to explore gender sensitive strategies and alternative approaches in education to overcome social division and inequalities. 
This module will explore literacy, or literacies, across the life-course, examining reading and writing (and whatever else we may consider to be literacies beyond reading and writing) as lifelong and lifewide. We will examine theoretical approaches to literacy and its role in our lives, including, but not exclusively, education, work, faith, family and political life. In doing so, we will look at language history, language change, language variety, multilingualism, ‘literary’ literacy, multimodality and digital literacies, considering ideas such as the dominance or invisibility of certain practices, the relationships between ‘in-school’ and ‘out-of-school’ literacies and social fears of ‘illiteracy’. The ways in which reading and writing are conceptualized or defined determines research, policy and pedagogy and these in turn affect our conceptualisations of literacy/literacies. This module aims to examine this dynamic as part of understanding the powers, pleasures and perils of literacies across the life-course.
Summary: The objective of this module is to introduce and critically assess methods and tools used by urban economic development policy makers and practitioners to evaluate policy choices, both before and after projects and policies have been approved. To this end, the course covers a range of common tools that draw on both quantitative and qualitative research methods. Students will build skills to understand the strengths and weaknesses of different methods, as well as to engage critically with ideas that shape the use of these tools in development literature and practice. Students will also have the opportunity to critically evaluate the quality of evaluations conducted and suggest improvements to the evaluation design, through the use of case studies. As such, the course includes sessions that introduce principles of quantitative data analysis – basic statistics, fundamentals of survey design, and regression analysis – needed to evaluate the quality of real-world impact evaluation case studies

Learning objectives:

Students will be confident in understanding the fundamentals of ex-ante and ex-post policy
evaluation tools, and the quantitative and qualitative methods that underpin both. More
specifically, students will understand:
• The rationale for policy evaluation.
• Trends in policy evaluation.
• Philosophical challenges of evaluation.
• Pragmatic challenges of evaluation.
• Available policy evaluation tools and their appropriateness in different contexts.
• Principles of sound quantitative evaluation tools (Sampling, inference, hypothesis
testing and spatial analysis).

 
This is a compuslory module for all students studying the MSc Periodontology (distance learning) programme.

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

Fundamental concepts of non-surgical periodontal therapy of periodontal diseases
 Health behavioural change (methods and communication skills)
 Practical skills associated with oral hygiene instruction
 Practical skills associated with non-surgical debridement
 Local and systemic antimicrobials and other adjunctive therapies
 Expected outcomes following non-surgical periodontal therapy
 Supportive periodontal therapy
 Interdisciplinary aspects as part of non-surgical periodontal management
On successful completion of the module, graduates will have achieved a foundation in the understanding and basic clinical practice of:

Non-surgical management of periodontal diseases
 Methods and communication skills for health behavioural change
 Oral hygiene instruction
 Non-surgical debridement and instrumentation
 Use of local and systemic antimicrobials and other adjunctive therapies
 Expected outcomes following non-surgical periodontal therapy
 Implementation of supportive periodontal therapy
 Relevant interdisciplinary aspects as part of non-surgical periodontal management
This module provides an overview of the basic principles of treatment and clinical skills relevant to all aspects of Endodontics:

Patient assessment and treatment planning;
	Rationale and procedures of endodontic treatment;
	Control and management of endodontic operatory and patient;
	Case documentation and presentation;
It provides tutor and student led skills-laboratory exercises on simulation and ex-vivo models designed to evaluate, coach and develop neuro-motor skills relevant to endodontics, including operative technique, hand-piece control, mental visualisation, tactile skills, treatment protocol, use of contemporary equipment.

The module also oversees the translation of above knowledge and technical skills into the clinic through supervised patient management. Graduates learn through treating patients in a real-life (clinic) supervised learning environment. Active learning is encouraged through pre-treatment case discussions with clinical supervisors, allowing post-treatment case management feed-back through maintained log-books. Integration of academic and clinical learning is achieved through case conferences on selected learning-rich cases.
This is the report module for the MA Educational Assessment. Please register for this module for the summer term if you wish to complete for September 2023.
This course facilitates academic debate to encourage a questioning and critical stance on effective learning that would apply across a variety of contexts.   

Over the course of ten weeks participants will explore a range of ideas that consider alternative viewpoints about learning in order to support critical analysis and evaluation of contingent pedagogy and policy. This exploration will influence decisions about change, and the construction of effective and transformative learning contexts. Engagement with an active online module community will offer further opportunities to share practice and belief, and to reflect on the development of a specific action plan for learning in participants’ settings.  

The module is taught online and will run in the Spring term in 2022-23.

This module belongs to the MA Advanced Educational Practice, MA Education (Advanced Practice) and the Graduate Diploma in Advanced Educational Practice programmes.
Contact ioe.aep@ucl.ac.uk for further information.

Students are required to have relevant prior experience of working in an educational setting in order to effectively reach the learning outcomes of the module.
Aims:

To give students the experience of undertaking and completing a substantial piece of individual work, applying knowledge learned from terms 1 and 2 of the programme plus the skills of research, analysis, design, implementation, testing and evaluation. To document the results to a good academic standard.Learning outcomes:

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

Work individually undertaking a major project.
	Plan and coordinate project activities to meet deadlines.
	Make realistic work commitments.
	Write a substantial report to document the project results.
Content:

After a project has been agreed, each student is allocated an academic supervisor, plus an industrial supervisor if the project is within a placement. The supervisors provide support and guidance. The project starts immediately after the main examination period, i.e. in early June. The students are responsible for organising themselves and their work, with advice from their supervisors. Students are expected to meet with their supervisors on a regular basis. A typical project will comprise approximately 4 weeks of background reading, analysis and design, followed by 8 weeks of implementation and finally 2 weeks to complete the writing of an in-depth dissertation of about 50,000 words or 50 pages which documents the results of the project. The deadline for submission is usually in early September.Requisites:

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

The module aims to develop an understanding of what research in information security is about, how to identify a contribution, what the quality standards in scientific publications are, and to study selected technical sub-topics in depth.Learning outcomes:

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

Understand how research in information security is conducted and disseminated;
	Identify the context of information security literature and critically engage with the work; Students will be exposed to research on information security, by reading quality technical research papers in information security.
Content:

Students attend lectures and read scientific papers within an area of information security. The students will present a scientific paper in class, write two short reviews of papers presented in class, and write one detailed report about one paper in particular.Requisites:

To be eligible to select this module as optional or elective, a student must be registered on a programme and year of study for which it is a formally available.
In this weekly series of high-yield teaching events , delivered by experts, you will be guided through both general and subspecialist neurosurgical topics. 
This module will help provide you with both core knowledge for early-stage neurosurgical training, and strategies for common neurosurgical exam and interview scenarios.
On successful completion of the module, you will be expected to: 
• Demonstrate good knowledge of the anatomy, physiology, and pathology of the nervous system that enables you to make accurate neurosurgical diagnoses 
• Demonstrate good understanding of the common neurosurgical conditions and how they are managed 
• Critically analyse research, data or information presented in a variety of neurosurgical settings (e.g. exams, interviews, conferences, courses, presentations)
You will have an introduction to neurological and neurosurgical aspects of trauma and central nervous system tumours. The lectures will cover clinical aspects of cranial trauma, spinal trauma, tumours and cysts as well as give an overview of cerebrospinal fluid pathologies. The module also provides an introduction to neurosurgery and a brief overview of technical aspects of neurosurgery. 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 have an understanding of the rationale for investigations and treatments used in neurological and neurosurgical disorders such as meningioma’s, hydrocephalus, pituitary adenoma, and spinal cord compression. This knowledge will be relevant and applicable to clinical practice.
Summary

This module aims to provide an overview of typical and atypical development from the fetal period to the first few months postnatal, including methods of newborn assessment, social care structures available to support newborns and families, and other environmental and genetic influences on the newborn. It also aims to develop critical analysis and thinking skills regarding prenatal and newborn health and development.

 

Learning Objectives and Outcomes

After taking this module, you should be able to:


	Describe typical and atypical fetal and newborn development
		Select appropriate methods for assessing newborn babies
		Suggest appropriate social care resources to parents of newborns
		Contextualize the health and development of newborns within the family & society
		Critically evaluate the influence of environmental factors on newborn development  
	
 

Who is this module for?

This is a core module for the MSc Infancy and Early Childhood Development Course. 

 

Teaching and Learning Methods

Teaching will include lecturers/seminars, and independent learning as well a number of video/internet learning hours.

 

Assessment

You will be assessed by a written essay.

 

Selected Reading List

Maurer, D & Maurer, C (1989) The World of the Newborn. Viking Press ISBN-13: 978-0670828111
Aims:

To provide an understanding of advanced reactor design and the principles and phenomena that are present in multiphase and catalytic reactions.

Learning Outcomes:

Upon completion of this module student should be able to:

design advanced chemical reactors;
	evaluate the influence of mass transfer and hydrodynamics on reactor performance;
	apply advanced concepts for the design of chemical reactors;
	combine analytical and computational approaches for reactors design;
	critically evaluate what phenomena and under what circumstances need to be considered as related to the level of accuracy required for a specific design problem;
	gain experience on the operation and data analysis form laboratory chemical reactors;
Synopsis:

Nonisothermal reactor design at steady and unsteady state
	Multiple reactions in PFR/CSTR
	Introduction to heterogeneous catalysis
	Mass transfer and reaction in heterogeneous catalytic reactions
	Design of fixed bed reactors
	Mass transfer and reaction in gas/liquid and gas/liquid/solid reactions
	Design of gas/liquid and las/liquid/solid reactors
	Nonideal reactors and residence time distribution
The Masters level (level 7) version of the module (CENG0018) has a stronger focus on unseen, and more open ended, problem solving.
The ‘Development and Capital Projects’ module will explore the development process from a theoretical and practice-based perspective. It will explore the key constructs that underpin real estate related development as a unique activity and capital projects as an enterprise within an international context. The module will provide theoretical positions on the three major stakeholder groups – consumers, production and public – within an international context and the problem-specific case study reviewed within the module.
To be a successful scientist requires knowledge of up to date methods, and training their use, but also the ability to reach a wide range of target audiences via a variety of methods.

Science communication important:

To address urgent issues
	To educate the public
	To educate decision makers
	To inspire the next generation of scientists
	To inspire local communities
The aim of this module is to provide students with the transferable skills necessary for communication of science, as well as exposure to cutting edge methods beyond their chosen research project. The course will consist of seminars, workshops and discussion sessions.

 
This is a compulsory, skills-based module for all Biochemistry and Biotechnology students. The module takes place after the examination period in term three, occupying the last two weeks of term. All first years must attend lectures and complete exercises and workshops. Presentation skills are informally assessed, and feedback given. Students also carry out an extended laboratory practical in teams. There is no formal assessment for this module but non-attendance will result in a failure recorded on your transcript. There are no resits for this module.

After this course you will have gained information, key skills and techniques relating to your continued studies at UCL that you will apply in the following year. You will also have gained expertise in designing an experiment and working as a team to achieve an objective with a measurable output. You will have practiced different scientific communication styles and have first-hand knowledge of the research carried out in the department.

Indicative Lecture list

This year and next-information on second year module choices.

Introduction to protein practical.

Introduction to Year in Industry.

How to make great figures.
Distributed energy systems are expected to play a strong role in the future smart energy system. This module builds on the Fundamentals of Smart Energy and the Built Environment module to focus on active energy demand technologies in the built environment, the potential for flexibility in their operation, and renewable energy technologies. It introduces the physical concepts underpinning these technologies, their interaction with the built form, how they may be controlled as part of a smart energy system, and the policies and market drivers for this transition to the way in which we consume and produce energy. Technologies include:  

Heating, cooling and a transition to low carbon heating: gas boilers, hydrogen boilers, combined heat and power, heat pumps, district heating and air conditioning.

Appliances and lighting.

Renewable energy generation and storage associated with the built environment – photovoltaics (PV), solar thermal, battery storage.
In this module you will learn how to design a lighting control system to meet people’s needs in different environments and to understand the practical implications and consequences of your design. This is a structured design module in which you will be guided through the relevant theory so that you can make informed lighting control design decisions.
This module provides an introduction to the variety of aspects of heritage science, ranging from exploring the concept and value of heritage, to the role that science, engineering and digital technologies can have in in this multi-disciplinary field. You will acquire new skills in a highly pragmatic context, incorporating team working, problem-based teaching, case-based learning, discussions, presentations and reports. At the end of the module, you will be able to:

use the framework of heritage values to interpret scientific results;
	understand, interpret and document typologies of art, heritage and archaeology;
	recognise value typologies;
	understand digitisation and preservation of digitally born information
	appreciate aspects of material and environmental change;
	understand issues related to prevention, intervention and risk management;
	strategically evaluate the impact that heritage research can have on wider societal and environmental issues.
	review the state–of–the–art in the intersection of heritage and data science
The transition towards sustainable energy systems requires innovation and the diffusion of new technologies that are socially and economically acceptable. This module explores different theoretical perspectives on the process of energy innovation and technology development, and examines real-world case studies to bring these ideas to life. The module emphasises a policy perspective, examining the rationales behind energy research and innovation policies, and the practical challenges that governments face in fostering the development of new technologies. The aim of this module is to make students familiar with the major issues of the economics of technological change and innovation, and strategic technology policy and management with special reference to energy and environment.
A variety of digital innovations, ranging from technological to processual transform the built environment and other capital project industries. In this module you will be introduced to theories and practices in the field of innovation and technology management to address digital transformation. The module aims to provide you with a grounded theoretical understanding of the sources and enablers of digital innovation, their context and how you can manage them at a strategic organisational, project-based and sectorial (ecosystem) level. The module will discuss key digital innovations and prepare you by developing your critical managerial abilities on how to recognise, manage and sustain them in organisation and project settings while syncing to the institutional environment. The module will be delivered through a mixture of interactive lectures, Harvard case teaching seminars, workshops and talks by guest speakers.

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

The core theories of innovation management and technology management at organisational and project-based settings.
	Theories of strategy, teaming and collaboratively working in the context of digital innovation.
	How to develop and implement strategy for leveraging digital innovation in practice.
	How to formulate arguments for developing a vision and relevant capabilities for digital innovation.
Organisations today operate in a complex business environment with constantly increasing stakeholder demands for higher standards of efficiency, integration and service. Change is a recurring feature in the modern world, shaping today’s organisations, across industries. The pace of change in organisations is intense and to manage change successfully they need to develop a critical mass of competent individuals who understand change.

In order to equip students to deal with change, regardless of its form and location, this unit aims to explore best practices and theories of change, whether at societal, organisational, group or individual levels of analysis. This learning journey seeks to help students appreciate how change can be initiated, encouraged, enabled and facilitated.

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

· Appreciate the magnitude and nature of change in today’s organisations. We are in a VUCA world.

· Understanding why change is a necessity for survival, the nature, and types of change

· Understanding why organizational culture matter in change management.

· Explore the theories and processes of change and transformation in support of effective change management

· Evaluate the potential sources of resistance to change and strategies which can be used to successfully overcome them

· Learn now to integrate academic knowledge and practice skills to engage in a change management project.

· Learn the tools to identify, segment and involve stakeholders affected by the change.

· Recognise leadership theories relevant to change

· Mastering communication and engagement along the journey of change

 

Weekly sessions are organised along the following themes:

· The nature of change

· Individual level change dynamics

· The planned change cycle

· Emergent approaches to change

· Leading change
Students learn the technical concepts used by environmental engineers using qualitative analysis, based on physical and computing modelling skills. They learn about the comparative environmental behaviour of a range of building materials and configurations. Students are taught the basics of sizing environmental elements for their future design projects and are asked to make an environmental appraisal of case studies and their sample building design project.
This module builds upon the machine thinking in simulation and analysis with a focus on understanding the spatial dynamics that form the built environment around us. Having a well-defined methodology for the description and analysis of buildings and urban space, it introduces students to computational thinking and methods for exploring a broad range of theories and methods of spatial analysis. By investigating spatial morphology and its social implications the module extracts data (social and spatial) that are then used to computationally analyse and experiment with evolutionary spatial designs. The module will deliver the basics of computer scripting and the fundamentals of spatial computation and visual-agent simulation. It will equip students with an understanding of the principles underlying the computation, representation, measurement and analysis of spatial and architectural phenomena that are in the core of space syntax and architectural design. A series of lectures based on case-study examples will showcase how these methods have been utilised in today’s cutting edge spatial simulation and design.