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.
This module will introduce students to archaeological, anthropological and museological approaches to violent conflict in the twentieth and twenty-first centuries. The principal focus will be on contested representations and memories of modern conflict, and the impact and value of archaeological research in conflict and post-conflict environments. The module will focus on theoretical and methodological approaches, while drawing on a wide range of relevant materials and case studies from around the world.

Module description 

This module will introduce students to archaeological, anthropological and heritage approaches to violent conflict in the twentieth and twenty-first centuries. The principal focus will be on contested representations and memories of modern conflict, and the impact and value of archaeological research in conflict and post-conflict environments. The module will focus on theoretical and methodological approaches, while drawing on a wide range of relevant materials and case studies from around the world.

Module Aims 

This module aims to introduce students to the innovative approaches to the study of recent conflicts that have been pioneered in archaeology and anthropology in recent years. The combination of theoretical and practical approaches will provide a good grounding in the subject for students interested in historical archaeology, conflict heritage, and the material and social aspects of commemoration.

Learning Outcomes 

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

• Critical reflection and evaluation of texts, objects, sites and exhibitions

• Observation and interpretation skills

• Discussion, oral presentation and argumentation skills

 

Further information is available here https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/archaeologies-modern-conflict
The module discusses the auditory and visual systems, covering sensory conduction in the sensory periphery to neural cording in sensory cortex. Multiple animal models (rodent, ferret, and humans) and techniques (electrophysiology, 2-photon microscopy, optogenetics, MEG and fMRI) will be discussed. Students will become familiar with the cutting-edge research into Systems and Circuit based analysis in Neuroscience.

Indicative lecture list

Week 1: Vision: receptors, subcortical, developmental

Development of the primate area of high visual acuity
	Learning to integrate the senses
	Visual optics, rods and cones and retinal processing
	Parallel pathways for vision
Week 2: Vision: cortex, perception

Cortical circuits for vision
	Sensation in action
	Canonical Computations in Visual Cortex
	Seeing through the clutter: Crowding and peripheral vision
Week 3: Mechanotransduction and spatial hearing

Hearing with antennae: acoustic communication in fruit flies and disease-transmitting mosquitoes
	Hearing or how the cochlea does a hard job with soft parts
	Sound localisation - an example of subcortical auditory processing
	Learning to hear sounds in space
Week 4: Audition: cortex, perception

Audiovisual integration in auditory cortex
	Putting sounds in context
	Studying temporal patterns with MEG
	Speech processing in the auditory system
The reputation of A.P. Chekhov (1860-1904) as a master of the short story and brilliant dramatist is well-deserved. One of the attractions of studying him at undergraduate level lies in the fact that most of his works are fairly short and therefore well-suited to close structural and textual analysis. Linguistically his works are easily accessible. In terms of sophistication of form and subtlety of mood and ideas, they offer a rewarding challenge. The module offers an introduction to the broad spectrum of Chekhov's evolution as a writer of short stories and plays through the study of a representative selection of some of his principal works. These will be studied in roughly chronological order and considered in the light of the development of Chekhov's style, narrative and dramatic technique and central concerns as a writer. Groups of works are studied in relation to a number of key topics such as the nature of humour in Chekhov's works, the portrayal of women, the role of ideals, the functions of time and space and the use of narrative point of view. The texts will be read in Russian and/or in English translation, depending on the Russian language level of the students.
This module is compulsory for students in the final year taking a degree with Finnish language. It explores central themes in Finnish society and culture through the study of Finnish texts. It deepens the knowledge attained on the Year 2 module "Finland: Environment Society and Culture" by looking at specific cases which illuminate Finnish social and cultural life and the construction of Finnish identity in discourse.
With the current challenges facing the European political project, there is no better moment to reconsider what Europe means. However, instead of looking at Europe through the traditional centres of political power (Brussels, Paris, Berlin), this module looks at Europe from the perspective of cultures of east-central Europe – from Belgrade, Budapest and Brno. Through lesser-known masterpieces of contemporary European literature and film, we will examine different ‘geopoetic’ concepts of Europe (Eastern Europe? Central Europe? A ‘kidnapped West’?), challenge the ‘east-west divide’, and explore the impact of communism and its aftermath on culture. Through this, we will approach a more nuanced understanding of what Europe is.
The making and implementation of public policy is fundamentally political. The people who design laws, who vote on them in legislatures, who negotiate the implementation of them in bureaucracies, who sell them to the public, all operate within political environments which shape their behaviour. Policy analysis cannot be considered purely in terms of programme evaluation and public administration, but rather must also focus on which policies can be implemented in the face of political constraints. This module introduces students to key models of the politics that affect policy formation and delivery. Drawing on theories of political economy, the module addresses how specific political institutions shape and constrain the policymaking process. Students will study the key normative frameworks that help to inform policy choices; the social dilemmas that are common to many public policy challenges, such as externalities, and collective action and coordination problems; and a series of challenges faced by political actors intending to implement good governance, including features of the political process that affect incentives (such as electoral and legislative institutions), and more fundamental issues that can lead to suboptimal outcomes (such as information problems and commitment problems). Students will learn some of the key analytical skills required for rigorously analysing the politics of public policy, including basic game theory and decision theory. The module has a strongly applied focus, and students will use the models that are covered in the materials to understand key issues in contemporary policymaking.

 
The climate crisis poses an existential threat to the natural environment and human societies alike. It is fundamentally a problem of human psychology and behaviour, and it also impacts these things, with profound consequences for future wellbeing. It is thus an important topic for psychologists to engage with, and this course aims to equip students with the knowledge and skills with which to do this.

Module content includes: 1) Causes and consequences of climate change, Issues of human wellbeing and social justice: who causes climate change vs. who suffers most from it or even benefits from it, and how these factors can be manipulated 2) How people make sense of climate change cognitively and emotionally: including why some people deny facts about climate change, as well common emotional reactions such as anxiety, grief and hopelessness, or resilience, campaigning and activism 3) How to communicate the facts of climate change to different audiences, and how communications have been subverted by self-interested parties such as the fossil fuel industry 4) Individual factors that enable or impede pro-environmental behaviours, and how an understanding of these change can improve the success of behaviour change initiatives 5) Game theoretic and group dynamics of climate change action, and why it has been so difficult to get national and global action on the issue.

The module may include guest lectures from relevant other disciplines such as climate science, economics and politics, as well as online seminars given by external speakers, for interest.
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 course covers additional Chinese characters together with more advanced vocabulary, grammar, morphology, syntax and phonetics, and develops the four skills (reading, writing, listening and speaking) to enable students to communicate in all situations within a Mandarin-speaking environment. Medical related issues/vocabulary will also be included. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The course covers additional Chinese characters together with more vocabulary, grammar, morphology, syntax and phonetics, and develops the four skills (reading, writing, listening and speaking) to enable students to communicate in specific situations within a Mandarin-speaking environment. Students will be able to converse reasonably fluently with native speakers and discuss personal, practical, social and some current issues using appropriate structures. Some medical related issues/vocabulary will also be covered. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The course covers the revision and development of the four tones in Mandarin and further Chinese characters together with expanding vocabulary, grammar, morphology, syntax and phonetics to enable students to function at an intermediate level in a Mandarin-speaking environment. The course will enhance knowledge and use of linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be further developed. Medical related issues/vocabulary will also be covered.

 
  For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The course covers the four tones in Mandarin and basic Chinese characters together with vocabulary, grammar, morphology, syntax and phonetics to enable students to function at a basic everyday survival level in a Mandarin-speaking environment. The course will introduce linguistic structures (a variety of styles and registers from a range of appropriate authentic material). Various transferable skills will also be developed. Medial related issues/vocabulary will also be included.

 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 a reasonably advanced knowledge of Japanese to acquire a better fluency in the language. Students should then be able to communicate in various situations within Japan. Students will be able to converse with native speakers, follow debates and give presentations relating to their degree as well as discussing current issues (local and worldwide) using more complex and linguistically accurate structures (different types of discourse, register). Medical related issues/vocabulary will also be covered. Cultural awareness will be further developed and raised within a European/global context. Language learning skills, including autonomous learning and how to approach authentic material, will be further enhanced. Various transferable skills will also be covered.

For full module details please see the CLIE SSC language modules site at http://www.ucl.ac.uk/languages-international-education/study/modules/languages-sscs
The aim of the course is to enable students with a good basic knowledge of Japanese to develop the four skills further. Students should then be able to communicate in daily situations within Japan. Students will be able to hold basic conversation with native speakers and discuss personal, social and current issues using appropriate structures. 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/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. Medical related issues/vocabulary will also be covered. Students should be able to communicate in and understand Japanese on practical everyday matters related to aspects of Japanese culture. Cultural awareness will be developed. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.

 For full module details please see the CLIE 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 Japanese 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 increase the student’s confidence and speed in reading French texts related to History of Art: academic reading for intermediate (catalogues; art essays) through reading of authentic material and to help them acquire the necessary skills for this specific use of the language. 

Students will be expected to extract subject related information from a variety of authentic French sources to complement their existing knowledge (using a dictionary as required). Students will also be encouraged to develop their listening abilities.    

Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills, such as listening to a foreign language (for exhibition tours or talks), will also be covered.  

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course aims to cover intermediate British Sign Language, with hands-on practice in communicating with deaf people on a selected range of more complex topics, using both classroom time and online resources. Students will also learn more about the nature of the British deaf community, its culture and language.

At the end of the course students will be expected to:

Communicate on a range of more complex topics at intermediate level, relating to deaf communities, sign languages, and the wider community.
 Understand more complex linguistic features of BSL.
 Have a more in-depth knowledge of the history and culture of the British Deaf community, and the implications of being deaf in a hearing world.
For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The aim of the course is to enable students to communicate at a basic conversational level (basic vocabulary, phonology and grammar). Students should be able to communicate in and understand British Sign Language in a range of everyday conversational contexts. An introduction to the British Deaf community, its history and culture will also form part of the course. Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered.    

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This course queries how the Human Rights Act 1998 has affected the criminal process, and criminal law more generally, in England and Wales.

We adopt a selective and thematic approach to the subject. Pervasive themes of the course are the impact of human rights on the criminal process, the scope and control of discretion, and the coherence of the law in terms of underlying theory. Active participation is encouraged in seminars.
This course queries how the Human Rights Act 1998 has affected the criminal process, and criminal law more generally, in England and Wales.

We adopt a selective and thematic approach to the subject. Pervasive themes of the course are the impact of human rights on the criminal process, the scope and control of discretion, and the coherence of the law in terms of underlying theory. Active participation is encouraged in seminars.
Modern science has certain dominant characteristics - international, state-funded, mathematically-characterised and technocratic, it claims view-from-nowhere objective knowledge. These characteristics were brought to dominate in the late 18th and 19th centuries, otherwise known as the age of globalisation, revolution and reform. This module is concerned with reframing canonical analyses of the late 18th and 19th century origins of modern science with the critical insights of radical and decolonising traditions. The aim of the module is to develop the relevance of these histories to present day global concerns and to support students to develop marginalised lines of research.
Jewish Studies is a dynamic area of study that can be approached from many disciplinary perspectives, including those of history, religious studies, literature, linguistics, and politics. This module brings together MA students from different academic backgrounds and provides them with a coherent graduate-level introduction to this diverse and fascinating field. 

The module begins by providing students with a theoretical overview of the main approaches to the field, presenting key concepts in history, politics, linguistics, and literature from a Jewish Studies perspective. It then moves on to examine topics within each of these disciplines in more depth. We will consider a range of specific issues in Jewish Studies and place them within their broader theoretical and methodological frameworks. Questions to be considered include the following: How has the Hebrew Bible been interpreted through the ages? How useful is rabbinic literature as a historical source? How do the changes that Jewish society underwent during the early modern period reflect broader cultural and religious developments? What role does the State of Israel play in the contemporary world? What can Hebrew and Yiddish literature teach us about historical trauma? What makes a language Jewish?
The module will give advance knowledge to the students about the theories on the origin of life and how the geological record can be used as a platform for future exobiology studies on other ancient planetary surfaces.

Students will learn to develop critical thinking about the compelling nature of claims of evidence of early life on the Archean and Proterozoic Earth and about theoretical models of the origin of life. Students will also learn about analytical techniques used to search for biosignatures in rocks, about locations in the Solar System where evidence of past life might be preserved in rocks and ice, and how analytical techniques could be used to search for life in these remote extra-terrestrial locations.
For Geography students only.
Aims:

The aims of this module are to:

Provide students with the understanding and skills to establish or contribute to a global campaign, movement or organisation which is intended to address a specific social justice concern.
	Support students to develop their skills around multidisciplinary innovative approaches to addressing intractable global challenges using new technology.
	Provide students with the experience and mentoring to develop an idea through the module and leave with a creative product and business plan for change.
Learning outcomes:

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

Describe and apply social theories of change and the role of new technology within them
	Articulate this learning through a project example Critically evaluate the thematics of examples of processes of global campaigns, movements, and organisations (which have been successful and unsuccessful).
	Produce a creative product or artifact to illustrate (in the case of a digital campaign submission) or evidence (in the case of a produce or technology) of the project idea.
	Communicate about this artifact through narrative contributions and creative tools.
Content:

Indicative topics include:

Big ideas: how change happens (the social policy context and some examples, start thinking about their big ideas).
	Mission-setting: establish the mission vehicle and objectives.
	Co-Lab: co-design, user testing, community organising & disruptive partnerships.
	Lift off: launch, build momentum and inspire hopefulness.
	Campaigning: digital tech to change the world.
	Fail fast and innovate.
	Recognise and measure success.
	Leading and building an organisation.
	Risk and resilience for you and the work.
	Long hauling? When is the job done?
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 covers cognitive functions of the brain and how they are affected in neurological and neuropsychiatric conditions.

The module will give you a deeper understanding of the scientific basis for the study of higher functions of the brain with specific focus on how neurological and neuropsychiatric diseases affect higher functions.
The content of the modules provides examples of the methodologies for assessing higher functions in health and disease, such as behavioural assessment, brain stimulation, brain imaging and computational approaches. The impact of disease will be covered across a range of cognitive domains, including motor control, perception, language, motion, spatial cognition, or reasoning, and for a range of neurological and psychiatric disorders, such as acquired brain injury (e.g. stroke), neurodegenerative diseases (e.g. Alzheimer’s disease), and a range of psychiatric disorders (e.g. depression, schizophrenia). With this overview, students will become aware about disease-specific changes in higher functions, but also impairments of higher functions that can be observed across different pathologies.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content:  The module looks at theories, roles, and meanings of race in the Greek and Roman world; it also explores the interplay between ancient and later concepts & practices of race.  We look at the social and historical contexts in which questions of difference are posed in antiquity and how such categories as gender, class, status, and sexuality intersect with race.  We also explore how ideas of race have changed across time and place and how ancient ideas of race continue to have an impact into the present.  Some of the questions we shall consider are:  What is race?  How should we think about race in relation to the ancient world?  Are Greek and Roman attitudes to race the same?  What is the relationship between race and prejudice, and between race and slavery?  What is the legacy of ancient theories of race in the modern world?

Skills: At the end of the module students should:
1. have engaged with texts, images, and theories with which they can reflect on race in the ancient world;
2. have a good understanding of how race has been used in ancient and modern cultures through evidence from the texts and visual culture;
3. have a sound knowledge of the relevant primary and secondary bibliography;
4. have developed their understanding of the methodological problems relevant to the field;
5. be able to deploy appropriate evidence and test arguments in oral discussion and written analysis;
6. be able to deploy evidence and argument effectively in written presentation.

Module text: Race and Ethnicity in the Classical World: An Anthology of Primary Sources in Translation. Selected and Translated by Rebecca F. Kennedy, C. Sydnor Roy, and Max L. Goldman, 2013. D. E. McCoskey, Race: Antiquity and Its Legacy. London, 2012.
Teaching Delivery: This module is taught in 10 weekly lectures.

Content:  The module looks at theories, roles, and meanings of race in the Greek and Roman world; it also explores the interplay between ancient and later concepts & practices of race.  We look at the social and historical contexts in which questions of difference are posed in antiquity and how such categories as gender, class, status, and sexuality intersect with race.  We also explore how ideas of race have changed across time and place and how ancient ideas of race continue to have an impact into the present.  Some of the questions we shall consider are:  What is race?  How should we think about race in relation to the ancient world?  Are Greek and Roman attitudes to race the same?  What is the relationship between race and prejudice, and between race and slavery?  What is the legacy of ancient theories of race in the modern world?

Skills: At the end of the module students should:
1. have engaged with texts, images, and theories with which they can reflect on race in the ancient world;
2. have a good understanding of how race has been used in ancient and modern cultures through evidence from the texts and visual culture;
3. have a sound knowledge of the relevant primary and secondary bibliography;
4. have developed their understanding of the methodological problems relevant to the field;
5. be able to deploy appropriate evidence and test arguments in oral discussion and written analysis;
6. be able to deploy evidence and argument effectively in written presentation.

Module text:

Race and Ethnicity in the Classical World: An Anthology of Primary Sources in Translation. Selected and Translated by Rebecca F. Kennedy, C. Sydnor Roy, and Max L. Goldman, 2013.

D. E. McCoskey, Race: Antiquity and Its Legacy. London, 2012.
In the second term of Year 2 of the MPlan, there is an option to study outside of the UK in one of our partner universities, in which a number of modules in planning and urban studies to the amount of 45 UCL credits will be available. We have signed a number of reciprocal student exchange agreements with high-quality planning departments and schools in a range of universities around the world (all offering modules in English), including the Ecole Urbaine de Sciences-Po Paris (France), the Politecnico di Milano (Italy), the Czech Technical University (Prague), the University of Amsterdam (The Netherlands), KTH Stockholm (Sweden), the University of Melbourne (Australia), the University of New South Wales, Sydney (Australia), and the University of Hong Kong.
This module develops students’ skills in spatial analysis, mapping and basic statistics. These skills will be applied to the study of cities to improve understanding of city structure, processes and how these relate to urban planning.
Students learn core skills in Geographical Information Systems (GIS), including how to produce maps of cities, common spatial data sources, and core mapping types. Understanding of key quantitative research concepts such as scale and sample size in relation to analysis and visualisation is developed. The module allow students to improve their cartographic design and visual communication skills, using the software QGIS.
The main assessment is a project using GIS and statistical techniques to investigate a current urban planning topic. The topic is chosen by the student, with the aim of linking mapping and data analysis methods to urban planning research and policy making.
This module explores interdisciplinary theories of criticism, the practice of criticism within architecture and its related disciplines, and the role of the photographic image within, and as, critical practice. Students examine how these approaches inform the writing and imaging of architectural and urban historiography today. The module begins by addressing the intersection of architectural theory and history with the history of architectural criticism in the 'modern' to 'high modern' periods. Beginning with the interwar period, it charts the aesthetic, political and ideological motivations in architectural journal production within the British architectural press, including the work of Nikolaus Pevsner, Iain Nairn, Paul Nash, John Piper and Hubert de Cronin Hastings. It then addresses the work of British critics in the second half of the twentieth century, focusing on Reyner Banham, Alan Colquhoun, Kenneth Frampton and Colin Rowe, to explore the role of theory and history within applied critical practices.

Teaching methods will include a misture of seminars, lectures, tutorials, student presentations and visiting speakers. Regular, collaborative student presentations based on archival/architectural journal research, will occur throughout the course. The marked submission will be in response to seminar subject/content, and may comprise a work of theorised reflection on a given moment in the history of criticism or a performative work of criticism in response to a given artefact (building, drawing, exhibition, etc.). Students should make use of relevant archival information and visual material in addition to demonstrating an engagement with relevant texts from the module. Submissions are developed through individual and group discussion in seminars, and a tutorial during the term.
The module builds on ARCL0044 Introduction to Ancient Egyptian Language. It aims at an intermediate knowledge level of Middle Egyptian language, to explore ancient writing as one element of the archaeological record for Bronze Age Egypt. It is structured around the discussion of Old and Middle Egyptian grammar, questions of Egyptian scripts, and the interpretation of Old and Middle Kingdom writings in their wider archaeological, social, and cultural context.

Aims and Objectives

The module provides training for students who wish to build on a basic knowledge of Middle Egyptian grammar, and gain a basic understanding of Old Egyptian, and to include study of Old and Middle Egyptian writings in archaeological context for their BA dissertation.
Learning Outcomes

After successful completion of the module the students should:

be able to read intermediate Old and Middle Egyptian texts
	be able to assess critically the value of Old and Middle Egyptian texts for agendas within archaeology, history and heritage
Teaching Methods

The module is taught through a series of seminars (20 hours). Teaching is shared with the MA course Old and Middle Egyptian Texts. 
Magic existed in diverse forms in the middle ages: from simple charms to complex and subversive demonic magic. Its negative characteristics were defined by theologians who sought to isolate undesirable rituals and beliefs, but there were also many who believed that the condemned texts and practices were valuable and compatible with orthodox piety. This course will explore the place of magic in the medieval world and the contradictory responses it evoked, with a particular emphasis on manuscript sources. We will use translations of medieval magical works and scans of manuscript images and texts. The aim of the course is not only to deepen students' historical understanding and further their analytical skills but also to give students interested in planning their own research projects experience in the techniques of reading medieval manuscripts.
Overview:

This module aims to develop a basic understanding of some advanced topics of fluid mechanics and thermal energy and the ability to apply these topics to the analysis of common engineering systems.

The module consists of two thematic and overlapping areas: fluid mechanics and thermodynamics. It links the broad concepts of thermodynamics and fluid mechanics with the practical context that they will experience in industry. Students are provided with a solid basis of fundamental and applied concepts in fluid mechanics and thermodynamics in order to develop a comprehensive view of fluid systems and energy generation and utilisation that will tackle both traditional problems and novel applications, keeping up with the state of the art and informed by research within the department.



Topics covered:

Fluid Mechanics

Differential equations of mass and momentum
 Boundary-layer theory
  Flow in Pipes
  Flow Past a Body (Lift and drag)    
Thermodynamics

Mixtures of ideal gases
 Basic psychrometric processes
 Elementary combustion
 Steam turbine cycles
 Gas turbine cycles
 Thermodynamics in Renewables
Learning outcomes:

Upon completion of this module students will be able to:

Understand and be able to work with common applications in thermodynamics and fluid mechanics.
 Identify and define the requirements, constraints and design parameters of a project that involves a thermodynamics/fluid component.
 Generate concepts, exercise critical thinking, implement a methodology to compare ideas and use engineering judgment to choose a viable solution in this context.
 Gain knowledge and apply the design process, mathematics and engineering analysis to the development and creation of integrated engineering solutions within the remit of the course and through the use of combined disciplines or sub-disciplines as required.
 Understand the wide use and importance of mechanics of fluids and thermodynamics in their future professional lives.
This module provides a unique opportunity to study the ideas and influence of Jeremy Bentham (1748–1832), the famous jurist, philosopher, and reformer.

Despite concentrating on the thought of one person, the module is surprisingly wide-ranging, since Bentham made significant contributions across a wide range of disciplines, including philosophy, law, politics, and economics. Bentham’s ideas are related to the social, political, and intellectual context of his own time, and an assessment made of their significance for the contemporary world.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0067, 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.
For affiliate students only

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 places a great deal of emphasis on close engagement with original texts.
For affiliate students only - see full version of module for description.
The module introduces more advanced topics and psychological intervention approaches. These include transdiagnostic approaches, working with comorbidity and complexity, and working with families and the individual patient’s wider network.
An introduction to real-time language processing. This module will explore how humans represent, comprehend, and produce language. We will examine core properties of mental representations and processes involved in understanding language, and how linguistic processes unfold in real time.

This module provides an introduction to the study of real-time language processing, with topics ranging from speech perception, word recognition to sentence and discourse comprehension. We will discuss classic findings as well as current research in the field. Students will also learn the basics of experimental design and core experimental techniques.

The main module objectives are:

- To introduce the field of experimental psychology as it applies to language processing.

- To discuss key discoveries in the field and compare the major theoretical frameworks

- To introduce students to experimental design and methodologies

- To develop the ability to read and critically evaluate primary literature in Psycholinguistics
If India’s share of world income was 27 per cent in 1700, why was it only 5 per cent in 1950? If colonial rule shackled the Indian economy and frustrated its development, how has India emerged as a global economic superpower today? In this module, we will examine the history of the Indian subcontinent through the early modern and modern eras, focussing on India’s changing role and position in the global economy. The starting-point for the module is the establishment of the Mughal Empire in the sixteenth century. The Mughals transformed India’s domestic and external economy, as evident from India’s centrality in trade and economic connections with the Islamic empires of Eurasia and with states and markets of the Indian Ocean world, from East Africa to China. At this time, following the discovery of the sea route from Europe to Asia via the Cape of Good Hope, Europeans – first the Portuguese and, after 1600, the Dutch and the English – also established economic relations with India. Following the establishment of the East India Company as a territorial power on the subcontinent after c. 1750, and the increasing integration of South Asia into the economy of the British Empire, India’s role and place in the global economy was transformed, and Indian nationalists decried the deindustrialisation and drain of wealth that was reducing India and her people to poverty. After Independence, Indian planners sought to reduce poverty through industrialisation and a series of five-year plans that came at considerable cost and with mixed success, arguably necessitating the liberalisation of the economy from the 1980s that has once again altered India’s role and place in the global economy.
Module description 

Once the teaching finishes, you will spend the remaining part of the course  researching and writing a dissertation of a max. of 12,000 words in length. You can opt for either an annotated translation or a critical discussion of theoretical, practical, technological or historical aspects of translation. Among others, research areas might include aspects of translation theory, translation technology, audiovisual translation, specialised translation and localisation. 

You  will be free to choose the topic of  your dissertation and will be assigned a supervisor. Preparation for the dissertation involves a series of seminars on research skills imparted throughout the academic year. The dissertation itself is written under one-to-one supervision and submitted at the beginning of September. 

Preparatory Reading 

Saldanha, Gabriela and Sharon O’Brien. 2013. Research Methodologies in Translation Studies. Manchester: St Jerome 
This module provides a practical and theoretical understanding of downstream processes focusing on chromatograph to enable the specification and operation of equipment and definition of performance. It provides training in the engineering principles underlying the design and control of processes for the recovery, purification and secondary processing of biological materials.

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

Understand the principles of different purification methods including packed bed, monoliths and simulated moving bed.
	Identify the most suitable purification operation for different bioprocesses
	Select the appropriate media for, and predict the performance of, a chromatography operation upon scaling
	Consider how new downstream processing technologies may impact bioprocessing
	Assess the suitability of affinity separation as a product purification step
	Familiarise with recent advances in rational ligand design for complex separations
	Determine suitable strategies for the maintenance of column cleanliness
	Evaluate changes occurring at industrial scale and familiarise with potential new technologies
This module examines the history and theory of materialist and ecological architectures from the early modern period to the present day, with reference to architectural, philosophical, aesthetic and ecological sources. It begins by examining concepts of matter, nature, biology and culture including: 17th-18th century European aesthetics and empiricism (Locke, Kent, Spinoza). Students then discuss 19th century materialism, together with early 20th century scientific texts on biological materialism (Darwin, Marx, Howard, Thompson, von Uexküll). The seminar then develops to explore post-war cybernetic, scientific and landscape practices from the 1950s-70s (Bateson, Buckminster Fuller, Carson, Banham). Finally, the module examines ecological history and theory from the 1970s to our current context of climate change politics, including: feminist ecopolitics, theories of transversality and ecosophy; biopolitical theories of human nature, and anthropocenic or posthuman ethics (Haraway, Braidotti, Guattari, Bennett, Latour, Sloterdjik).

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

philosophy, scientific and environmental disciplines. Students will develop the capacity to define and evaluate a specific ecological ‘site’ (building/place/artefact), and to develop critical ways of engaging with ecological discourses in architecture.
This module will introduce students to the user-centred design process and will focus on advanced human-machine interfaces, exploring brain-machine interfaces in depth, as well as considering other bio-signal interfaces and eye-trackers. The underlying theory and techniques such as signal processing, machine learning and shared control will be covered, as well as considerations for recording electrophysiological signals. This module aims to introduce students to cutting edge human-machine interfaces, with a view to driving these technologies forward and helping to transition them out of the lab. Apart from the physical interface and associated signal processing, students will be challenged to think carefully about the interaction protocol so that complex interfaces can be functional, intuitive and easy to use. The students' attention is drawn towards design paradigms such as user centred design and inclusive design, which, complementary to the engineering considerations, include aspects of human factors, psychology and market analysis.
This module aims to equip students with the knowledge and skills to plan and deliver the rehabilitation for common sporting injuries. You will learn advanced rehabilitation principles for the major joints and to integrate the rehabilitation programme with the athlete's strength and conditioning and performance programmes.
In this module you will cover a smorgasbord of subjects relating to perioperative medicine which stand alone as individual concepts and do not fit in to other chapters of the perioperative medicine masters programme. By completing this module, you will gain an understanding of big data, ethics and informed consent, surgery schools, economic evaluations in healthcare and communication between healthcare professionals, patients and relatives surrounding end-of-life care.
The purpose of the research project is to provide an opportunity for students to learn and carry out laboratory based techniques and to gain the experience of being involved in the management and co-ordination of research work within a skilled and supportive environment. There is also the potential for publication of work in peer-reviewed journals if appropriate.
Aims - This module aims to provide an introduction to Medical Statistics. The module will give students the tools to apply basic statistical theory and mathematical knowledge to solve problems in health research. The statistical methods covered are useful in the routine analysis of scientific methods, as might be encountered in other modules. It is intended for students registered on undergraduate programmes offered by the UCL Faculty of Medical Sciences.

Objectives - On successful completion of the module a student should have the knowledge and understanding of the basic statistical methods used in the design and analysis of studies in health research, and the ability to apply these methods and to interpret the corresponding results.

Content - Probability: Joint probability, conditional probability, independence and mutual exclusivity; Discrete probability distributions including the binomial and Poisson distributions; Continuous distributions  including the normal, t, chi-squared and F distributions; Distribution summary measures such as the mean and variance. Statistics: Sample summary measures such as the mean, variance, median and quartiles; Hypothesis testing including the z-, two-sample t-, paired t- and χ2-tests, and ANOVA; Confidence intervals including those for the mean, the difference between means and a proportion; The Central Limit Theorem. Linear regression: Measures of correlation; The line of best fit; Simple and multiple linear regression.

Key texts - Available from ReadingLists@UCL.
This module covers the following: Fundamentals of satellite communication systems: orbit types, ground stations, support subsystems. Communications system requirements, constraints and regulations. Data rate fundamentals: data volume, data compression, error correction and coding. Link design: link equation and link budgets, antenna gain, modulation and coding, atmospheric loss and rain attenuation. Multiple access types and beam switching. Communication subsystem payload. Deep space communications. Inter-spacecraft communications. Cubesats and ground-station networks. Iridium satellite network. Encryption. Space weather effects on communications systems. Inter-satellite communications, constellations for scientific, terrestrial, maritime and aeronautical use, including next generation broadband data and multi-media services.Telecommunications infrastructure and services, including business models. Defense telecoms. Emerging telecoms applications. Telecommunications in developing countries.
In this course, we cover the fundamental topics of economics of developing countries. This includes the literature on growth, income inequality and poverty, health and fertility, education, market failures and trade. The purpose of the course is twofold. First, to understand the interplay between politics and institutions on growth rates, income inequality and poverty in a developing country context. Second, to understand and apply formal, but relatively simple, economic models. We will discuss papers that use quantitative methods to derive empirical results, and have guest lectures from practitioners in the field of international development, thereby increasing your understanding of an economist’s “tool kit”.
Compulsory dissertation preparation module. The course provides initial guidance for students in preparing their postgraduate dissertations: how to formulate a topic, structuring and researching a dissertation. Two sessions run by the SSEES Library focus on planning research and managing resources. 
This core course introduces students to a diverse range of debates, concepts, and approaches currently animating historical research especially, but not only, in central, eastern, and south-eastern Europe. It builds upon two assumptions: firstly, that the history and historiography of ‘our area’ form an intrinsic part of European, transnational and world histories; and, secondly, that the development of innovative and imaginative research questions often occurs at the interstices of both area and discipline. Consequently, this course does not seek to provide a comprehensive overview of historical methods and approaches, much less to establish the disciplinary boundaries of history as such. With its inevitably partial (and subjective) choice of topics, its purpose is instead to help students to develop their own critical understanding of historical research and writing alongside their practical ability to orient themselves within any specific sub-field. Its ultimate goal is thus to encourage students not just to read pragmatically – to cover a topic, to find information, to acquire a tool-box of methods, but to read for ‘inspiration’ – to think laterally and creatively about how to conceive and approach a research project.
This module is intended as a broad introduction to Polish literature from the medieval period to the beginning of World War II. We analyse the cultural and historical changes that shaped the character of Polish literature in works written both in Poland and among the Polish emigré community after the country lost its independence. The module investigates the role of religion in the process of creating a national identity and how this found expression in literature; the influence of works by Jan Kochanowski, the greatest Slav poet prior to the 19th century; the creation, meaning and persistence of Romanticism and the complexities of nationalism and patriotism in partitioned Poland; and, finally, the explosion of modern literature with special reference to works by Bruno Schulz, Witold Gombrowicz, Zofia Nałkowska, and Maria Kuncewiczowa.

Students will gain an overview of Polish literature from 16th century to 1939 and an awareness of approaches to literary analysis. They will also analyse central themes and their representation in literature of the period.
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: The first volume of the dissertation (max. 20,000 words) is made up of four case reports, one of which will be a piece of service-related research. The three clinical case reports will demonstrate knowledge of psychoanalytic theory and its application to clinical work. The service-related research report will demonstrate an ability to conduct applied research in clinical service settings. The second volume of the dissertation (max. 20,000 words) is made up of three pieces of work, one of which will be the report of an empirical research project, written in the form of a journal article. The second volume of the dissertation will demonstrate an ability to develop, design and conduct a research study, as well as the ability to reflect on clinical-research links and communicate findings in an accessible way. For further information about the module description contact the programme team.
The dissertation requires students to carry out independent research under supervision. It is an opportunity to identify a research question, generate hypotheses and identify appropriate methods, collect and analyse data, report the work in an article format with 12,000 words. Students can choose a supervisor and a topic from a list. The topic can be in any area of Social Cognition broadly defined. Supervisors will advise in the following areas: Choice of topic and methods, access to relevant sources, thesis plan, scholarly presentation of ideas The dissertation is a substantial part of the course and will contribute 30% of the final mark. The research is typically conducted at the end of term 2 and during term 3, after students have been familiarised with domains, concepts and methods in social cognition. During term 3 there is no timetabled teaching. Students are responsible for arranging supervision of their main project. The projects can be carried out at institutions outside the division, and/or with external supervision, but only with the agreement of the Course Director. When the main supervisor is external to the division, students must also have an internal supervisor, and they are responsible for arranging this. The main project represents one third of the total marks for the MSc. Part-time students complete their project in their second and final year.
This module will cover theoretical and research literature on central concepts and methods of Cognitive Behaviour Therapy and practical teaching of fundamental skills for the application of CBT. Skills based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by course members and individual/group supervision in the place of work. Self-directed study will include general reading for each course and preparatory reading for each session. Web based resources will allow students to study examples of clinical therapy sessions and clinical demonstrations of specific techniques.
Where should toxic waste facilities be sited? Should we grow and eat genetically modified crops? Who is responsible for causing climate change? Should we leave fossil fuels in the ground? How do environmental decisions and outcomes intersect with racial, gender and class inequalities, indigenous dispossession, and other systems of oppression? This module will equip students with a range of theoretical tools and frameworks to address questions such as these. Substantive issues considered will traverse a range of spatial scales, from the local urban environment to the planet as a whole, and may include: urban pollution; food and agriculture; energy supply; climate change-induced disasters; climate mitigation goals and policies; and a “just transition” to a low-carbon economy. The module will use both sociological (“grounded”, “engaged” or “critical”) approaches to theorising and more abstract, principles-driven normative methods. Students who take this module will be equipped to think rigorously and critically about some of the most urgent and complex challenges in contemporary politics and their root causes.
This course involves students reading and engaging with ancient Greek philosophical texts (in the original language), preparing translations in advance, and presenting translations and leading discussion in the seminars. The texts covered will generally be a dialogue of Plato’s or a treatise of Aristotle’s (or a large part of one), although from time to time texts from other ancient Greek thinkers will be selected, such as Epicurus (perhaps together with other Epicureans) and the Stoics. The basis of selection will be the philosophical significance of the material, so that the course will represent and study the major works of these philosophers, such as for example Plato’s Republic and Meno, and Aristotle’s Nicomachean Ethics and Prior Analytics. The module is assessed by way of two translations of passages, revised after presentation in the seminar, and a short philosophical essay (2500 words).

Philosophy Area C
The module deals with an important aspect of educational development. It covers theoretical models from cognitive psychology that describe the components of reading and the development of literacy skills, underlying difficulties that can lead to reading and spelling problems, methods of assessment and intervention suitable for primary and secondary school pupils; and ways of evaluating the effectiveness of such interventions.
This is the dissertation module for the MSc Child Development.
This module enables students to critically evaluate theories of social development and individual differences and apply them to child development. We look at cultural differences in social development and explore specific concepts such as self and identity, friendship and bullying. Individual differences are considered in terms of motivation, temperament and neurodiversity. Classic and current studies of attachment are examined along with the importance of parent-child interactions in development. Students will also investigate the research literature related to of emotion regulation and emotional awareness and consider the role of play in child development.

The aims of the module are to:

•    Create understanding of social development and frameworks and their theoretical underpinnings

•    Provide the ability to critically evaluate the evidence for individual differences, and the relationships to motivation, temperament and neurodiversity

•    Develop knowledge in research methods used to study concepts related to social development and individual differences within and across cultures

•    Develop understanding of research related to attachment, emotion, self and identity

•    Enable understanding of broader concepts in social development by examining concepts such as the role of play 
This module is the student’s opportunity to engage in cutting edge research in quantum technologies. They will carry out a research project under the supervision of one of the CDT’s supervisory team.
This module provides students with a defined opportunity to appraise and evidence their real world  practical lab based bench skills, interrogate and evaluate their use of technologies, systems and methodologies within the lab and to use the reflective insights obtained to detail and inform the design and practical planning for the implementation of their lab based research project dissertation. 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 small group discussion and independent reflection and research.
In this module you will develop mathematical ideas of fields and oscillations and use the tools of vector calculus to understand the physical phenomena of electromagnetism, fluids and waves.  Through a combination of weekly lectures and problem classes, you will cover:

- an introduction to oscillations and waves, including the wave equation, wave energy and understanding longitudinal and transverse waves.

- a look at wave properties including polarisation and wave effects such as Doppler shift

- an introduction electrostatics and Gauss’s law, find the electric field for simple symmetric systems

- an introduction to magnetism, applying Ampère’s to simple linear systems

- using Faraday’s law to explain everyday phoneme such as electrical transformers

- Understanding the origin of Maxwell’s equations

- The continuum hypothesis and how to visualise fluid motion

- A look at viscosity, divergence, vorticity and potential flow in fluids

- An introduction to the Navier-Stokes equations

- Using scaling arguments, non-dimensional parameters (such as Reynolds number) and perturbations techniques to understand more complex fluid behaviours
A successful approach to problem solving in the business arena requires confidence in applying mathematics to model and understand real world scenarios.

This module introduces calculus and numerical methods. The presentation is done in a traditional maths style. Mathematical theory will be supported with business examples and opportunity to write programs to solve mathematical problems.
The context of the module Delivering Results Through People is management in organisations and the challenges of designing, building, and operating organisations.

The module introduces students to up-to-date studies on individual differences, motivation, feedback, and leadership. In addition, it explores the challenges of building teams, managing projects, and working under stress. The module provides students with practical tools for managing others and delivering results, based on the current practices of leading companies and consulting firms. The module explores these issues and approaches through practical examples from the day-to-day operations of companies and consulting projects.

Delivering Results Through People aims at introducing students to the challenges of managing and working with people and providing students with an up-to-date knowledge of relevant academic studies. It provides students with insights into the challenges of managing people from selected companies and projects. Finally, it provides students with a safe environment to practice their people management skills.
The course is intended to provide the basic knowledge which a medical physicist working in a radiotherapy department would be expected to have. This includes: a knowledge of how quantities of radiation and radiation doses are measures, including the theory of radiation detectors and dosemeters; a knowledge of how cells are affected by exposure to ionising radiation and the mechanisms involved; knowledge of how the treatment plan for a patient is developed and carried out; a knowledge of the risks involved in the use of ionising radiation; and the concept of risk and radiation protection.
Principles of Respiratory Biology will give you a detailed introduction to the fundamentals of the anatomy, cell biology and physiology of the respiratory system. It will cover in detail the structure, cell biology and function of the respiratory system including ventilation, blood gas transport, acid-base balance, diffusion, pulmonary blood flow, pulmonary gas exchange, mechanics of breathing, control of ventilation, defence systems of the lung in particular and respiration as a whole under stress and at the limit.

This module will provide you with a critical understanding of the structural characteristics, the cell biology and physiology of the respiratory system. It will give you competence in gaining critical thinking skills and being able to evaluate data presented in a scientific paper.

After taking this module you should be able to describe the anatomical structures of the respiratory system. You should understand the principles of the respiratory biology including the different complex cellular and molecular mechanisms taking place during breathing and be able to examine the most current research publications in the field.

The module comprises a combination of flip-lectures, lectures, tutorials and independent reading. As well as lectures you will write an essay on a scientifically contentious topic, based on your analysis of research papers.

The module is compulsory for students on the Respiratory Clinical Science MSc degree.
This module will teach you the principles of the design and architecture of antibodies, siRNA, stem cells, and CRISPR-Cas 9.  You will learn how to use these kinds of non-conventional therapies for different kinds of diseases. In addition, you will learn about modern techniques like high content screening and high throughput screening and how they can be applied to these molecules. Finally protein modelling will be taught.

The unique tutorial and practical sections will equip you with good skills in doing protein modelling with state-of-the-art software and online databases. There will be a workshop to teach you how to critically evaluate the effectiveness of the design of antibodies.

The questions we are asking are:

What are antibodies? And how many types are there?
 In what therapeutic areas can antibodies be used?
 What are the design concepts of antibodies?
 What are siRNA and stem cells
 What is high content screening?
 How to use CRISPR-Cas 9 in Drug Discovery
The course will cover clinical science relevant to both children and adolescents and to adults with eating disorders. The subjects covered will be aetiology, definitions, epidemiology, symptoms, gender and ethnic differences, and specific areas including reproductive and bone health, brain function and developmental aspects. Severe and enduring eating disorders, medical aspects of obesity and the physiology of control of food intake will also be covered, as well as clinical features found in medical emergencies in eating disorders.
This is a course designed for second year students of chemistry, dealing with some of the mathematics useful for physical chemistry. Thus it covers series solution of ODEs, Legendre polynomials, group theory and some matrix theory. Applications of the methods to problems in Chemistry are discussed (e.g. the hydrogen atom).
This module will introduce you to a variety of approaches to research with and about children. You will be encouraged to take a critical and enquiring stance towards research and research methods and evaluate the methodology in published research. This module will enable you to gain a sound understanding of the relationship between theory and research methodology and will equip you with the practical knowledge and skills that you will need ahead of embarking on the MA Dissertation module, where you will plan and conduct your own small-scale study.

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

Each week, we will look at practical examples of how different methodological approaches have been applied in research about and with children. Throughout, we will work collaboratively to help you develop the critical and reflective knowledge and skills you will need to plan your own manageable research study and to prepare for the next stages of your individual Dissertation.
A successful reader in our society needs to develop and sustain the resources to adopt four related roles: code breaker (‘How do I crack this?’), text participant (‘what does this mean?)’, text user (‘What do I do within this, here and now?’), and text analyst (‘what does all this do to me?’) Freebody and Luke, 1990:7

The module draws on this ‘four-roles of the reader’ model to develop participants’ understanding of the inter-related linguistic knowledge-bases, cognitive processes and social and cultural practices involved in learning to read and write and raise awareness of research findings regarding the educational practices understood to promote such learning.

The module is intended for practitioners involved in literacy education across all subject areas and age phases as well as those interested in their own literacy learning or in better understanding contemporary issues in literacy education and policy.

A key feature of the module is a series of keynote lectures presented by leading thinkers with research expertise in wide-ranging facets of literacy. These lectures are complemented by group discussion and hands-on workshops which equip participants to make their own research-informed judgements about the pedagogical practices most likely to foster in learners :-

· the skill and the will to read and write, with confidence, texts representative a range of genres, language registers and modalities;

·a critically analytical stance to text;

·the ability to compose texts which open doors to future educational or vocational opportunities whilst also being reflective of learners’ own linguistic, social and intellectual heritage and interests.

The module is assessed through a 4,000-word assignment through which participants critique the potential of a literacy programme or policy of their own choice to develop learners’ comprehension or composition.
Specialism grouping not a taught module
This module will provide students with an introduction to the global humanitarian policy making process. The module focus on the major global humanitarian frameworks (e.g. Sendai Framework for Disaster Risk Reduction, Sustainable Development Goals, Paris Agreement, World Humanitarian Grand Bargain). There will be a series of guest lectures from policy experts and practitioners in the humanitarian field. Lectures from leading global organisations within the humanitarian sector will provide students with real life examples and a solid background into the humanitarian policy setting. Students will interact directly with those who are involved in global humanitarian policy development to get a ‘behind the scenes’ view of the process. Seminars and tutorials will be used for discussion groups and feedback sessions. Fieldwork will include visits to humanitarian organisations or international NGOs during which students will be able to interact directly with those working at the front of policy making to get ‘behind the scenes’. The module will have assessments designed to encourage students to think both independently and collectively about policy debates in the humanitarian field but also to understand the policy impact on the ground and their implementation. Working in groups, students will prepare a policy briefing responding to a specific humanitarian disaster / issue from the position of one of the UN major groups (e.g., UN Women, UNFCCC, UNDRR). This will require students to undertake policy analysis of global framework documents and material from the wider humanitarian sector as well as familiarising themselves with current research and ongoing humanitarian crisis contexts around specific issues. Students will practice synthesising available information and evidence around humanitarian policy and develop skills around how to create an effective policy brief with clear key messages.
The module introduces students to international humanitarian history since the anti-slavery movement and the foundation of the International Committee of the Red Cross in the 19th century, through to the Indian Ocean Tsunami in 2004. Lectures will examine key events and ideas that have shaped the system, including: the Geneva Conventions and the protection of wounded soldiers on the battlefield; the humanitarian aftermath of World Wars I and II (including the global refugee crisis); the origins of the United Nations and its key humanitarian agencies and laws; the Cold War and humanitarian politics; famine in Ethiopia and Live aid in the 1980s; the 1994 Rwandan Genocide; liberal interventionism of the 1990s; the War on Terror’s challenge to humanitarian ethics and action; and the international system’s successes and failures in response to the 2004 Indian Ocean Tsunami. 

 

The core teaching method will be lectures. Weekly seminars will be used for discussion, group activities, and feedback. In this module students will be required to engage with the main historiographical debates, and learning activities will include analysis of primary sources.
Ever since there were organisms to infect, there were pathogens. Pathogens and the diseases they cause have been our constant companions throughout evolutionary history. This module will cover the basics of evolution, and how these concepts help us to understand the shifting relationship between pathogen and host. We will discuss how human culture and civilisation have affected the evolution of pathogens, and how pathogens have affected human evolution, determining the most basic aspects of who we are, what it is to be an organism, to be an individual, to be human. We will consider the evolutionary record that can be recovered by analysing genomic sequences, and how deciphering these patterns can provide crucial information to the scientist, the epidemiologist, and the clinician. These topics will be anchored by considering important pathogens - Cholera, Malaria, HIV - how they have evolved, and how we have evolved in response. We will then look to the future, at the nature of the increasing threats that we will be facing.

Learning outcomes

By the end of the module you will have an appreciation for the shared evolutionary dynamics of pathogens and their hosts, the role that pathogens have played during the evolution of humans and other forms of life, how human history has been shaped, is shaped, and will continue to be shaped by pathogens, how pathogens have responded to human activities and changes in the environment, how the evolutionary record can inform clinical and public health decisions and how this has played out for a number of important infectious diseases.
In this module the student will acquire competence in the management of complex high risk pregnancies including fetuses with fetal malformations, pregnancy syndromes such a preterm birth, preeclampsia, abnormally invasive placenta, multiple pregnancies abnormality, previous abnormal perinatal history. The student will learn how to manage complex pregnancies performing an attachment in the Fetal Medicine Unit where will learn principles of a multidisciplinary approach.

 
This module is an independent research project culminating in a dissertation of 10,000 words. The Research Project and Dissertation module aims to help you to analyse information in a specialised field, and to design and carry out an independent research project. The project can be laboratory-based, clinically focused, qualitative data-based, an analysis of pre-existing data, or a systematic review or meta-analysis. It may be on a topic of your own choice developed in collaboration with your supervisor, or chosen from a range of topics on offer at the beginning of the academic year (guided by your Programme Director). You will identify your project in Term1. In Term 2, as formative assessment, you will prepare a 2,000 word introduction to your project, its methods and aims and make a short presentation to your peers. For full time students, the research project then takes place full time between June and September.

You may be involved in the conceptualisation, design, data collection, analysis, interpretation and presentation of the project. This will allow the development of research skills in a specific field as well as a range of transferable skills, including literature searching, statistical analysis and written and verbal communication.

After you have completed this module you should be able to:

Demonstrate increased knowledge and understanding of the chosen topic or field of research;
	Understand the principles of evaluating evidence from published research and how to appraise the work of others;
	Demonstrate the skills to formulate a research question, and to data;
	Write and deliver an oral presentation;
	Make a logical argument and write an independent dissertation that communicates facts and ideas;
	Where applicable, use technical skills in the laboratory or apply key methods and concepts of statistical analysis;
	Work as a team member and independently, manage time and work to deadlines.
All MSc Population Health students undertake an individual research project which culminates in a dissertation of 7,500 words. The dissertation can include secondary data analysis or literature review or, in exceptional circumstances, primary research, in a field related to population health. In addition students will also be asked to prepare 500 words lay summary or policy brief.
This module will introduce and develop students understanding of research methods in healthcare with a focus on primary care and population health. This module will cover the principles of scientific research methods including: developing a research question, identifying the appropriate research design, and writing a clear protocol. Sessions will include an introduction to: randomized controlled trials and cohort studies, statistics, survey design, qualitative research methods and analysis, health economics, and scientific writing for different audiences. Students will complete the module by conducting an independent research project written as a journal article.
This is the compulsory dissertation module for students on the MA Late Antique and Byzantine Studies degree programme.
Higher Intermediate Modern Hebrew will enable to students to express themselves fluently in Modern Hebrew, as well as to read Israeli newspapers and literature. The following areas will be covered in the module:

Reading comprehension
 Writing skills
 Conversation skills, through class discussions of a variety of topics
 Listening comprehension
 Modern Hebrew grammar, concentrating on the full range of Hebrew verbal forms
This module is equivalent to Ulpan level 3. The textbooks used will be ‘Succeed in Hebrew’ (Lehatzliach be-Ivrit) part 3, and ‘Grammar Exercises – The Verb’ (Targiley Dikduk – Ha-Poal). Students will be expected to use a Hebrew/English English/Hebrew dictionary as well as verb tables. They will be encouraged to use the facilities of the UCL Language Centre.
The Dissertation is a student-led, supervisor supported research project and is submitted at the end of the taught academic year. The Dissertation is open to all UCL MSc Global Health and Development students. A series of seminars and workshops will be organised during the year to guide students through the process of researching and writing the dissertation. The length of the dissertation is 7,000 words. 

The dissertation provides an opportunity to consolidate knowledge and skills learned during core and optional modules and to explore in detail an issue of interest that may be of relevance to a student’s future work in global health and development. For the dissertation, students choose one of four types of research to undertake. Available options are: review literature; collect and analyze primary data; analyse existing qualitative or quantitative data; develop an action plan or research protocol. Limited bursaries are available to support fieldwork to collect primary data on a competitive basis.

Upon successful completion of the dissertation, students will be able to:

1. Devise a research question and explain the methods required to answer that question

2. Use appropriate research techniques to assemble necessary information relevant to the research topic

3. Analyse and assess data to address a research question

4. Communicate research findings effectively in written form according to expected criteria

Selected reading list

Dependent on project area
This module provides a comprehensive introduction to the study of literature in German. Students will read a selection of literary texts, each one chosen to represent a key form, significant author, literary movement, era or theme. A wide historical range will be offered, including potentially any period from the Middle Ages to the present day, with an emphasis on certain literary genres (narrative, drama, lyric poetry). The course will be taught in a weekly seminar (with separate groups for ab-initio and post-A-level students) and supported by a series of lectures (for the entire cohort of students) given by subject specialists. Students will be encouraged to develop the skills required for the study of literature and culture throughout their time at UCL, such as close reading, research, evaluation of theoretical ideas, use of secondary literature, small- and large-group discussion, meaningful guided independent study, presentation techniques and academic writing. 
Geog0102

Description

The aim of the dissertation is to enable students to undertake original research in an aspect of global migration, applying and extending the critical thinking developed in taught modules. A range of topics and research methods are appropriate (including either or both qualitative or quantitative approaches). You may also want to explore opportunities for collaborative research with policy makers or agencies. The dissertation offers students an opportunity to learn how to design a piece of research, synthesizing their reading and their own research into a coherent exploration of a specific issue. In doing so students have to recognise some constraints (such as time and word limits) in relation to the practicalities of investigating your chosen topic – but this is part of the exercise. The module aims to foster an ability to work independently and see a complex project through from start to finish. The model for the dissertation is an academic research paper as found in a peer-reviewed journal. The research problem is formulated by the student and the dissertation should include a review of relevant prior literature and a justification of the choice of problem and approach in intellectual and practical terms. Research dissertations should report findings from original fieldwork, such as interviews, or documentary research and/or analysis of primary source material of a textual, numerical or visual nature.
This is a compulsory module for the MSc Environment, Politics and Society programme that focuses on the interface between theory and practice in relation to a series of issues like environmental justice and conflict, biosecurity and health, energy, climate change,citizen science, and natural resource depletion. The course examines the work of professionals and cultural practitioners and the practical, political and ethical challenges that they face. Issues to be examined may include the work of international organisations, NGOs, consultancies, scientific laboratories and cultural institutions; the role of visual methodologies such as photography and film making in the exploration of environmental problems; and relations between ethics,politics, and professional practice.

The course aims are as follows:

To foster students’ understanding of the interface between geographical theory and environmental politics and practice.

To enable an understanding of the diversity of professional practices that address environmental problems. To enable students to employ a range of research methods in practice

 

Students taking this module should develop the following transferable careers skills: critical thinking, academic writing, commercial awareness of environmental sector, awareness of sustainability issues.
This is a research-led and research-based module, providing an introduction to the fields of cultural and historical geography. It has a slightly different emphasis to other modules because it aims to do this by exploring some of the philosophies and methodologies used to create cultural and historical geographies, and is designed to give you the experience and confidence to undertake your own independent research using UCL’s museum and archive collections. The module encourages students to think critically about questions of representation, different kinds of materials, forms of analysis, and engage with questions of politics and ethics.

Lecture material is drawn from the lecturer(s)’s own research and from that of other geographers, historians and others, and can include topics from a range of textual and visual sources such as paintings, maps, photographs, printed archives and digital newspaper archives.

GEOG0029 is designed to provide a bridge between first year modules and cultural and historical modules in the third year and can complement Methods in Human Geography.

The module aims to

examine practices of research in cultural and historical geography,
	explore the representation of space, place and landscape in different as well as questions of reception and politics.
The module is taught through a mixture of lectures, practicals and seminars. The lectures cover some key themes in cultural and historical Geography which may include representation; digital archives ; mapping and landscape; ways of analyzing forms of reception. The series of practicals allows students to engage with objects from UCL's collections and to practice new skills of analysis. The module includes a lecture on reflective writing, highlighting the themes of the second part of the assessment.

 
This is a final-year option for students who are interested in political ideas and who wish to understand how those ideas are born and shape political conducts or influence paradigmatic shifts in the domain of policy making.
The course starts from two basic propositions: firstly, the notion of a post-ideological society is a false one, and ideologies remain important to political action. Secondly, traditional major ideologies such as Liberalism, Conservatism and Socialism need to be re-examined in a new light as they have been complemented, challenged and transformed by new ideas and new political practices over the past decades. 
Political forces compete to offer a convincing narrative to the public. They therefore use ideologies to justify their actions and policies. A successful ideology is one whose narrative is taken for granted by a majority of the population . Ideologies may therefore be about control and domination, i.e. political hegemony.
However, ideologies do not boil down to power and domination. It is possible to view ideologies as a more or less coherent set of ideas which can be scientifically studied.  In this perspective, ideologies should be seen as a tool which offers an interpretation of the world (past, present and future).
This module will proceed to introduce the main ideologies: Conservatism, Liberalism and Socialism. Contemporary ideologies are in turn presented and studied: Fascism, Neoliberalism, Green politics, Feminism and gender politics, as well as populism. Some new ideologies directly challenge traditional ideologies; others overlap, simply complement them, or can only be considered as 'thin-centred' ideologies. 
The different ideologies will be discussed from a theoretical point of view with reference to major authors and political theory and political science literature. Case studies will also be taken to shed light on some topical debates in various national contexts.
This module is compulsory to students taking the BA Greek/Latin and English programmes.
The module aims to give students an acquaintance with a selection of works – not necessarily ‘literary’ or originally written in English – which have been either influential in the formation of English literary and intellectual history, or articulate ideas important in that formation. A knowledge of these works is essential for all three years of the degree course. The module suggests some of the main features of the history of European ideas, and encourages students to acquire some capacity for handling conceptual argument. In addition, some, but not all, of the works in this module either actually influenced, or provide interesting comparisons and contrasts with, some of the texts in the Narrative Texts and Introduction to Medieval Language and Literature modules.
Teaching practice is one of the fundamental elements of the  PGCE programme.  This is not just a programme about teaching in the further education sector, it aims to prepare students to work in the sector as teachers, so that they can demonstrate to employers in the sector that they will be successful employees of those organisations: to that extent the PGCE is a vocational training programme, and one in which practical expertise is paramount.  By the end of the course, you should be able to plan, prepare schemes of work and individual sessions for groups of students in your subject at a range of levels, to teach and lead programmes and individual sessions, to give formative feedback to individuals and groups on their work, and to reflect on and evaluate your own work.  You should also know something about what it is like to actually work in the sector – though clearly you will only have practical experience of a small proportion of what is a very diverse sector indeed.

We do not expect that by the end of the course you will have become an expert teacher, because that generally takes many years’ length and breadth of experience and reflection.  But we aim to provide students with the intellectual and practical tools and knowledge with which they can develop and increase their own expertise continually throughout their careers.
The dissertation module provides students with the opportunity to select and explore a topic in-depth through an independent research project under the guidance of a supervisor throughout the academic year and supported by weekly workshops in the Autumn term.

A research proposal (1,500 words, /- 10%,) is submitted in the Autumn term and provides the foundation for subsequent dissertation research. The research proposal counts for 20% of the module assessment. The full dissertation (8,500 words, +/- 10%) is submitted in the Summer term and counts for 80% of the module assessment.

Dissertations:

provide the opportunity to explore a topic in-depth.
	are based on either empirical or theoretical (library-based) research.
	can be practice-oriented and address professional or policy issues.
	Allow you to develop the methods, skills and techniques required for research and for further postgraduate study.
	are based on independent study, supported by a supervisor and workshop sessions.
What do we mean by elites, how does education help to create and support them, and how do they maintain social inequalities in different societies and around the world? The concepts of ‘elites’, ‘elite institutions’, ‘the upper class’ are variously used, often meaning different things, and are often the imaginary against which we understand our own lives (those with more power, more money, more opportunities, better lives?). Through this module we will explore how we define ‘elite’, how you become elite, the effect of the elites on our everyday lives, and how we can all play a role in challenging inequalities in our communities. This module will allow us to create new understandings of how elites are shaping the social, geographical, cultural and emotional spaces of our everyday lives, and to examine and discuss case-studies of elite educational institutions such as English public schools, universities around the world, and international schools.
This module is for Year 3 BSc L102 single-honours Economics students only. Not open to Affiliate students. It is used to monitor student engagement on a placement, and its links to academic studies, when they are in their placement year. In order to pass the module, students are expected to complete five reflective logs, attend seminars, complete a dissertation proposal and induction checklist.

Aims: to ensure students engage effectively with the placement and are equipped to complete the dissertation proposal. The module has an associated Moodle page that provides information on what students are expected to do during the year to demonstrate engagement with their academic studies and advice on when and how to access support from the Economics Department.

Prerequisites: Students must have completed and passed all 240 credits across Years' 1 and 2. Students must also have satisfactorily completed the not-for-credit modules ECON0097: Economics Skills Lab and ECON0046: Preparation for Placement (Economics). Students must also have secured an unconditional offer of a placement, or met the conditions for a conditional offer, from an approved placement organisation prior to commencing their placement.
This module provides an opportunity for students to undertake a research project, which has been designed by the head of the RDP programme and deputy head for the Master’s module, under the guidance of experienced supervisors. Students have the chance to learn about clinical research techniques during a four-day introduction to clinical research methods and then apply the fundamentals of statistical data collection and analysis, qualitative data collection and analysis to answer their research questions.

Continuous feedback of either a formative or summative nature supports the students during their year-long master’s degree.
Aims: 

You will broaden your understanding of science teaching in the wider context, especially related to Assessment for Learning (AfL).

Outcomes: 

You will:

- learn about using creativity in science education to develop innovative teaching resources and activities;

- continue to develop your use of assessment that will allow you to critically consider pupil progression in a lesson and over a sequence of lessons;

- critically evaluate issues of formative assessment in Science at KS3 and how schools are developing their approach to progression and assessment levels;

- track students over time to understand more about at their attainment.
Aims: 

You will explore important generic themes which intersect with history specifically.

Outcomes:

You will:

- explore an aspect of literacy i.e. writing, reading or speaking.  

- plan a series of history lessons in order to develop and explore your understanding of an aspect of literacy.
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.
The module will consist of practical translation exercises covering a wide range of texts and registers. It aims to develop linguistic and interpretative skills at a highly advanced level as well as to enhance the understanding of the translation process itself.
Module Description

This module introduces you to the main issues that have been discussed by scholars in the field of audiovisual translation (AVT) and their impact on research and the industry. Key writings and topics on the field are examined with the aim of situating AVT as a discipline in its socio-historical context. Topics to be covered include dedicated technology to AVT, ideological manipulation, censorship, gender issues, humour, cultural references, multilingualism, crowdsourcing, activism, fansubbing/fandubbing, eye tracking technology and corpus linguistics approaches applied to AVT.

Preparatory Reading

Díaz Cintas, Jorge. 2018. “‘Subtitling’s a carnival’: New practices in cyberspace”. The Journal of Specialised Translation, 30: 127-149. www.jostrans.org/issue30/art_diaz-cintas.pdf
You will receive one to one mentoring from experts who will supervise you perform common neurosurgical procedures and skills in a variety of environments.
The module consists of a workshop series followed by enhanced teaching activities (e.g. simulated patient or procedure) aimed to provide  exposure to core skills necessary for early-stage neurosurgical training. In addition, you will practice common neurosurgical scenarios with personalised feedback.
On successful completion of the module, you will be expected to:
• Demonstrate efficient history-taking and examination skills leading to accurate assessment, diagnosis and management
• Demonstrate good interpersonal and communication skills
• Demonstrate good appreciation of 3D anatomy on micro, meso and macro scales
• Demonstrate safe and ergonomic technique when performing basic / common neurosurgical approaches and procedures
• Identify and avoid common pitfalls by adhering to good surgical practice
This module provides you with a comprehensive, state-of-the-art overview and analysis of common dementia diseases and syndromes: their epidemiology, clinical and neuroanatomical signatures, clinical genetics and pathology, and algorithms for diagnosis and management. Sessions will be led by senior cognitive neurologists and psychiatrists at the forefront of translational research in the target diseases. The core syllabus will comprise Alzheimer’s disease and its variant phenotypes, the progressive aphasias, frontotemporal dementia, Lewy body disease and syndromes of atypical parkinsonism, vascular cognitive impairment, acute and subacute encephalopathies, and dementias of younger life. You will gain a detailed theoretical and clinical understanding of the major neurodegenerative diseases as manifestations of underlying brain pathology and anatomical patterns of brain damage. Lectures will be supplemented by a variety of opportunities for integrative, practical and formative learning, most directly integrated with the module Practical Neuroscience of Dementia and including patient-based teaching in neuroradiology, neuropsychology and neuropathology.

The module learning objectives are:

To describe detailed, practical knowledge of the key molecular pathological, clinical, laboratory and neuroimaging features of major dementias and related cognitive disorders.
	To employ a scientifically informed approach to assessing the patient with cognitive impairment and demonstrate knowledge of diagnostic tools.
	To evaluate current and potential treatments for dementia, including the evidence base, pitfalls and neurobiological rationale.
	 
The focus of this module is to enable you to localise a stroke using clinical history, signs and imaging findings. It also contains lectures on stroke classification and risk stratification of transient ischaemia. The consequences of stroke affecting the senses are also covered: vision, hearing and the balance system. There is also a lecture on the ethics of stroke giving the guiding principles of how to manage some of the difficult situations in stroke such as feeding and the end of life.

The module objectives are: 1. To localise a stroke (hemisphere, circulation) and identify what the stroke syndrome is 2. To understand how anatomical variants can lead to varied presentations and be amenable to alternative treatment options 3. Be able to define features in the clinical history which identify common mimics eg seizures, migraine 4. Evaluate the stroke risk in a patient with TIA 5. Construct an argument using ethical principles in scenarios such as feeding, end of life.
Summary 

Understanding mental health from the perspective of culture and ethnicity is important for the effective delivery of services to many black and minority ethnic communities in the UK and also to the planning and delivery of services in other countries. This module will consider from a sociological and anthropological perspective different constructions of 'mental health' in different communities and their implications for services. Comparative epidemiological data will be explored where relevant and the module will also consider how to make appropriate use of such data in planning services.



Learning Objectives and Outcomes:

After taking this module, you will be able to have: 

An understanding of 'mental health' and 'wellbeing' from different cultural and ethnic perspectives
 The ability to critically appraise epidemiological data from international studies
 An understanding of how to design and develop interventions and services including advocacy, human rights and community interventions which are culturally relevant and effective
 An understanding of how to evaluate the effectiveness of such interventions as they are delivered
Who is this module for? 

This is an optional module on the MSc Child and Adolescent Mental Health. 



Teaching and Learning Methods 

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

To provide a broad knowledge of the requirements of both conventional and renewable energy systems and an advanced understanding of the fundamental principles that underpin select key stationary and portable energy conversion and storage technologies. Students will develop skills in the design of energy systems with an emphasis on sustainability, improving efficiency and the use of renewable energy sources.

Learning Outcomes:

On completion, students should:

Have a broad knowledge of the various conventional and renewable energy conversion technologies and enhanced knowledge of selected advanced topics.
	Understand the concept of sustainable development in energy and be familiar with issues related to technology needs and barriers, environmental impact, and energy economics.
Synopsis:

Energy Concepts: efficiency; energy cycles.
	Energy Resources and Use: Conventional fuels; alternative fuels; demand-side issues; changing pattern of energy use; future energy scenarios.
	Conventional Energy Conversion: heat engines, turbine systems; nuclear fission, heat transfer.
	Renewable Energy: Hydro, wave, wind, solar thermal, photovoltaics, biofuels, nuclear fusion etc.
	Advanced Subjects: e.g. Fuel cells; waste to energy; energy system optimization.
	Energy in a Sustainable Future: Concept of sustainability
Requirements:

Students should be aware that a working knowledge of introductory (~ A Level) Chemistry, Physics and Maths will be necessary to understand the principles in Energy Systems and Sustainability. 
	 
Aims:

To provide engineering students with a theoretical and practical understanding of the basic concepts of inorganic chemistry, including i) what are molecules; ii) how do different molecules react with each other; iii) how does one need to run those reactions on an industrial scale.

Learning Outcomes:

Upon completion of this module, the students should:

Have an understanding of atomic and molecular structure in the context of the periodic table and underlying chemical bonds;
	Understand the role of acids, bases and ions in the aqueous solution and determine the acidity of a chemical;
	Calculate redox potential of a given reaction, understand the basic principles of electrochemical devices, and identify their energy efficiency;
	Be familiar with most of the common elements and their compounds;
	Know how to use those compounds in reactions;
	Translate a chemical reaction into an industrial reaction
Synopsis:

Atoms: mass, isotopes and structures
	Molecules: bonds and structures
	Acids, Bases and ions
	Oxidation and reduction
	Elements: a map of periodic table
The Dissertation: Work Placement module provides students with a supportive and informative programme of presentations, seminars, student-led presentations, and individual tutorials in which they are encouraged to consider and discuss methodological issues as well as specific content pertaining to the development of their Dissertation. In relation to the Work Placement project/portfolio students will develop and employ skills involving individual responsibility, team-working and problem-solving. They will have first-hand experience in assisting with project realization at varying points and making comparisons between practice in institutions. Students are required to submit a dissertation of 14,000 words plus a Work Placement Report (project/portfolio) (6,000 words equivalent).
This module presents the tools and processes currently employed in the development of business cases for infrastructure projects, programmes and plans, both in the UK and elsewhere. It critically reviews the theory and practice used in these fields drawing from, amongst other resources, recent OMEGA Centre international case study research, the experiences of HM Treasury and the Department for Transport in UK Government, the European Investment Bank (EIB) and the World Bank. The module identifies the relative strengths and weaknesses of such tools, examines the degree to which they are adequate in their approach to judging project ‘successes’ in terms of strategic fit, financial viability, commercial opportunities, project management and value for money.
Your year-long MRes Biosciences project is the key part of the whole programme. The programme is split into several ‘subject streams’, each with its own stream tutor. One of the primary responsibilities of the stream tutor is to guide your choice of project. Normally these projects are undertaken in the Biosciences Division at UCL but it may also be possible to study in other faculties or institutes. Projects are generally in well-funded labs, independent and ‘publication quality’. You will be treated as a full member of the supervisor’s research group. Students are expected to start their project within a few weeks of the start of term 1 and to work continuously on it throughout the year with the exception of time taken for the four taught modules and any examinations. It is very important to choose your research project carefully and it has to have the approval of the stream tutor with whom you should discuss options during the first 2 weeks. You will be taught all the necessary skills required to plan, perform, analyse, display and write the research project.
Can you write a great essay..? Can you be persuasive while remaining factually correct..? The BIOS0006 module draws on core information from Year-1 studies in Physiology, Pharmacology and Neuroscience and introduces the skills and techniques needed to communicate well – not only to the scientific community but also to a wider audience. You will be supervised by a member of staff from the Division of Biosciences or an associated department. The class meets for a number of formal sessions over 2 terms, to introduce core skills and to plan effective writing. Most of the time, students will practice the core skills in their own time, liaising with their supervisor for feedback, and attending Q&A sessions.

Students should gain the following knowledge and skills:

Detailed understanding of a modern theme of scientific research in Physiology, Pharmacology, Neuroscience, or Cell Biology.
	Use of electronic databases to research the literature for information on Bioscience and its related subjects.
	Ability to prepare a scientific dissertation to a specified length and format (as a word-processed document), by a given deadline.
	Ability to give oral and written presentations to both scientific and non-expert audiences.
 

 
“Fundamentals of Molecular Biology” will explain the basic concepts, techniques and uses of modern molecular biology techniques. Practical sessions and associated tutorials will give "hands-on" experience of molecular techniques including electrophoresis, sequencing, cloning and the polymerase chain reaction. The course begins with lectures that introduce molecular biology concepts, or serve as a refresher for students who already have some experience. It then moves into a description of contemporary tools and then applications. Lecturers will explain some of the diverse applications of these techniques, with reference to their own research in fields including metagenomics, transcriptomics, proteomics, cell and developmental biology and forensic anthropology.

Indicative lecture topics – based on module content in 2021/22

Introduction to DNA (2 lectures)
	Manipulating DNA (2 lectures)
	DNA analysis (3 lectures)
	Sequencing, and the polymerase chain reaction (3 Tutorials)
	DNA Cloning and libraries (2 lectures)
	Applications of DNA technology (8 lectures)
Learning Objectives

Give students a broad understanding of the principles and applications of modern molecular biological techniques.
	Learn about the structure and properties of DNA, with an emphasis on the practical aspects of DNA manipulation.
	Learn about the properties of the enzymes used in in vitro DNA manipulation and the properties of cloning vectors and the principles of gene library construction.
	Learn about the fundamental techniques of molecular biology: electrophoresis, blotting, sequencing, cloning and the polymerase chain reaction. Practicals will give “hands-on” experience of these techniques.
	Learn about a range of current applications of DNA technology, such as Next Generation Sequencing, to illustrate how the techniques can be applied in very diverse areas of biology, biotechnology, ecology, evolution and medicine.
The module has five themes: (1) Genomics (including gene finding, transcription factor binding site prediction, disease genes, applications in therapy etc.), (2) Computing (including basics of programming, computer hardware, relational databases and machine learning), (3) Analysis of protein sequences (including an introduction to resources, sequence alignment, structural and/or functional motif recognition, estimation of significance, etc.), (4) Omics and systems (including transcriptomics and ideas of systems biology), (5) Analysis of protein structure (including structure comparison, fold classification, structure prediction, protein evolution, etc.).

In addition to lectures you will complete an online bioinformatics practical and analyse a ‘mystery protein’ using the tools and resources you have introduced to in the lectures

By the end of this 15-credit module, students should have:

1. acquired a solid grounding in theoretical and practical aspects of computational molecular biology 2. become familiar with current approaches to nucleic acid and protein sequence analysis, and with the concepts of protein structure analysis

3. extended their skills in data interpretation and have understood the often-conflicting concepts of mathematical and biological significance

4. been introduced to the World Wide Web and have developed an understanding of its use as a tool for accessing biological data

5. had experience in writing a concise laboratory report

Indicative lecture topics (based on 2021/22 syllabus)

Computing
	Gene finding
	TFBS finding
	Sequence alignment methods
	Sequence alignment and searching – BLAST, dynamic programming
	Multiple sequence alignment and profiles
	Biological databases
	Sequence analysis protocols
	Structural classification
	Transcriptomics
	Protein interaction and networks
	Machine learning in Bioinformatics
	Homology modelling of antibodies
	Bioinformatics in a medical context
	Drug docking and design
Module summary: This module deals with the principles and practice of building environmental analysis and the methods of assessing the environmental performance of existing and proposed buildings and their attendant services. It teaches the key methods of environmental analysis, such as surveying, monitoring, data processing, statistics, modelling and system dynamics and it interlinks with lectures on literature reviews and research ethics.

Module learning outcomes: 

This module will familiarise you with the key methods available for conducting building environmental analyses. You will learn to

Recognise the link between methods and evidence
	Identify, use and choose between discipline-specific methods
	Characterise similarities and differences between methods, including their applicability and limits
	Be aware of ethical dimensions of research
	Assess, retrieve and cite information
	Complete a research project
	Write about a research project
	Practice working individually and as a team
Deals with the principles and practice of building environmental analysis and the methods of assessing the environmental performance of existing and proposed buildings and their attendant services.
Geophysical survey provides archaeologists with the ability to detect remains without excavation and is a key stage in the planning of field projects, or as a stand-alone research method in its own right.  This module will cover the four main techniques used in archaeological geophysical survey: Earth Resistance, magnetometry, magnetic susceptibility and Ground Penetrating Radar.  The course will cover the planning, execution, data processing, interpretation and publication of geophysical surveys.  The course consists of a mixture of lectures, computing practicals and field practicals.  By the end of the course students will be able to undertake projects of their own, and, importantly assess and critique published surveys.

The computing practicals will introduce the students to the main software packages including TerraSurveyor, GPR Slice, Google Earth and QGIS.

The field course will consist of two days in reading week at a site in Hertfordshire.  Students will be expected to get themselves to site, usually by train from Kings Cross or St Pancras.  Suitable clothing for the weather in mid-February will be required, and it is likely you will need to provide yourselves with a packed lunch.  Additional experience working alongside the Community Archaeology Geophysics Group may also be an option for those who wish to gain optional experience.

Formative assessments will be set based on the computing practicals.  The final assessment is a project processing, analysing and writing-up the survey undertaken in reading week, to which will be added some additional data.
This module is taught primarily in a lecture format and offers an introduction to the material culture of the Greco-Roman world.

Following a short introduction to the module and the historical background, we then examine various sources of archaeological evidence for the Roman world including field work, pottery, coins, epigraphy and `small finds'. These sources of evidence are then used to examine various groups within Roman society including the bosses, women, the army and slaves. Following this, a number of themes are examined including approaches to Roman urbanism, the countryside, Rome and her neighbours and the later Roman Empire. The emphasis throughout the module is on the contribution of archaeological evidence to the debates discussed.

Aims 

This module offers an introduction to the material culture of the Greco-Roman world. The aim of the module is to give students a broad understanding of the potential and problems in the archaeology of the Roman period, and acts as a foundation for second and third year options.

Objectives 

On successful completion of this module, students should have:

1. a broad understanding of the types of data available to archaeologists of the Roman world, their potential and their limitations

2. a broad understanding of Roman social structure and social relations;

3. a broad understanding of the development of the Roman world, its expansion, transformation and legacy;

4. an introduction to current debates in Roman archaeology;

5. a foundation on which second and third year options can be built.

Learning outcomes 

On successful completion of this module, students should have developed:

1. Critical reflection and the evaluation of arguments;

2. Analysis of primary archaeological evidence;

3. Academic research, writing and referencing;

4. Word-processing skills.
Module Content

This seminar, designed specifically for Intercalated BSc students, will introduce you to basic concepts and research approaches in anthropology with a focus on their relevance for clinical practice. The seminar will also be a context in which you can discuss any ideas on which you are unclear or about which you would like more detailed understanding as well as evolving plans for your dissertation project. 



Delivery Method

One 2 hour seminar per week.



Please note the assessment titles may be subject to change.
The MSc Neuroscience research project is the backbone of this research-intensive programme. You will be guided to choose a project in one of the 450 Neuroscience laboratories anywhere around UCL. The laboratories are generally well funded and the projects are independent and of publication quality. Your personal tutor will meet to discuss in what area you would like to do your project. A number of laboratories will be identified that may be available to host you. You will write to the group leader and organise a meeting to discuss possible projects. You should keep your personal tutor informed of progress. We normally expect projects to start within 5 weeks of the start of the year. You will be treated as a full member of the supervisor’s research group. You will be taught all the necessary skills required to plan, perform, analyse, display and write the research project. Full-time students are expected to work for two days per week in the laboratory until the end of March and then full time in the laboratory for the remainder of the course. Part-time students will be expected to work the same number of hours but by arrangement with the project supervisor.
This module is aimed at those clinicians who care for patients with chronic pain in a community or primary care setting. During this module you will cover interprofessional working, managing multi-morbidity and complex patient groups (for instance secure environments, addiction, young people with pain) and non-pharmacological modalities. You will also be given advice on joint working within the greater health economy, including patient groups and the so-called ‘third sector’.
This module covers how to apply machine learning techniques to large data-sets, so-called big-data. An introduction to machine learning is presented to provide a general understanding of the concepts of machine learning, common machine learning techniques, and how to apply these methods to data-sets of moderate sizes. Deep learning and computing frameworks to scale machine learning techniques to big-data are then presented. Scientific data formats and data curation methods are also discussed.
This module introduces East Asia (consisting of both Northeast and Southeast Asian states) through a political-economy lens. The region has experienced unprecedentedly rapid industrialization since the middle of the twentieth century, which has been accompanied by economic and governance crises. Relations between countries within the region are similarly dynamic, as they are both drawn together through regional institutions and economic integration, and repelled by conflicting interests and claims.
The module will cover both domestic and international influences on the region’s political and economic experience, with a focus on their effects on economic policies, particularly in relation to trade, investment, and other international political economy concerns. These factors will include topics such as the historical and contemporary development of political institutions; democratization processes; development strategies and industrial policies; participation in regional and international institutions; and the dynamics of regional cross-border trade and investment.
You will gain familiarity of political-economy issues in the context of East Asia and will be encouraged to draw upon this knowledge to consider the broader academic and policy implications for issues relating to the region.
The aim of the course is to increase the student’s confidence and speed in reading Italian texts related to History of Art through reading of authentic material and to help them acquire the necessary skills for this specific use of the language.

Students will be expected to extract subject related information from a variety of authentic Italian sources to complement their existing knowledge (using a dictionary as required). Students will also be encouraged to develop their listening abilities.   

Language learning skills, including autonomous learning and how to approach authentic material, will be enhanced. Some transferable skills will also be covered. 

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module seeks to study slavery in the context of the societies of Greece and Rome, while remaining aware also of the influence of developing modern debates and concerns on the subject. The topic is approached principally through the study of the ancient sources, in order to find out both how slavery functioned in practice, but also how the people of antiquity thought about it. It tackles the difficulties of uneven and incomplete ancient evidence, both textual (we have plentiful writings from slave-owners, but little from slaves) and physical, and considers the merits of other approaches less dependent on ancient material (e.g. demography, and comparison with better documented ‘slave societies’). Slavery is considered from economic, social and ideological perspectives. The sources of slave-supply, the work slaves did, how they were treated and their legal position are all examined. The process of manumission and the varying statuses of freedmen are also covered, as well as other forms of dependent labour. More general issues are also addressed, such as the definition of what a slave is, the notion of a ‘slave society’, and ultimately how important and integral to ancient societies the institution of slavery was. Each class lasts two hours, and includes prepared presentations by students, group discussions of issues or texts, and consideration of material distributed on hand-outs. Preparation is by the reading of a quantity of ancient source material, in the light of suggested topics for thought and secondary reading.
This is an advanced final year / MA German language module which combines intensive language work (reading, writing, listening, speaking) with the discussion of complex topics ranging from "Erinnerung" to "Identität". The module focuses on German essay writing on an academic level as well as the oral discussion of the topics dealt with in class.
For Geography students only.
Aims: to provide students with an understanding of the economics of public goods, public expenditure and public services, and with the ability to analyse and understand key issues in this field using standard tools of theoretic and empirical economic analysis, corresponding to the level taught in core second-year economics modules.

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

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

Assumed knowledge: Students coming into the module should understand concepts relating to Pareto efficiency, welfare distribution and market failures. They should be familiar with algebraic derivation and graphical representation of utility as well as profit maximisation, in perfect competition. They also should be able to frame economic decisions in the presence of asymmetric information.
Shell module - Year Abroad
Shell module - year abroad
Shell module - year abroad.
Aims:

Drawing on your own subject knowledge and experience, you will translate and extend our understanding of Art & Design in the field of visual and material culture to pedagogy. You will be required to reflect critically on your experience as a learner, critique orthodox approaches to secondary Art & Design and develop strategies to acknowledge contemporary practices in the field of cultural production.

Outcomes:

Through practice-based research and a critical engagement with recent and relevant texts (including government policies and recent research), you will be asked to reflect on your specialist knowledge and creative practice to identify significant factors that influence your way of working, gaining deeper insights into creative processes and the conditions required to support and develop creativity in others.
Facilities for long-term care constitute one of the fastest growing sectors of healthcare real estate, undergoing organizational change, expansion and increased involvement of both private players/initiatives and interaction with social care. The module explores care provision (mental health, physical rehabilitation, interface of rehabilitation and housing, geriatrics, end of life care, substance abuse, correction facilities, social housing, assisted housing/living, care/nursing homes, senior-citizen housing, dementia friendly communities) with an emphasis in tangible and intangible values and appraisals.
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.
Design and Creative Practice Year 3 is driven by an interest in interdisciplinary research-based practice that looks outside of the institution and promotes public facing, socially engaged projects. Throughout the year students explore and experiment with strategies for creating projects that are sustainable within a wide cultural context, whilst collectively exploring a theme relating to architecture and the built environment.

In line with the ethos of Architectural and Interdisciplinary Studies, in which students have the opportunity to tailor their educational experience by selecting their own modules, we encourage students to take the lead. Projects are developed through collaboration and conversation within the peer group and with the guidance and direction of the tutors. Due to the broad range of research topics and multiple disciplines explored in the module we aim to invite external practitioners with specific skills or areas of expertise to contribute to the group discussions through a series of workshops, screening and talks. 

The module starts in term 1 with a series of short projects that are often carried out in pairs or larger groups. Building on the outcomes of these initial projects students then have the opportunity to develop their own brief in response to a specific strand of research initiated in term 1. 
Design and Creative Practice 2 is a unique module on the Architectural & Interdisciplinary Studies programme that enables each student to understand design disciplines, with a view to developing their own individual creative practice. 

This module encourages students to discover the work of a wide range of creative practitioners, including – but not limited to – architects, landscape architects, inventors, filmmakers, artists, designers and writers. This informs an understanding of the relevance of interdisciplinary discourse to architecture, sustainability and the environment. 

With a focus on questioning and experimentation, the course is highly process-led, and encourages working as individuals and in groups in the B-Made workshop, studio and on sites across London. The module’s open and self-led approach encourages exploration across media, performance and conversation, grounded in a theoretical and material acknowledgement of our environment and our impacts on it. 

The course is supported by a dynamic programme of workshops with invited guests from various creative backgrounds, and culminated in a collaborative event in which we celebrate students’ individual projects.
Design and Creative Practice 1 is a unique module on the Architectural & Interdisciplinary Studies programme that enables each student to understand design disciplines, with a view to developing their own individual approach to creative practice. 

This module encourages students to discover the work of a wide range of creative practitioners, including – but not limited to – architects, inventors, filmmakers, composers, acousticians, designers and writers. This research will inform an understanding of the relevance of interdisciplinarity to architecture and the built environment. 

Students will use this research to develop and improve their creative skills in various creative media (such as drafting, photography, making and writing). Over the course of the module, students will be asked to consider individual and group working practices, ultimately developing an individual design proposition and portfolio in response to a shared project brief.

As part of the module, you will be encouraged to investigate material cultures and methods in the B-made workshop. Accordingly, you will need to complete a B-made Workshop Induction. You may also be asked to visit potential project sites and attend other events, including art and architecture exhibitions, evening lectures and film screenings.
This course builds on the speaking and writing skills acquired at Level 1, developing these skills further, in part with an eye to the student&©s needs on the year abroad. The writing skills are expanded through essay-writing in Czech, and by translation (involving a mix of styles/registers) into Czech from both English and Slovak. The classes for oral practice provide space for modest prepared talks and informal bi- and multilateral conversations in Czech (but not Slovak).
This module will give you an in depth understanding of:

• Human physiology in endurance sports and exercise

• The mechanisms underlying training, fatigue, and underperformance.

• How to conduct an objective exercise test and measure performances, for example with cardiopulmonary exercise testing

• Physiological explanations for the differences exercise capacity between genders and at different ages.

• The energy demands of exercise and its measurement using exercise testing

• The specific challenges exhibited by either hot, cold, or hypoxic / altitude environment to the human body
The purpose of the module is to provide an in-depth exploration of scientific approaches to the evolution of human intelligence.  This includes the nature of the available evidence, established methods of investigation, and challenges faced by researchers.  The module opens with a consideration of basic philosophical issues surrounding the study of human cognition.  This is followed by sessions devoted to comparative neuroanatomy, brain development and evolution, developmental psychology, primate intelligence, and human culture and language.  The final four classes apply this knowledge to specific evidence and interpretations of the Palaeolithic archaeological and paleontological records.
This module aims to introduce a Trainee Surgeon, Clinician and Healthcare Professional to basic and the most up to date techniques used in Plastic & Reconstructive Surgery.

This modules includes a series of lectures on wide range of topic related to hand, breast, face, eye, nose, ear, lower limbs, and Abdominal Plasty and Reconstructive Surgery. Lectures on reconstructive surgery include the head/neck, breast reconstruction, Dupuytrens disease, congenital hand, cleft lip, skin cancer etc. Craniofacial/Aesthetic Surgery includes: maxillofacial fractures, ocular cosmetic surgery, hair transplantation, and ear reconstruction. Lectures are delivered by consultant Plastic and Reconstructive Surgeons with years of experience working in this field.

After taking this module you will be able to understand concepts of anatomy relevant to reconstruction surgery and basic and novel concepts of plastic and reconstructive surgery.
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 Laparoscopy
	To understand the role of decision making in operating
	To learn the differences between basic and advanced laparoscopy
Learning outcomes:

Understanding the role of decision making in operating
	Understanding the differences between basic and advanced laparoscopy
	Understanding how to build an effective training programme
This two-term module introduces doctoral students to the literature review. It aims to introduce some of the fundamental topics, issues and processes that influence the STEaPP DTP candidate’s research project literature review. It also aims to support the DTP candidate in developing individual habits in reading, writing and reflection for the doctoral thesis and possible longer-term academic work.

Using guided reading and discussions seminars, students are introduced to the literature review as part of the doctoral research process. We explore some of the practical tools needed. Some of the critical skills and quality attributes that shape the literature review process are further explored. Students then apply these discussions in producing an abstract for their thesis literature review, and identify the key contributors, journals, texts and debates that frame their developing doctoral literature review.
Aims - This module aims to extend students' practical experience of statistical software environments; to extend students' abilities in applying ideas and methods already taught in a practical context, and to enable students to perform computer-assisted statistical analyses. It is intended for second and third year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should be able to independently perform a systematic analysis with the statistical software suites R and SAS to answer data-based or methodological questions, and report on it according to the scientific state-of-the-art.

Applications - This module provides training in performing statistical analyses with the R and SAS statistical software suites. R is one of the most widely used non-commercial statistical software packages, predominant in research and specialised areas in industry, which can easily be used for non-routine statistical analyses. SAS is the commercial statistical analytics suite with the largest worldwide market-share, widely-used in business and industry. The module provides, amongst others, basic programming skills, an introduction to R and SAS, and practice in basic statistical analysis workflows.

Content - Introduction to SAS commands and the R environment. Use of these packages for descriptive statistics, graphics, and for fitting regression and ANOVA Models. Non-linear regression and generalised linear model fitting, simulation, programming and numerical maximisation/minimisation.

Key texts - Available from ReadingLists@UCL.
The Project Management Project Concept with its associated Report and Presentation is a compulsory part of the MSc in Management of Complex Projects.

The purpose of the Project Concept is:

- to briefly explain the purpose and importance of the Project Management Research Project (SPCE0021) and to identify previous work that has been done that is relevant to that project.

- to demonstrate awareness of research ethics and the need for ethical approval.

- to describe how the research project could be successfully completed (a project plan), including the tasks anticipated, the relationship between the tasks and an assessment of any risks involved.

Classes will be held in Terms 1 and 2 to assist students in choosing an appropriate topic and to guide them in the general research process (including data protection and research ethics).
The concept of ‘discourse’ is omnipresent in contemporary social science. After the ‘linguistic turn’, the social sciences have increasingly embraced the study of language as a central area of inquiry, focusing on the use of language in social interaction and as an active component in the construction of social reality. With the increasing popularity of qualitative inquiry focusing on language use, discourse analysis has become a basic part of social scientists’ methodological toolkit. The aim of this course is to provide a practical introduction to doing discourse analysis. The guiding idea is that researchers have to build their own models of discourse analysis for their projects, dependent on their research questions, data, and personal preferences. The immediate beneficiaries of the course are graduate students who want to analyse ‘perceptions of’ or ‘discourse on’ X or Y. Although the focus is on the use of discourse analysis in the social sciences, the course is interdisciplinary and is open to and recommended to students of other disciplines as well.
This module aims to develop post-BA advanced skills in comprehension and the active use of written and spoken Russian for professional and academic purposes. The module will concentrate on contemporary Russia – politics, society, and culture with materials drawn mainly from newspapers, journals and other media sources as well as scholarly research and publications. The advanced skills developed in the module include, amongst other things: oral presentation and argument, the ability to conduct a discussion in Russian, conveying information and argument in clear and coherent written Russian, extracting information from spoken and written sources, practice in transcribing and preparing subtitles of Russian films as well as the translation of various texts into English.

The module requires BA 1st class level in Russian language or equivalent and places on the module are limited. A compulsory two-hour 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 into the most appropriate stream of Russian language.
The aim of this module is to critically analyse and differentiate the role of the police in safeguarding and public protection. It will examine the key definitions, legislation and guidance associated with safeguarding and ‘public protection’ policing, including that relating to domestic abuse, missing persons, child sexual exploitation, stalking, hate and honour-based crime. The module will analyse the impact of abuse on victims, how perpetrators exploit victims in order to avoid detection, how community intelligence is used to manage high-risk offenders and how personal attitudes, values and biases can impact on public protection investigations. It will also encourage students to think critically and evaluate which scientific tools and methods could be applied to identify the linkages between serious and organised crime, safeguarding and public protection in areas such as human trafficking, modern slavery and prostitution. Throughout the module, students will interactively engage with real-world public protection practitioners to provide a strong grounding in both theory and professional practice.

 
Aims: To discuss a range of advanced topics in normal and abnormal development, in order to illuminate the processes underlying children’s development. Objectives: Students should learn about diverse cognitive, social and biological determinants of development and how the contribution of such factors depends on the domain of development. Students should know about recent theoretical approaches to child cognitive and social development and should come to appreciate the conceptual link between views of the adult mind (the end state of development) and theories of how we develop towards this end state. Summary of module: The first section considers typical cognitive development, in particular the development of “higher” reasoning skills and the development of memory. The second section explores a variety of topics in typical and atypical socio-emotional development. There is a focus on the role of the care-giving environment, the importance of both nature and nurture, and longitudinal approaches to studying psychological development.
This module examines the cognitive, neurobiological, social and developmental literature broadly, and in the context of learning. Theories of cognitive development are explained and compared in terms of their contribution to the field of education. Detailed coverage of the central nervous system, hormonal influences on cognition, perception, motor cognition and sleep physiology provide a solid understanding of the neuro-cognitive factors which can affect learning. The developmental literature in typical and atypical populations is discussed to understand individual variation in learning abilities (e.g. problem solving, non-verbal skills, numeracy). Lifespan development is examined in terms of bilingualism and related cognitive constructs.
This is a core module for the MA/MSc in Educational Neuroscience, and is designed to provide a context for integrating material from developmental cognitive neuroscience and psychology of education. Topics covered include the underpinning philosophy and objectives of educational neuroscience, its application to literacy, numeracy, science education and socio-emotional development, and the potential of IT-based intervention strategies. There is an emphasis throughout on seminars alongside lectures in order to ensure robust discussions and exploration of the limitations and benefits of this new field. It also involves students presenting orally an outline of their dissertation research topics, so that these can benefit from similar scrutiny. This module is not available to students from outside the host programme.

Assessment  for this module is via a presentation (20% weighting) and an essay (80% weighting). Students must achieve a pass grade in both assignments to pass the module overall.
The MSc programme in Planetary Science has a curriculum which is drawn from a variety of academic departments within UCL, including Physics and Astronomy, Space and Climate Physics (Mullard Space Science Laboratory), Earth Sciences, and the Department of Earth and Planetary Sciences at Birkbeck College. The programme thus has a strong interdisciplinary flavour, in line with the ethos of the Centre for Planetary Sciences at UCL/Birkbeck. The combination of taught courses, tutorials and project work allows prospective students to study a wide variety of topics related to planetary and space environments, such as: planetary interiors, atmospheres and magnetospheres, paleoclimatology, geophysics, astrobiology and the application of current knowledge to investigations of extrasolar planets - worlds in other stellar systems.
Outline and Aims:

The module aims to introduce students to the use of modern computer packages for the solution, by both analytic and numerical methods, of a wide range of problems in applied mathematics in science. This skill is of particular importance for students on the Theoretical Physics programmes. It is based on a state of the art system for mathematical computation, and will introduce key foundation concepts in computation. The module will reinforce and apply concepts of mathematical physics being taught in other first year modules.

Teaching and Learning Methodology: 

The course is based on the Mathematica© programming language and is delivered via weekly practical computing sessions. Computing sessions will consist of demonstrations of the features of the language followed by application of the new material to problems under the guidance of the course teacher.

In addition to timetabled computing 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 is an introductory module in British Sign Language for students beginning MSc Language Sciences (Sign Language and Deaf Studies) who do not already have BSL level 1, or equivalent. The module teaches basic concepts of BSL from a linguistic perspective. The 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.
The module covers key elements of Financial Management and associated quantitative and qualitative aspects. These are essential ingredients of the skills and knowledge portfolio for aspiring senior managers. It provides students with a conceptual and theoretical basis for managing finance in the context of making financial decisions. It explores and evaluates measurement and valuation matters relating to short and longer term financial operational decision making, issues in financing and investment decisions, and policies for dividend and returns of value to owners. Key aspects explored include financing decisions, cost of capital issues, the theory and application of risk-related capital investment decisions, the nature of shareholder value, and company valuation. Accordingly, this module identifies and evaluates the key financial challenges facing directors and managers concerning the selection of projects to invest in, the financing of such investments, and issues relating to the management of the relationship with finance providers.
This module provides a general introduction to programming in Python using Jupyter Notebooks and then moves on to an exploration of key Python packages for undertaking analytical projects such as MatPlotLib, NumPy and Pandas.


The module covers the preparation of datasets and introduces students to simple examples of machine learning algorithms. The importance of building insightful visualisations will also be emphasised.
This module teaches the fundamentals of probability theory, which are essential for future management scientists. Students will be introduced to topics such as joint distributions of random variables, properties of expectations, basic limit theorems, in addition to the basics of Bayesian and decision analysis. 

The module includes examples that illustrate the concepts and their practical application in management.
This is a largely traditional physics course taught principally through lectures. The primary topics covered are waves, thermodynamics, solid state and quantum physics. There will be additional reading material for students, some to read before lectures and some to read afterwards. The module aims to equip biomedical engineers with the physics background necessary for them to prosper in the field. The module will familiarize biomedical engineers with concepts in contemporary physics so that they can draw on those general scientific principles with confidence. On completion of this module you will: Be able to explain basic concepts in physics to another undergraduate, to be able to perform basic calculations in physics, understand the range of physical principles and appreciate how they underpin biomedical engineering and apply your knowledge of physics to biomedical engineering applications.
Principles of Pathological Sciences will give you a detailed introduction to the screening and diagnostic procedures used in the healthcare setting for a number of common diseases or disorders, including obesity-related diseases, cancer, various infections and trauma. After taking the module, you should come away with a detailed understanding of the molecular nature of key diagnostic tests, and how they are interpreted and used to inform clinical practice. You will also gain a basic understanding of the processes and procedures underlying two specific consequences of some deaths in the UK: organ donation and the Coroner's Court.

The teaching in this module is a blend of flipped online learning, small-group tutorials and master-classes from experts. You will have two session in the Royal Free Pathology Museum examining specimens, undergo two lab practicals, one on histology and the other on blood groups, and take a field trip to see an live inquest in a London Coroner's Court. You will also gain critical thinking skills and experience in the art of differential diagnosis, and be able to practice your debating and presentation skills.
The majority of literary, historical and archival sources from the medieval period have not been published in a modern edition: it is therefore essential for medievalist researchers to learn how to deal with unpublished materials. The first aim of the course is to teach students how to read manuscript books and documents. It also provides introductory training in the description and dating of manuscript books, in textual criticism, and in the methods and concepts of 'diplomatic', the study of how medieval documents were composed and used. Where possible, students will be encouraged to use the collections of medieval manuscripts and documents in London, which has a concentration unrivalled in the English-speaking world. In particular, students will be required to study a manuscript of their choice in detail, either using online digital images, or choosing a manuscript from the British Library’s collections to study in person. Students are encouraged to choose a manuscript tailored to their personal research interests. Students capable of more advanced work in any of these areas will be given the opportunity to do so. Technical training will be set in the context of the cultural history of writing in the medieval West.

The module encourages students to realize that the methods and concepts of literary and social theory are not alien to the study of medieval manuscripts. The emphasis will be on Latin manuscripts and documents, but students with a special interest in Middle English or another vernacular can be given extra training if required. Any student having no prior knowledge of Latin is required to attend the Latin for Beginners course.

Students are required to complete written course work that does not constitute part of the course assessment.
This is the third of four modules taken in year 2. This module introduces you to the integrative functions of the major endocrine axes. The module is concerned with how the major hormones are produced and how they each act to integrate metabolism and fluid balance.

We will investigate the role of selected endocrine axes in maintaining a stable environment for cells to function within the body, and will consider how defects in hormone production and/or action can lead to profound clinical symptoms. We will also look at how the production and metabolism of each hormone is normally controlled by feedback loops and how these can go wrong in disease.

The module aims to provide: 

definitions of the clinical prevalence of endocrine disorders, including iatrogenic states, thyroid disease, diabetes and other syndromes of insulin resistance, disorders of reproductive physiology
 knowledge and understanding of each of the major endocrine axes, emphasising the clinical significance of normal and abnormal feedback loops
 knowledge and understanding of the scientific basis of treatment options available for specified endocrine disorders
 a comparison of the mechanisms of action for hydrophilic and hydrophobic hormones, explaining those factors that can act in an endocrine target tissue to modulate the actions of hydrophilic and hydrophobic hormones
 an appreciation of (and explanations for) the variation in clinical measurements between different hormone assays and the possible impact of such variation on clinical management decisions.
This course provides a fairly rapid introduction to calculus. Calculus underlies almost all areas of mathematics and a great deal of science and engineering. The aim of the course will be to provide a solid grounding in this fundamental branch of mathematics for students who have a limited mathematical background. Most of the course material occurs in A-level mathematics: the treatment here will be slightly more advanced.
Specialism grouping not a taught module
Science, technology and innovation are powerful shapers of social organisation. They have huge potential for both benefit and harm. With power should come responsibility, but history is littered with cautionary tales to suggest that innovation is a form of ‘organised irresponsibility’. Are there ways to steer and improve technologies responsibly while they are still emerging? In this module, we examine technologies that are transforming our world, and we consider examples when established technologies were new. Case studies include: geoengineering, gene editing, AI and self-driving cars. We use ideas from ethics, sociology of science, philosophy of technology, and science policy studies.
The module will provide an introduction to linguistic concepts and topics which help us to understand the structure and use of the German language in contemporary times. The fields studied in the module include: phonetics and phonology,; morphology and word-formation, syntax, lexical structure, lexical borrowing, and sociolinguistic variation. The first half of the module will focus on the language system, looking at how German consonants and vowels are produced and classified, spelling reforms, and the structure of German words, vocabulary and sentences. The second half of the module will look at the German language as a social phenomenon; specifically, its international, national and regional varieties, digital writing, youth language, urban varieties, and gender and language. Primary material will be taken from (online) newspapers, magazines, blogs, videos and social media where relevant. Students will be encouraged to find their own examples of linguistic phenomena from these sources.

This module is open to students with any level of German (beginner’s to advanced).

Reading suggestions:

Sally Johnson and Natalie Braber, Exploring the German Language. 2nd edition (Cambridge, Cambridge University Press, 2008)
	Patrick Stevenson, Kristine Horner, Nils Langer and Gertrud Reershemius, The German-Speaking World: A Practical Introduction to Sociolinguistic Issues. 2nd edition (London, Routledge)
This course is intended to introduce Earth science students to the basic fundamental principles of mathematics and physics, assuming minimal previous knowledge. You will be taught the essential tools of mathematics required for the geology, environmental geoscience and earth science degrees, and will study the basic principles of physics behind the fundamental processes occurring within the Earth and our solar system.
In this module, you will learn about the various aspects of healthcare supply chain management including obtaining resources, managing supplies and the delivery of goods and services to providers and patients.  You will also learn about the core elements of planning, sourcing, making and delivering healthcare products. How production takes place can differ between organisations and you will come to understand how these processes can either create strategic advantage or the inability to effectively compete. You will come to appreciate the various stakeholders involved in the process of producing medical products and services such as manufacturers, insurance companies, hospitals, providers, group purchasing organisations and regulatory agencies.  You will learn about upstream and downstream relationships with suppliers and customers to deliver products and services.  You will come to understand the role of regulatory agencies and how they can differ depending on the health system delivery model.  The complexity of healthcare supply chain management (which involves, public, private, non-profit and national and international agencies) will be illustrated throughout.  You will also explore in this module how innovations in digital technologies are changing the supply chain landscape globally
This module offers an introduction to the full sweep of English literature from the Anglo-Saxon period to the present day. It allows students to sample works from different periods while also showing how these works are connected together, over and across time, by continuing narrative, generic and thematic concerns. Teaching will be by seminar, setting literary works written in English including modern translations of Old English.

The module will introduce students to a wide variety of reading matter – epics, mock-epics, long poems, novels, but one of its main aims will also be to encourage students, through intense weekly seminars, to further develop their reading skills, and to broaden their critical vocabulary. The richness and variety of English literature is unparalleled – it is a wonderful subject to study. But it is also a challenging one, and this course is designed to give students a taste of that challenge.
This module will provide you with experience of ‘best-practice’ audiology procedures within audiology departments for adults and children. This module will provide you with the skills to take basic patient histories, carry out and assist in a range of diagnostic-vestibular assessments and understand the key concepts in the provision of auditory rehabilitation, counselling of patients and writing clinical reports. The majority of learning in this module will be through observation on clinical placements at hospitals and units within the London and surrounding area. However, the student may have opportunity for ‘hands-on’ clinical work when appropriate and safe to do so.

This is a compulsory module in the MSc / PG diploma in Audiological Science, and in Audiological Science with Clinical Practice.
The content includes, but is not limited to, anatomy and physiology of the periodontium and gingiva, the aetiology, epidemiology, microbiology and genetics of periodontal disease, wound healing, and an introduction to the foundations of periodontal clinical care, including plaque control, antibiotics, occlusion, trauma and periodontitis.
Dissertation for MSc students
The contents of this module will include, (but are not limited to):

Anatomy, histology and physiology of periodontal tissues
 Epidemiology of periodontal diseases
 Aetiology, pathogenesis and risk factors of periodontal diseases
 Presentation of periodontal diseases
 Microbiology and genetics of periodontal diseases
 Wound healing
This is the dissertation module for the MA Effective Learning. Please select the spring term (Terms 2 and 3) option
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 Business and Economics Education in its Wider Education Context.
In this module (given you already have a basic understanding of dementia) you will gain advanced skills and proficiency in the practical aspects of dementia neuroscience. The emphasis is on developing expertise in assessing patients with cognitive symptoms in general and on the diagnosis of key specific cognitive syndromes. In addition, you will gain insights into important practical issues that arise in the management of patients with dementia including therapeutic options, ethical and legal aspects. Sessions will be led by senior cognitive neurologists, psychiatrists, neuropsychologists and other clinical professionals (e.g. speech and language therapist; nurse specialist). The module takes an interactive, active learning approach, using a combination of videos and tutorial workshops.

The module learning objectives are:

To develop advanced and practical skills in the diagnosis and management of dementia.
	To demonstrate confidence in the assessment and diagnosis of the patient with cognitive complaints.
	To explain important legal, ethical and social issues of patients with dementia, and translate them intro practical application in a clinical setting.
	To appraise evidence-based treatments in dementia and apply practical insights into potential drug treatments.
Students are embedded within an active research group carrying out original studies at the frontiers of science. Projects are offered throughout all disciplines and research themes within the Chemistry department and interdisciplinary projects are offered in collaboration with other units and institutions. Both fundamental and applied research projects are available.

Throughout the module students will (a) develop and demonstrate a background knowledge of the research topic and conduct an in-depth literature survey of previous work, (b) engage in original research under the supervision of a primary supervisor and other senior members of the research team, (c) participate in regular meetings or other reviews of the research project progress in context with other activities within the group, (d) prepare and present scientific reports and public presentations of the work.

Students will also take part a Symposium for Advanced Research Projects in Chemistry (SARPIC), where they will present their research results to a wide audience including undergraduate and postgraduate students, members of the academic and technical staff, and external participants. The project reports take the form of potentially publishable documents and indeed previous reports have led to scientific publications, patents or other forms of public communication.
Independent research project where students will be imbedded into research laboratories and engage in high quality chemistry. Students will become an active member of a research group, in a leading international university environment. This will culminate in an interim oral presentation and viva and a final dissertation.
This module will start by introducing the students to the concepts of, and the challenges to, sustainability and sustainable development, and strictly associated approaches such as life-cycle thinking and circular economy. The module will provide a grounding in sustainability/climate policies, and of strategies for communicating environmental impacts and for recognising/avoiding “greenwashing”. The module will provide a theoretical understanding and practical knowledge of tools and indicators for assessing the environmental and social impacts and the economic costs of projects, policies and products. The module will embed approaches that support rational decision-making by incorporating multiple, and often conflicting, aspects into problems and case studies. Students will have the opportunity to apply these tools and approaches, independently and as part of a team, to real-world case studies, including some that are connected with and support local communities.

 

Indicative Syllabus

Introduction to Sustainability and Sustainable Development
	Life cycle thinking and methodologies
	Circular economy and indicators
	Environmental impacts (Life Cycle Assessment)
	Climate policies
	Environmental communications and greenwashing
	Social Impacts (Social-Life Cycle Assessment; stakeholder analysis)
	Cost assessment
	Decision-support tools (SWOT analysis, cost-benefit analysis, multi-criteria decision analysis)
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.

Aimed at students with particular interests in developmental biology, the module provides practical experience of the model systems described in the lectures. The lectures are common to the 15-credit module CELL0001, but this 30-credit version includes a series of compulsory practicals in, e.g. Xenopus, zebrafish, chick, C. elegans, mouse and Drosophila. Practicals are assessed by individual assignments.

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 (2 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).
The global challenge of sustainable development requires solutions and mindset that bridge traditional divisions between nature and culture, and the technical and social sciences. Sustainable development requires that engineers and other professionals are able to include social and ecological considerations alongside technical and economic requirements in managing projects and infrastructure. This course outlines the challenges of sustainability, introduces some theories which can help think through these challenges more clearly, and applies them to city and infrastructure systems.



As each topic, such as ecological modernisation, and sustainable consumption, is introduced, you will learn about the theories behind the topic, you will discuss relevant papers that shed light on the topic, and you will discover the practical examples of relevance of the topic. As well as lectures you will have facilitated seminars that will develop your ability to read research papers critically, present key ideas and provide constructive feedback to your peers. You will learn how to write a critical review and develop your essay writing and referencing skills. There are no pre-requisites except an ability to embrace ideas from multiple disciplines.



Learning Outcomes



Understand the concept of sustainable development as a response to global crises of ecology and human development
 Describe the role of engineering systems in achieving sustainable development
 Outline key features of socio-technical systems and their relevance to the challenge of sustainable development
 Apply theories of socio-technical systems in analysing the sustainability of urban infrastructure
This module is based around the writing and preparation of an original research project in the form of a Master's Dissertation.  Students will be required to plan the research and dissertation from an early stage with ongoing development building on both projects and taught courses developed through the year.  The research topic will be defined under the guidance of the student's dissertation superisor with the support of the Programme Director.  The aim is to produce a unique, individual piece of work with an emphasis on data collection, analysis and visualisation linked to policy and social science orientated applicances.

Students may have an opportunity to collaborate with industry partners in the course of this module.
This course aims to discuss some key issues which impact on the implementation of regeneration projects, such as economic viability or community engagement. It also aims to provide an arena for students to develop their understanding of the complexities of delivering urban regeneration projects and provoke thought about effective practices and policies to support implementation.


After taking this module, the students will have obtained a good understanding the main challenges and opportunities associated with the implementation of regeneration projects in contemporary British cities, which they will be able to demonstrate in an essay at the end of the term.
This module, which is delivered through a mixture of lectures and small group seminars, aims to develop students’ understanding of key debates and theories relevant to planning practice. The seminars are structured around key questions, debates and dilemmas facing UK planners. The lectures are structured around considering decision-making processes and procedures in the planning system. Overall, the module considers the field as a professional, peopled process.
In order to acquire the skills to carry out research it is necessary to gain in depth theoretical knowledge and practical experience in a specialised topic. However, it is also important to gain an appreciation of the different fields within the biosciences and how crossing disciplines can provide further insight and illustrate the potential for collaborative or multidisciplinary research. An important aspect of successful collaboration is to be able to cross scientific boundaries by reviewing the literature and communicating a specialist topic in simple but accurate terms that can be understood by non-experts in the field.

The aims of this module are to expose students to a range of research seminars in different fields within the biosciences and to enable them to acquire the skills to review the literature in a particular field and to communicate a scientific topic across research areas.
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 looked at both in terms of service and innovation. Supply Chain Management theory, application and its digital implications close the module.
This module provides an introduction to modelling energy demand and energy systems. It explores the role of the built environment in the whole energy system, with a focus on the integration of renewables, demand response and storage. The spatio-temporal nature of energy demand and distributed energy generation will be highlighted and explored. The module discusses the benefits of developing such models, in addition to their limitations. In particular, the use of models to inform policy making and strategy in industry will be explored.

You will develop skills in modelling, and the visualisation and discussion of results, through applying your knowledge to develop techno-economic models of case studies.
The module ‘Heritage, Values and Sustainability’ takes the introductory principles of sustainable heritage from the BENV0126 'Introduction to Sustainable Heritage' module one step further by looking in greater depth at issues related to the actual practice of sustainable heritage management.  It takes into account issues of social, cultural, environmental and economic sustainability.  It also explores heritage values (that is the meanings attributed to heritage by various stakeholders). Great emphasis is placed on the contribution of heritage to the Sustainable Development Goals which are currently of great relevance to national and international policymakers.
This module provides a comprehensive overview of how to use policies for managing natural resources in a more sustainable way. It teaches how to critically analyse existing policies and to develop improvements.
Students learn about a broad range of different policies and how to effectively combine them into policy mixes. Theories of policy instruments and processes are applied to a diverse set of case studies encompassing a variety of environmental resources and geographic locations.
This module provides students with an overview of technologies that are used to fabricate bioprocess microfluidic devices, and introduces you to modern cell analytical methods. The course brings together aspects of microfluidics, analytics and cell culture to year 1 doctoral students and MRes students. Students come from a wide range of backgrounds, and are assumed to have little or no experience in these areas. The early part of the week delivers theoretical information and practical skills from all three areas. There is also a “paper review”, where the students have to prepare and present a critical review of an assigned paper in a very short time (learning key communication and team working skills) The information and training all feed into the final assessment part (40%) of the course – the “Design Presentation” where students are asked to design and present a microfluidic device with a specific cell culture or analytical function.

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

• Describe typical features and advantages of microfluidic devices

• Understand polymer microfabrication and microfluidic fluid flow concepts

• Acquire hands-on experience with microfabrication methods and be able to cast and bond polymeric chips

• Acquire hands-on experience with cell culture and analytical methods

• Learn how to characterise cells using microfluidic analytical devices

• Understand laminar flow and induced mixing in a microfluidic chip

• Design microfluidic analytical devices, and present and critique their work
This module aims to introduce students to the principles of “Financial Engineering” and discuss how it links with classes of problems commonly met in traditional engineering applications. Students will strengthen their knowledge of the mathematical techniques discussed in previously taken mathematics modules and they will apply these to the solution of problems in finance.

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

Recognise the connections between mathematics, engineering and how mathematical ideas are embedded in a Financial Engineering context;
	Understand the basic concepts of Quantitative Finance & Financial Econometrics
	Perform basic calculations using Quantitative Finance/Economics techniques
	Understanding difference equations and their usage in Finance and Economics as well as obtaining their solutions using Laplace transforms.
	Modelling long-term relationships between prices and exchange rates.
	Relate the behavior of the output of mathematical models to the underlying conceptual models of interest
	Present and interpret quantitative results in effective and appropriate ways to varied audiences, including non-mathematical or engineering audiences.
The module aims to equip students with an understanding of basic biochemistry, molecular biology and molecular genetics and of how the science underpins bioprocess operations. Students gain in-depth learning about the properties of various small and macromolecules and how these build the cell structures and cell types they will be using and studying in their Biochemical Engineering degree.

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

Become familiar with the biological molecules, their structure and function.
	Understand the properties of enzymes and enzyme kinetics and their function in metabolic pathways.
	Characterise the major metabolic pathways of cell growth and metabolism.
	Know the cellular structures of bacteria, yeast and mammalian cells.
	Learn the fundamentals of genetics and how it leads into the construction and use of recombinant DNA.
Understand how proteins are expressed and how they can be purified for analysis.
The module aims to introduce students to key theories and concepts in the strategic management of technology and innovation, and help them understand:

The strategic implications of technological change
	The features and enabling power of technological platforms
	The transformative impact of technology on a firm’s business model
This module covers the problems faced by developing countries and the role the construction industry can potentially play engendering economic development. The module aims to introduce students to the basic concepts, methods and tools used in development economics to both appreciate the constraints that stop economies from realising their full potential and the role construction industry can play in loosening those constraints.

The students will learn the basic neoclassical growth model and dualism model of economic development and will be introduced to theories that contest these mainstream economic approaches to development. Students will learn the role railways, roads and other large infrastructure projects can play in engendering the process of economic development.

The course will expose the students to both the academic literature and real-world examples of transformative infrastructure projects that have changed the course of history in developing countries. We will have two guest lecturers who are experts in shipping and sustainable development.

Addressing the climate emergency, we also look at pathways for repair and transformation and work together to imagine creative alternatives that can help build ecologically sustainable and just futures.

At the end of the course the students will have a greater appreciation of the problems in economic development and the role construction can play in solving those problems.
This module will apply virtual work and flexibility analysis to develop conceptual and analytical understanding of new and existing structural systems. The application of soil mechanics to foundations investigation and design and forensic procedures will be examined. The module will include a selection of topics such as: • Structural analysis of building engineering components • Analysis and design of determinate and indeterminate structures • The effect of tolerance, fit, settlement and temperature • The analysis of bending, shear and torsion in beams • Foundation working loads and settlements • Analysis and design of shallow and deep foundations • Hygro-thermal performance of, and interaction with, ground floor structures and foundations • Site investigations using geotechnical methods • Evaluation of existing structures.
BARC0075 is a module that uses a weekly series of lectures and seminars to introduce the students to the main types of research method adopted in situated practice. It provides an underlying conceptual framework concerning practice-led research, and also makes reference to examples of significant site specific theories, criticism and practice. The perspective provided will look both at the situation in London and the UK in detail, as well as exemplars from around the world.

Students will be introduced to the range of approaches taken to situated practice, by practitioners from across the spatial disciplines, emphasising transdisciplinary modes of practice and engagement.
To foreground the importance of critically situating one’s practice in relation to existing theoretical ideas and practice.
To explore how working in specific sites opens up possibilities for situated practice from responses to the formal and material conditions of location, to the social, cultural, political and historical pasts, presents and futures of a site, and to a focus on working with collaborators, including inhabitants and their roles as spectators, participants and/or possible co-producers and collaborators.
To introduce students to the kinds of approaches and questions they will need to tackle when it comes to developing their own individual approach to situated practice.
Analytical Design Research Project provides instruction in the theory and principles of advanced analytical and research-based design using space syntax techniques, agent analysis and Geographical Information Systems as a basis for developing rigorous methods that can be applied to real-world built environment research questions and design problems at all architectural scales from the individual dwelling to the urban region. Lectures introduce the theoretical principles of these methodological approaches and others (for example parametric approaches), in the context of topical questions in architectural and urban research and design including complex buildings, informal settlements, neighbourhood design, drawing on a range of examples from professional practice.

Methodological expertise is developed through a series of hands-on workshops supported by a wide range of specialist learning materials. The module requires you to combine grounded qualitative methods with quantitative descriptive methods of spatial and configurational analysis and observation, to provide substantive research-based responses to issues relating to the built environment. Where appropriate analysis-based design solutions are presented as an outcome of the project work.
Module Content

The course is designed to provide you with the knowledge and skills to identify, design and carry out a small research project of your own and to write it up in the form of a dissertation. Projects are usually library based, though with the agreement of staff they may be derived from empirical investigation (fieldwork).

As well as assessing your analytic and creative abilities, the course is intended to enhance your ability to work independently and to a deadline, and to develop the necessary skills to present your research to the class through use of presentation software technology (PowerPoint, etc.).



Delivery Method

One 2 hour lecture per week, during the first half of the first term, then two sessions of presentations per week until all students have presented.
The module is suitable for surgeons (non-surgeons would require special permission from the module and programme lead to access this module). It will cover skills required for students (surgeons) to understand and apply facial aesthetic surgery techniques including their limitations, complications, and assessment. Students will learn how to clinically assess and analyse nasal defects, ear deformities and features of physiological aging of the face, brow, neck, and peri-orbital region. In addition, students will be able to make a surgical plan, counsel and consent patients for facial surgical procedures and recognise and counsel unrealistic patients.   

Principles of surgical follow-up, measuring outcome in aesthetic surgery, the management of surgical complications and dissatisfied patients and an overview of record making (including photographs) will also be covered in this module. In addition, students will acquire the skills to manage appearance, function, and emotion within a facial aesthetic wholistic programme. There will also be an opportunity for students to perform surgical aesthetic procedures in a simulated environment. 
This module provides students with an overview of different manifestations of hate crime and extremism online. Students will learn about trends and common expressions of online hate speech and harassment as well as how extremist and terrorist actors use the internet to share propaganda, recruit supporters, and organise attacks. The module also discusses mis- and disinformation, including the more nascent concept of deep fakes. Students will reflect on the overlap between the problem spaces of crime, terrorism, and extremism, hate speech, and disinformation. Throughout the module, students will further explore the reciprocal relationship between online and offline hate crime and extremism. In addition to examining the conceptual and theoretical undermining of the phenomena, their prevalence, and risk factors of victimisation, students get to know measures to detect and counter online hate crime and extremism. Doing so, they will evaluate the advantages and disadvantages of human- as well as technology-centred approaches. Finally, students also become familiar with research methods that are best suited to study manifestations of hate crime and extremism online.
In a complex world, data science tools can be used to provide the policymaking community with unprecedented insight, and can help to improve the design and provision of many public services. However, these opportunities come with significant complications and risks, both in terms of developing the capacity in the public sector to employ such tools, and the ethical implications of the use of such tools.

This module provides an overview of the role of "big data" and data science methods in the policymaking process. The module seeks to address a variety of questions, including: How is "big data" used in the development of public policy? How can data science and artificial intelligence be used to inform policymaking and improve the provision of public services? How do practitioners include data science tools in the policy workflow? What are the ethical or social implications of the use of such tools? And how are these shaped by the evolving regulatory environment? This module will also include guest lectures by data science practitioners in government, policy, and industry.

 
This module lifts the lid on the business of policy making, examining the various forms of evidence used in the process, and the dark arts of political communication.
The module is framed around a speaker series, where practitioners from various fields of public policy share their insights and experiences. In the past we've heard from (among others) a former director of political strategy in No.10; a communications manager at the Resolution Foundation; the chief scientific officer at the Behavioural Insights Team; the chairman of the Office for Budgetary Responsibility; and the communications director at the Ministry of Justice.
The module's main objective is to provide students with an introduction to the rapidly growing field of causal inference. Increasingly, social scientists are no longer willing to establish correlations and merely assert that these patterns are causal. Instead, there is a new focus on design-based inference, designing research studies in advance so that they yield causal effects. This module discusses the nature of causation in the social sciences, and goes on to look at some of the most popular research designs in causal analysis, including experiments (also known as randomised control trials), natural experiments that we can analyse with instrumental variables and regression discontinuity techniques, as well as causal inference over time using the methods of difference-in-differences and synthetic control. We will also evaluate ‘observational’ methods -- regression and the closely related technique of matching -- from the standpoint of causal inference. This module has a hands-on, practical emphasis. Students will learn to design effective studies and implement these methods in R, and will become critical consumers and evaluators of cutting-edge research, able to read and evaluate original journal articles. Examples will be drawn from economics, political science, public health and public policy.
Prerequisites (for PIR who have completed POLS0083):
- be reasonably confident with R (e.g., you understand how R works, know how to load data, run regressions in R)
- be familiar with concepts and terms such as statistical and substantive significance, hypothesis tests, p-values, potential outcomes
- be comfortable interpreting regression coefficients
 
This module provides students with a focused opportunity to shape and execute an individual research project according to their own emerging areas of interest, which synthesises library and practice based research practice and within this to acquire and consolidate meaningful lab/bench based practical skills. Content and areas of study will largely be shaped by students’ own lines of enquiry established through the individual research project, and the learning will primarily be self led and independent under supervision. For students taking this module within the two year MSc RPAT with practice, work undertaken in this module can be intended to form a preliminary stage in advance of the year two research project in respect of evolving thesis and methodology.
The managerial economics element of the module introduces microeconomic and macroeconomic concepts in business and management context. The managerial economics element provides a firm understanding of microeconomic concepts including consumer behaviour and demand, producer behaviour and supply, competitive market and monopoly, and game theory and competitive strategy. The managerial economics element also provides a firm understanding of macroeconomic concepts including world economy, the role of capital, and total factor productivity as well as inflation, money, credit, and banking. The aim of the managerial economics element is to teach students ways of thinking in economic terms so that they are able to subject commercial phenomena to economic analysis.

This Chinese economic development element reviews China's economic growth from a historical perspective and focuses on economic decentralisation and its impacts as well as the export-led growth model. The prospects for China's future growth are also covered. After examining the history of China's economic ascent and the institutional foundations of China's economic growth, students will be able to meaningfully discuss the issues surrounding China's growth model.
This module introduces the basic ideas of linear algebra - vectors, matrices, systems of linear equations, bases, linear maps, eigenvalues and eigenvectors - illustrating the mathematics with examples drawn from data science such as least-squares solution of over-determined problems, linear differential equations and cluster analysis
This module focuses on the ethics of management and leadership in an educational context, the demands of competing ethical theories and systems and at how ethical leadership can be developed. Rooted in insights from philosophy of education and ethical theory, it explores a range of illustrative cases to explore their implications in practice. The internal and external barriers to ethical leadership are explored, as are frameworks for promoting it. Finally, the module explores the moral imperatives of the climate emergency, and the development of democratic agency required to address it.
MODULE SUMMARY: 

The module starts with an introduction to the French Legal System followed by an introduction to French Public Law.

AIMS OF THE MODULE:

The module is designed to introduce students to the basic principles of the French legal system. It presents the courts’ structure, the main sources of legal norms and a “French way” of approaching legal problems.

In term 2, the module moves on to more substantive issues of public law. You will study the various modes of constitutional review, the review of compatibility of national norms with international Treaties, the role of the Constitutional Council, the balance of powers between Parliament, Government and the French President.

Pedagogically, the module also aims to train you in the two main types of exercises on which you will be assessed in your main subjects in France: the case-note (commentaire d’arrêt) and the dissertation.

While the fully pledged case-note (commentaire d’arrêt) will only be explained in year 2, you will from year one, learn how to compose case summaries (“fiches d’arrêt”) which will help you understand French cases and allow you to build up your written legal skills.

MODULE STRUCTURE:

The module will entail two-hour weekly tutorials, complemented by a few methodological sessions in term one and weekly lectures in term two. Advance reading of documents (available on Moodle) will be expected.

A list of books for further reading will be made available at the top of the Moodle page but the seminar will follow the structure displayed on the relevant handout.

Teaching, oral and written participation will be in French.

MODULE ASSESSMENT:

The module will not be examined at the end of the year but Public Law will be included in the syllabus for the assessment the following year.

A revision session will be arranged in the second year to refresh your memory.

During the course of the year, one compulsory practice assignment will need to be submitted per term.
This module aims to:

● Provide students with a good understanding of health care planning and evaluation principles and concepts,
● Cover critically the main elements of the planning cycle, from a theoretical standpoint and through practical examples,
● Provide insights into the planning processes in the UK National Health Service, as well as in other countries,
● Highlight important contextual issues in the planning of health care policies and programmes.

This module is open to students registered on the MSc Dental Public Health.

Students attend a series of interactive lectures in Term 3 of the academic year. Practical aspects are embedded in the sessions in order to combine theoretical concepts with a practical learning experience.

Selected Reading List 


	Wright J. Health Needs Assessment in Practice. London: BMJ Books 1998.
	
	
	Bradshaw JS. A taxonomy of social need. In: McLachlan G (ed). Problems and progress in medical care, 7th Series. Oxford: Oxford University Press, 1972; 69-82.
	
	
	Donabedian, A. (2003). An introduction to quality assurance in health care. (1st ed., Vol. 1). New York, NY: Oxford University Press.
	
	
	Sheiham A, Maizels JE, Cushing AM. The concept of need in dental care. Int Dent J 1982; 32: 265-270.
	
	
	Sheiham A, Tsakos G. Oral health needs assessment. In: Pine C, Harris R, eds. Community Oral Health. New Malden, UK: Quintessence, 2007: 59–79
Questions concerning urbanisation and urbanism can take us to the heart of the flows of people, trade and resources that have shaped African History. Historically, urban settlements were often centres of political power, religious ritual and trading wealth. For centuries, African urban forms were connected to, disrupted by and reconfigured through trade with the Atlantic and Indian Oceans. Most infamous was slavery; there were also flows of spices, gold, ivory and other commodities. In the 19th and 20th centuries, a new form of urbanisation was then moulded by colonialism. Colonial urban planners imposed racial segregation; patterns of industrialisation and trade were synonymous with exploitation. Yet cities were also vibrant spaces in which new forms of popular cultural, religious and political expression thrived. This struggle for the city often lay at the heart of anti-colonial politics in the mid-20th century. In turn, post-colonial nationalists would project their power onto Africa’s cities. More recently – in the decades of economic and political uncertainty that characterised the late 20th century – cities were transformed again into uncertain, informal spaces. At the same time, global flows reconfigure urban networks, connecting Congolese traders to Paris, for instance. This course introduces students to the global and internal forces that transformed Africa and traces the historic antecedents of many of the categories that dominate (and sometimes stereotype) contemporary debates about Africa. For demographic trends and burgeoning populations suggest that the future of African society in the 21st century will be forged in its cities.
The ways in which clinicians and educationalists establish an holistic view of their clients/pupils and plan intervention accordingly has strong parallels with the ways in which causal models are constructed and tested. The module therefore aims to familiarise students with the approaches used in causal modelling of data. It will cover a range of regression approaches (Linear, Logistic, Log-linear, Multiple hierarchical) by exploring literature and examining the importance of the approaches for different circumstances. The ideas behind structural equation modelling will be explored and students will use examples from their own experiences to develop conceptual models. The course has a strong practical and literature-based foundation.
This is an introductory module that covers basic organic and inorganic chemistry in a lab-based environment for first year History of Art, Materials and Technology students. During the course you will learn the scientific foundations needed to understand the relationship between the materials used to make artworks and the physical properties of these materials. The module will cover topics such as the periodic table, bonding, solubility, and pH values. Problem-led lab work will allow you to consolidate your learning and to apply your analytical skills to the study of the materials of art.
For Geography students only.
Water & Development in Africa explores the relationship between people and water in Africa with particular emphasis placed on the water and sanitation crisis as well as food security. The aims of this course are to develop and encourage inclusive, inter/intra disciplinary debate surrounding the physical and human dimensions to the problems of water development in Africa and, in particular, what restricts access to water. Fundamental challenges of developing water such as the nature of development (e.g., 'bottom up' versus 'top down' approaches), uncertainty, sustainability and equity are discussed and illustrated through a series of diverse case studies that include development of rural and town water supplies in east and west Africa, sanitation and water challenges in informal settlements in Kenya, conservation and development of floodplain wetlands in the Sahel, climate change in East Africa, and the use of transboundary water resources. On completion of this course, students should have developed (1) a thorough understanding of the major physical and human issues that affect development of water resources and, in particular, provision of water supplies in Africa; (2) analytical skills to assess the physical and human dimensions of a fundamental geographical problem; and (3) an awareness of the importance of a geographical approach to the study of the relationship between people and their resources.
The module aims to foster research skills and independent learning in French, leading to the production of pieces of discursive French. In the course of the year, students are required to write two reviews in French, the subjects of which will normally be a recent book, video or film of their choice. BA French with Film Studies students will produce two film reviews. The module is taught through a mixture of seminars and individual tutorials.
This module traces the growth of a standardised variety of English since the Anglo-Saxon period and considers how and why Standard English and other varieties have changed and continue to change. Classes will explore the social and cultural factors that have shaped English in different periods, and examine past and present attitudes to aspects of language (such as grammar, lexis, spelling and accent) and language change.

The structure of the module is broadly chronological. It will begin by considering the nature of different types of language change, and exploring the characteristic features of the language in the medieval, Early Modern and Late Modern periods. It will then trace the development of English from the Late Middle period to the present day, and examine the impact of events such as the Norman Conquest, the introduction of printing, and the spread of English around the world. You will be strongly encouraged to think about the relationship between a language and its speakers, and to make connections between changing literary and linguistic conventions and preoccupations.

Among the topics studied are the ‘hows and whys’ of language change; the emerging awareness of regional and social dialect differences and of the need for grammars and dictionaries; the development of English lexicography from the sixteenth to the twenty-first centuries; Shakespeare’s language; and changes in the origin and meaning of English words.

You will be taught by weekly two-hour seminars which will be a mixture of lectures and workshops.

Examination is by means of a written exam paper, or by Course Essay, if preferred and if you are not submitting another Course Essay in that year.
Teaching Delivery: This module is taught in 20 bi-weekly lectures.  

Content: This module is a compulsory first-year module within the Ancient World degree programme. It aims to introduce first-year students to the different approaches adopted by the three disciplines of archaeology, history and literary studies. Classes will discuss various methodological issues important to the study of these three disciplines, at introductory level. It is taught by different members of staff from the participating departments (Greek & Latin, History and Archaeology), who will each teach classes in their own field. The module is intended to introduce and support the first year studies, teaching basic analytical techniques which students are then expected to apply to other modules, as appropriate to the particular discipline.

Skills: Students will improve their understanding of methodological approaches to source material in the fields of literary studies, archaeology and history, and will develop their ability in the close reading of evidence (both textual and visual), oral presentation and written analysis.
This module draws on the extensive theoretical underpinning of urban design as a means to explore approaches to appraise the character of the built environment, and, as a result, to forward practical proposals aimed at beneficially influencing the overall quality and liveability of urban space.
Knowledge is imparted through a ten lecture course. Knowledge is developed through the undertaking of project work designed to ensure the application of theory to practice. The project work includes attendance at a series of compulsory tutorials and project reviews.

This module is not suitable for students who are new to urban design.
This module provides a social-science based understanding of transport planning, to critique our current approaches, to examine the impacts, and new ways forward for sustainable mobility. The module examines the concept of sustainable mobility, the impacts of automobility, the sociological and psychological determinants of travel, and the different scales of intervention, including public transport, walking, cycling and streetscape design.
This module is available as an alternative to BPLN0098 STUDY ABROAD IN CITY PLANNING for those students who wish to remain in London and gain direct professional experience during their Master’s programme. This module is to allow credit weighting to be given to students spending a three month period working in practice with selected public, private and voluntary sector planning agencies in and around Greater London. Students will be placed with a vetted institutional partner and whilst undertaking these practice placements, students will be required to produce a piece of research, design or policy work according to the needs of the partner institution, up to the equivalent of 7,000 words. This work will be produced at the institutional partner but with appropriate engagement from the module coordinator to ensure the selection of appropriate live projects.
Working directly with a Citizen Science programme partner, you will be provided unprecedented
access to an active citizen science project where you will gain first-hand experience in its day-to-day
operation, practical challenges, and management. Throughout this live-learning, you will record your
experience, learning, and training culminating in vital evaluation and feedback of the project delivered
to the secondment host, thereby influencing future adaptation and project design. It may be possible
to further develop your activities with programme partners into your final research project.
Over the two terms secondment activities are supported by directed independent study which covers
five separate chapters, critical themes which encompass key components of citizen science projects:
1. Background (who, what, why, when, how).
2. Procedures and processes (project mechanics).
3. Working with volunteers (online, offline, project co-design).
4. Data management (quality, protection, cybersecurity).
5. Finance and policy (structure, project backend).
Secondment activities and independent study are supported by on-campus workshops where you will
share your learning experience.
The purpose of this module is to introduce you to energy modelling analysis where there is spatial and temporal elements which can reveal important and relevant relations between energy potential, resources and demand.

Geospatial energy analysis does not only brings understanding of the energy potential of a particular region but it also gives a solid base for feasibility studies, policy making and socio-environmental impacts. This cutting-edge discipline uses available georeferenced data from sensors, records, models and meters to recognise regional and global patterns that can be used to combat climate change and energy poverty.

This module will provide you with core GIS (Geographic Information System) skills using QGIS and R (the module assumes that you are familiarised and skilled using R). It will give you both technical and analytical skills. To achieve this, the module will combine theoretical (lecture) and practical (tutorials) knowledge with surgeries. From week six, invited guests will share their experience and knowledge with geospatial analysis in the different energy sectors.
Module summary:

This module addresses indoor air quality (IAQ) issues in buildings, the implications for health & wellbeing, and methods of assessment, remediation/avoidance and how to design for healthy IAQ. A range of airborne pollutants from both indoor and outdoor sources will be explored, their impacts on physical and mental health, as well as aspects such as wellbeing and human performance. Students will gain a critical understanding of pollutant source identification, methods of pollutant modelling and monitoring, and remediation/avoidance strategies in building design/operation. Course work will be based on data analysis from monitoring and simulation modelling of the case study building.

Module learning outcomes:

At the end of this course, students will:

• Discuss factors affecting poor indoor air quality in buildings, including sources, ventilation and filtration strategies, and occupant behaviour. 

• List the most significant pollutants affecting indoor air quality (both of indoor and outdoor origin), outlining their health impacts, sources and prevalence when known

• Describe how to investigate and evaluate indoor air quality (IAQ) in buildings, using monitoring techniques and data analysis.

• Discuss the tensions that exist between energy performance and IAQ criteria and how to apply optimal strategies in building design and ventilation for good IAQ.

• Outline how computer modelling can be used to predict indoor air quality in buildings and to identify design strategies to improve IAQ
This module covers the theoretical principles of economics in the context of real estate. It begins with explaining the basic concepts of economics such as supply and demand, elasticity, substitution and utility. It also covers productivity of firms, people and locations and considers optimisation problems of firms and households.

The second part of the module applies these concepts to real estate. It begins with principles of urban economics including agglomeration, density and returns to scale in cities. It then examines location choices of firms and households. Finally, it reviews theories and empirical evidence of real estate cycles.
The rise of digital engineering in the built environment provides not only a source of big data but also computational methodologies to harvest and analyse it. In this module you will be introduced to the fundamentals of business data analytics for decision-making. Organisational strategy in the area of digital engineering is closely linked to business analytics, as the industry becomes data-intensive. This module aims to provide you with a deep understanding of quantitative techniques for harvesting, cleaning, classifying, clustering, modelling and presenting data to support strategic and data-driven decision-making. The module will equip you with the intellectual and practical analytical skills to analyse business process and inform strategic decision-making.

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

Understand concepts, ideas, constructs of data, databases and data analytics
	Understand principles of machine learning
	Understand concepts and implementation of networks analytics
	Identify and evaluate applications for data analytics in logistics and strategy
	Critically utilise data analytics to investigate management concepts
	Develop critical analytic thinking for strategic decision-making
Module Content

Cinema is an international art-form. The aim of this course, offered under the BASc Cultures rubric at Undergraduate Level 5, is to provide a general overview of some of the important national cinemas of the world as they have developed since the Second World War. We do this by looking at individual films by individual auteurs and then discussing them in detail in a seminar the following day. In addition to the communal screenings in Birkbeck cinema, students are asked to look at one other film in their own time during the week in question.

Indicative Topics

The course changes in small details from year to year. But in a typical semester we will start with classical Hollywood, before moving on to the national cinemas of Japan, South Korea, China, France, Italy, Sweden, India, Iran, plus one or other of the national cinemas of West Africa (Mali, Mauretania, Senegal etc). In the course of this survey we will discuss such important post war developments in cinema as Neo-Realism and the different New Waves that sprang up everywhere in the 1950s and 60s.

Learning Outcomes

By the end of the module you will have

acquired important background concerning the cultural and political structures of the countries in question.
	been introduced to the way that cinema has been thought about, theorised, criticised in practice over the past fifty years.
	begun to master the skills of how, practically, to write about cinema in our current era of identity politics.
Delivery Method

Film screening: two hours.
	Teaching session: two hours.
	Private screening of another film: two hours in your own time.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0039, 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 module is designed to underpin a solid introduction to Scandinavian culture and language in the first year of the Department’s single and joint honours degree programmes. It is meant to introduce the study of history and of various forms of cultural production, while demonstrating the interaction between these cognate disciplines. The module also aims to contribute to the students’ intellectual and personal development by explicitly posing questions about power, ideology, authority and identity.

Students will gain knowledge and understanding of:

Key developments in Nordic history and culture from the Viking era to the present day

Discipline-specific methodologies and relevant approaches to history, cultural history, literature, film and other forms of art and culture

The cultural specificity and constructedness of historiography and cultural criticism.

The module will provide a thoroughgoing, wide-ranging and stimulating introduction to the history and culture of the Nordic region. Taught in an explicitly interdisciplinary manner by a number of members of faculty from the Department of Scandinavian Studies, the module will invite students to reflect on the methodologies and approaches specific to different, cognate disciplines (such as History, Literary Studies, etc.), and to identify connections between them. A central concern is to emphasise the constructed nature of historical narrative, and to this end the module will be structured around a number of key dates, moving backwards and forwards in time to explore both historical causality and relevant cultural expressions of the sociological formations under investigation.
This module represents the year spend abroad by students following the MSci Statistical Science (International Programme). Whilst on the year abroad, students will take courses at the host institution relevant to their field of study. Students should discuss these course choices with the Study Abroad Tutor, who must approve them. Course delivery methods and assessment will be determined by the host institution. The marks awarded by the host institution will then be converted to a single UCL equivalent mark and entered as the result for this module, for the purpose of degree classification.
Aims - This module aims to provide an introduction to the study of systems which change state stochastically with time and to facilitate the development of skills in the application of probabilistic ideas. It is primarily intended for second and third year students registered on the undergraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments. It also serves as an optional module for students taking the mathematics and statistics stream of the Natural Sciences degree (with prerequisite: STAT0005).

Objectives - On successful completion of the module a student should understand the Markov property in discrete and continuous time; for discrete-time Markov chains, be able to find and classify the irreducible classes of intercommunicating states, calculate absorption or first passage times and probabilities, assess the equilibrium behaviour; for simple examples of continuous-time Markov chains, be able to write down the forward equations, find and interpret the equilibrium distribution.

Applications - Stochastic processes are vital to applications in finance and insurance, and have many applications in biology and medicine, and in the social sciences. They also play a fundamental role in areas such as queueing theory and the study of system reliability. The material in this module can be applied to simplified real-world situations, and provides the foundations for further study of more complex systems.

Content - Revision of conditional probability. Markov Chains (discrete time and states): transient and equilibrium behaviour, first passage times, classification of states, applications. Markov processes (continuous time, discrete states): general theory, forward and backward equations, equilibrium distributions; Poisson process, interval and counting properties; birth and death processes and other simple examples.

Key texts - Available from ReadingLists@UCL.
The Systems Engineering Research Project Concept with its associated Report and Presentation is a compulsory part of the MSc in Systems Engineering Management.

The purpose of the Project Concept is:

- to briefly explain the purpose and importance of the Systems Engineering Research Project (SPCE0031) and to identify previous work that has been done that is relevant to that project.

- to demonstrate awareness of research ethics and the need for ethical approval.

- to describe how the research project could be successfully completed (a project plan), including the tasks anticipated, the relationship between the tasks and an assessment of any risks involved.

Classes will be held in Terms 1 and 2 to assist students in choosing an appropriate topic and to guide them in the general research process (including data protection and research ethics).
The Project Management Research Project with its associated Dissertation and Presentation is a compulsory part of the MSc in Management of Complex Projects.

Most of the teaching for this module is delivered via the classes offered for the Project Concept module (SPCE0020). In addition, students may receive one or more short classes to help with the writing of the dissertation. Students will also receive guidance from their project supervisors in Terms 2 and 3.
This module is an introduction to regression analysis. It will be a pre-requisite for all advanced quantitative modules in Term 2. However, please note that exemptions from this module may be considered for students coming with particularly strong skills in this area (please discuss directly with the programme leader and inform the programme administrator).
The module starts with an introduction to Ordinary Least Squares (OLS) regression and the assumption behind them and moves through topics on OLS violations, transforming variables, non-linear effects, dummy variables and interactions and finished with a range of limited dependent variable models.
Each lecture will be mirrored by a practical workshop seminar where students will put the analytical techniques introduced in the lectures to use. Students will analyse a large datasets using a statistical computer package (STATA) and will be encouraged to develop good practice in presenting and interpreting the statistics they produce. By the end of the course students will be able to carry out an independent piece of research using regression techniques and will present this work in class. Students should also be able to analyse critically the use of statistics in social research and to feel comfortable with using different regression techniques to answer questions about social phenomena.
This module introduces students to different approaches to qualitative research design, data collection/generation and analysis. Students will develop skills in computer aided qualitative analysis using NVIVO and undertake a small piece of qualitative analysis themselves. On completion of the module students should be able to demonstrate their ability to: Understand how methods and theory are linked in qualitative research; demonstrate an understanding of qualitative data interpretation, presentation and ethical awareness; apply different approaches to qualitative interviews and data collection/generation; exercise reflexivity and ability to interrogate the qualitative research process and findings; analyse qualitative data using the software NVIVO; and critically appraise and demonstrate rigour in qualitative research. It is a core module that is required to study Advanced Qualitative Methods in Term 2. However, please note that exemptions from this module may be considered for students coming with particularly strong skills in this area (please discuss directly with the programme leader and inform the programme administrator).
The module introduces students to some key works of Romanian literature, both in the original language and in English translation. Students will read a range of works from a range of historical periods, from the ‘classics’ of Romanian literature to more recent works that will introduce students to current trends. Students will deepen their familiarity with the cultural, historical, and political contexts of Romanian literature and strengthen existing skills in research, analysis, and presentation of ideas.
This module seeks to provide a broad introduction to a small nation-state situated on the northern periphery of the continent of Europe. The central theme of the module will be the question of national identity: how has it been achieved, and in what conditions and circumstances? Answers will be sought by studying how the Finns live, what has shaped their style and manner of life, how they perceive themselves and how others perceive them. Topics include history and politics, state and society, language, folk culture, literature and the arts. No prior knowledge of Finnish language is required, but you will learn new vocabulary along the module.
The course provides an account of how intelligence gathering and analysis is organised in the UK, USA and selected other countries. We will examine the intelligence life-cycle in some detail from the identification of an intelligence requirement through to the actions consequent on an intelligence report. Students will be provided with the opportunity to review a number of case studies that provide insight to contemporary intelligence issues.
Why shouldn’t we be anarchists? What good reasons are there for obeying the state and the law? Under what circumstances may we break the law? 
What is democracy? What is valuable about democracy? What makes a democratic state legitimate?

This module will explore how these and other questions have been addressed in contemporary Anglo-American political philosophy, and explore their application to, and implications for, concrete, real-world cases such as: protests, referendums, political disagreements, and constitutional law.
 
*This is a compulsory module for students registered on the MSc Democracy and Comparative Politics programme and is not available as an optional module.

This module introduces students to the study of democracy and its alternatives, as understood in the academic field of Comparative Politics. It covers basic understandings of how political ideas and agents interact with institutions such as states and democratic rules. We also consider the institutions of non-democracies, and whether contemporary democracies are under threat. Key concepts such as constitutions and constitutional design, rights, and economics are examined in light of the tensions between democracies and non-democracies. Societal structures such as social capital provide the basis for an understanding of civil society and popular mobilization in the form of contentious politics. Finally, we consider transitions to and from democracy, as well as the types of mobilization that can produce revolutions.

By the end of this module students will be familiar with the primary debates along the democracy – non-democracy spectrum in Comparative Politics. They will also gain some knowledge of tensions and compliments between economic and democratic principles. In addition to these thematic areas, students will be able to situate current problems of political change within a broader theoretical and comparative context, and will gain an understanding of how to critically evaluate academic theories and policy positions in these areas. Students will develop skills of critical reading, thinking, and writing though a combination of readings, lectures and discussions, and writing assignments. In addition, there will be some coverage of good academic writing practices. Students will also gain an applied understanding of the use of comparison and the evaluation of processes and discourse in comparative politics, as grounding for research on the dissertation or for future employment and study.
During this project, you will collaborate with a local expert on a cognitive neuroscience experiment and advance our knowledge of mind-brain relationships. The nature of projects varies widely, in line with the varied nature of cognitive neuroscience itself.
This course provides you with 5 weeks of Social Psychology that will take you up until reading week, then 5 weeks of Developmental Psychology. For both Social and Developmental Psychology, you will learn about classic and contemporary issues in these two distinct fields. Apart from acquiring basic knowledge of the history of social and developmental psychology, you will learn how to link theory and evidence to current issues in education.
This module enables practitioners who have completed Foundation Stage 1 (FS1) or equivalent to consolidate and further develop their practice, and support progression on the Royal Pharmaceutical Society (RPS) Foundation Pharmacy Framework (FPF). The intention of this module is to facilitate the development of higher levels of clinical practice, critical scholarly understanding of medicines optimisation, ‘big picture’ awareness of healthcare infrastructures and key professional competencies such as clinical leadership and teaching.

The module aims are summarised below:

• to develop the skills and behaviours required to make medicines optimisation part of routine clinical pharmacy practice

• to enable practitioners to acquire a critical understanding of the research evidence underpinning pharmacotherapy in defined areas relevant to their practice

• to provide opportunities for students to engage with experiences and learning that allow them to meet all competencies in the Foundation Pharmacy Framework

• to provide an introduction to advanced pharmacy practice domains, such as clinical teaching and clinical leadership

• to develop the reflective practitioner
Psychological disorders are common and very diverse across the lifespan. In this module, the most common disorders in childhood and adulthood will be discussed. The main theoretical models applied to psychopathology (biological, cognitive-behavioural, psychodynamic and systemic) will be critically examined, and the efficacy of recommended treatments on offer will be reviewed.

The significance of experimental psychopathology to good clinical psychology research will be emphasised, and the common issues that clinical psychological research encounters will be analysed. Controversies and issues, such as stigma, diagnosis, and cultural issues, will be discussed throughout the module. 

Lecture topics will include:

Introduction to research methods in clinical psychology
 Theoretical bases of interventions
 Interventions in childhood disorders
 Conduct disorder
 ADHD
 Autism
 Communication disorders in young offenders
 Rare Childhood Neuropsychological Disorders
 Interventions in adult disorders
 Traumatic brain injury
 Anxiety
 Depression
 Schizophrenia
 Learning Difficulties through the lifespan
 Stroke
 Dementia and communication
 Models of disability
Aims

Introduce students to a range of research methods used in clinical psychology
 Provide insight into theory-based interventions in childhood behaviour disorders
 Provide insight into theory-based interventions in adult behaviour disorders
 Facilitate understanding of the effects of communication difficulties on behaviour disorders
Students will be able to:

Understand and interpret research methods and findings in relevant fields of clinical psychology
 Describe theory-based interventions in childhood behaviour disorders
 Describe theory-based interventions in adult behaviour disorders
 Demonstrate understanding of the effects of communication difficulties on behaviour disorders
This module provides an introduction to the generation, transmission and integration of signals within the nervous system and will provide essential background for advanced modules like PHOL0009 Cellular Basis of Brain Function, and for literature-based and experimental projects based on cellular neurophysiology topics and methods.

The first third of the module introduces the more biophysical aspects of neuroscience. The middle group of lectures concerns neurotransmission and neurotransmitter systems. At the end of these students should know about the major classes of neurotransmitter molecules and their actions at synapses. The last third of the module consists of lectures on different topics of current interest in cellular neuroscience, such as for example optogenetics.

Indicative lecture topics:

Introduction to electricity

Techniques for studying ion channels and membrane currents

Structure and molecular biology of ion channels

Bioelectricity I: Diffusion, equilibrium and membrane potential

Bioelectricity II: Electrical signals and passive membrane properties

The action potential

Active transport in the nervous system

How neurones communicate: Gap junctions

Glial cells and homeostasis of the extracellular space

Neuronal calcium signaling

Synaptic transmission I - Presynaptic Mechanisms & II - Quantal release, Diffusion & Removal

Synaptic transmission III - Postsynaptic mechanisms

Modulation of Synaptic Transmission

Synaptic plasticity (2 lectures)

Optogenetics (2 lectures)
Human resource management (HRM) is an interdisciplinary field that examines how organisations could be effectively staffed to achieve strategic goals. This module has two themes:

How to think strategically and systematically about managing organisations’ human assets; and
	How to execute HRM strategies and to achieve competitive advantage.
This module adopts the perspective of a general manager and addresses human resource topics from a strategic perspective. This module does not cover technical details such as the psychometric aspects of test validation, job evaluation methods, interviewing mechanics, or the caveats of employment law.
This module encourages students to learn and assess how organisations across the world affect social change. A practical understanding is facilitated by examining cases of different organisational forms (e.g. multinationals, NGOs, non-profits, and social enterprises) on an array of topics (e.g. human rights, ethical investment, sustainable supply chains). The module also discusses latest academic research on corporate social responsibilities (CSR), Sustainable Development Goals (SDGs) and different schools of thought on business ethics. The module teaching is primarily case-based. Students can share their understanding of organisation-led social change from across the world.
Careers and Professional Development is a compulsory module spanning Terms One and Two, designed to help prepare you to achieve a successful future career.
Students attend sessions from the suite of Careers Electives offered as part of the PGT Careers and Professional Development Programme, which span three streams of activity: Explore Your Options, Find Opportunities, and Prepare to Apply. Whilst students must attend a minimum number of sessions, the specific sessions which you choose to attend are at your discretion, dependant on where you are on your personal career journey.
Session formats include both information sessions and interactive workshops / networking events, facilitated by our team of Careers Consultants and Employer Engagement professionals, and featuring speakers from top tier employers as well as School of Management Alumni. The sessions also aim to teach long-term Career management skills, meaning they remain valuable and relevant even for students who may have their post-graduation Career plans in place.
This module introduces the theory and practical elements of product development and prototyping. It is structured to provide a deeper understanding of how product development takes place within new ventures and established enterprises.
Covering both product and service development, across physical and digital domains, the module covers the strategies, processes, tools and techniques to research, ideate, design, prototype and validate new propositions. Designed to be immediately practical, it examines different stages of product development, from the product idea to eventual launch, and draws from a diverse range of industries and settings.
The module combines interactive lectures, workshops, and group exercises alongside external speakers sharing their experiences and challenges.

By the end of the course students will be able to:
- Explain and evaluate different approaches to product and service development.
- Shape ideas into products that generate value for the customer and organisation.
- Use different techniques to rapidly ideate, design, test, and iterate new products and services.
- Understand the principles, complexities, constraints and implications of developing new products and services.
This module provides an understanding of key issues and applied methodologies relating to management accounting frameworks used by managers when faced with making financial decisions in the context of the business environment. The focus is on information for cost management, budgetary control, and short and longer term financial decision making. That information enables managers to plan for and subsequently control operations. It examines the blend of financial analysis and managerial judgment required to make sound decisions. In particular there is an emphasis on issues in overhead cost recovery; contribution costing and CVP analysis; costing issues in the context of a competitive environment, including activity based costing (ABC); relevant costs for decision making; core investment appraisal techniques (ARR, Payback, NPV and IRR); budgetary control, variance analysis, standard costing.
This course equips students with the knowledge and tools to think strategically about decisions that shape an organization's approach to the management of people. The focus is on concrete measures that can be taken to make work more motivating and meaningful in alignment with organizational strategy. Students will get familiar with human resource decisions made in organizations through case studies and interview research. No prior knowledge of business and management is required.

Students taking this module should feel comfortable being assessed for contributing orally to class discussions during weekly seminars. Topics covered include: recruitment and selection, performance management, reward and recognition, career theory, equality and diversity, and international postings.
Organisations across industry sectors are impacted by digital technologies at an accelerating rate. To survive and thrive, organisations are required to adapt fast and identify new strategic opportunities to create value for customers and other partners. Continous innovation, collaboration and unparalleled customer insight and foresight are at the heart of organisations that succeed in their digital transformation.

In this course, we will explore the impact of digital transformation on organisations, customers and wider environments. We will examine different approaches to becoming a successful digital organisation, while also shedding light on and discussing some of the ‘darker’ sides of this digital transition.

This course will use examples and case studies to develop students’ understanding of current business practices and will be underpinned by the latest academic research. Students will work on applied tasks, putting into practice frameworks to develop strategic digital business solutions.
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.

Organisations strive to align their competencies and resources to build and enhance relationships with their customers and wider ecosystem partners. These relationships deliver intrinsic benefits to reach multiple audiences, extend engagement and boost value creation.

The evolution of digital technologies, changing customer trends and proliferation of product, service and brand choice, means that organisations must be evermore impactful in the way they reach and engage fragmented audiences in order to create meaningful digital relationships.

In this course, we explore how organisations reach, engage and retain connected consumers and build long-lasting relationships through effective digital marketing initiatives and campaigns. We also investigate how marketing communications activities are designed to educate, excite and engage consumers through mobile, interactive and other digital channels.

Students on this course gain hands-on and practical experience of creating and designing digital marketing activities that drive value for organisations and their customers.
Respiratory Diseases and Conditions will introduce you the principles of respiratory diseases and conditions. It will cover in detail the key features of different respiratory conditions and diseases including pneumonia, tuberculosis, chronic obstructive pulmonary disease, asthma, cystic fibrosis, idiopathic pulmonary fibrosis, sarcoidosis, respiratory neoplasms, alpha-1 antitrypsin deficiency, environmental problems and lung injury.

This module will provide you with a critical understanding of the symptoms, signs, principles of diagnosis and various complex cellular and molecular mechanisms associated with respiratory diseases and conditions. It will give you competence in gaining critical thinking skills and being able to evaluate data presented in a scientific paper.

After taking this module you should be able to describe the symptoms and signs of respiratory diseases. You should be able to understand the principles of diagnosis and treatment of respiratory diseases, the various complex cellular and molecular mechanisms involved in several respiratory diseases and be able to examine the most current research publications in the field.

The module will be delivered by experts in the field and comprises a combination of flip-lectures, lectures, tutorials and independent reading. As well as lectures you will write an essay on a scientifically contentious topic, based on your analysis of research papers.

The module is compulsory for students on the Respiratory Clinical Science MSc degree.
The challenge of humanitarian assistance is the physical deployment of goods and personnel. National and international disaster relief, as well as other forms of crisis management such as peacekeeping missions, have to ensure the development and maintenance of their lifelines of supply. This module addresses these issues through lectures and workshops supported by seminars focusing on disaster preparedness and response, but also introducing the role of sustainable logistics in the transition to recovery. This module aims to provide the fundamentals of logistics and procurement for students interested in developing their profession in this sector. This module introduces students to the concept of WASH (Water, Sanitation and Hygiene) in the humanitarian and development contexts. Further, the module introduces how the specifics of the local context, and the system supply, could orient the design and maintenance of the supply chain. The module aims to clarify the interactions between the elements of the supply chains, proposing to the students some key tools and models needed for their design and management. Finally, it includes the analysis of performance indicators to assess the efficiency and derive improvements where needed.
 
This module will describe different approaches to extending the functionality of static web sites with dynamic features by using server-side programming and databases. Specific themes may include:

Client-server architecture, database servers, communication between server and clients
	Server-side programming: basic concepts, languages, differences with client-side programming
	Interacting with a Linux server in command-line
	Using SQL to create, manage and query structured datasets
	Programming in a server programming language (PHP)
	Publishing structured data (e.g., SQL,  JSON, etc.) on the Web
	Interaction between server and client-side scripting
	Creating simple data-driven web sites
	Advanced applications of server programming: access control, content management systems, etc.
	Advanced modern programming techniques for web development (best practices, Object-Oriented Programming, etc.)
Learning Outcomes

On successful completion of the course, students will:

Understand the client-server model and the concept of server-side programming
	Understand how to extend the functionality of web applications using server-side programming
	Be able to write server-side programs
	Be able to interact with a Linux web server
	Be able to create, manage and carry out queries in structured datasets
	Be able to develop data-driven web sites
	Be able to develop a complete (backend and frontend) website with dynamic content
	Be able to develop a simple content management system
	Understand the range of applications of server-side programming
INST0012 Database Theory and Practice (or any other database course) and INST0019 Introduction to Programming and Scripting (or any other programming course) are formal prerequisites for this module. Note that course participants are assumed to have a good aptitude for computer programming as well as good general computer skills.
This module aims to provide knowledge into the development and imaging of the organs of the body. It brings together scientists to teach human development and clinicians to teach imaging of the organs of the body and what can go wrong. It combines teaching on the genes and processes involved in organ development, the role of stem cells and the development of the placenta. The development and imaging of each organ including the fetal gonads, gut, kidney, liver, brain and CNS, heart, lungs and limbs will be covered. For each organ and system, there will be a lecture on embryology, followed by one outlining the imaging of that organ using ultrasound and the in-utero and neonatal management of some common abnormalities.

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

Organogenesis and fetal development;
	The normal and abnormal development of the organs;
	How organs are examined by ultrasound during fetal development;
	How abnormalities in organs are managed prenatally and neonatally.
The module comprises of lectures, ‘flipped’ lectures, tutorials, and video sessions.

Introductory Reading:

Moore, Keith L; Persaud, T V N; Torchia, Mark G Philadelphia, PA (2008) The developing human : clinically oriented embryology 8th ed. (Saunders/Elsevier)

Moore, Keith L; Persaud, T V N; Torchia, Mark G Philadelphia, PA (2008) Before we are born : essentials of embryology and birth defects 7th ed. (Saunders/Elsevier)

Schoenwolf, Gary C; Larsen, William J, (William James). Philadelphia, PA (2009) Larsen's human embryology 4th ed.(Elsevier/Churchill Livingstone)

Sadler, T W, (Thomas W.) Langman, Jan (2010) Langman's Medical Embryology 11th ed.(Philadelphia : Wolters Kluwer Lippincott Williams & Wilkins)
This module will provide students with the necessary knowledge and skills to apply and work in the emerging field of financial technology. The module will examine business models driven by technologies such as artificial intelligence and big-data.

Students will gain an understanding of how FinTech companies work, and how to manage financial innovations and incumbents in the market. With knowledge of market dynamics and transactions students will explore how to identify and evaluate trends and business opportunities. Students will gain an in-depth knowledge and critical awareness of disruptive innovations that are reshaping financial services in collaboration with community, academia, and start-ups.

The module aims to equip students in the first part with the knowledge for machine learning and artificial intelligent utilized in Fintech, Blockchain technology with smart contracts, token economy, and statistical analytics in financial applications. In the second part, the module will cover the remaining fintech domains: identity management, platform/ crowd finance, payments, legaltech. We aim to enable students with the required skills to define, investigate, analyse, evaluate and respond to tactical and strategic concerns of organizations in the financial industry.

Learning Outcomes

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

Construct and critically analyze business models related to financial technology companies
	evaluate the impact of Fintech solutions such as blockchain, big data and artificial intelligence in terms of business efficiency, user experience, and security
	identify and evaluate how, why, and when a company can benefit from implementing Fintech solutions in relation to trends in the markets
	apply problem solving skills and innovative thinking to determine how technology could be applied in real case studies.
The Master’s degree culminates in a science communication project of the student’s own design. This project is documented by a project report, or a portfolio of science communication writings, or a science documentary, or a podcast, or any other mode of communication. The student's work is guided by an academic supervisor. It also is supported by a variety of key skill programmes. Students are expected to construct a project that includes original research, deliberate methodological choices, and shows relevance to significant conversations within the discipline. The project should represent the very best science communication a student can produce in their medium of choice.
Conflict, humanitarianism and health will provide you with an understanding of violent conflict, and its causes and health consequences. You will be introduced to some of the key debates about the humanitarian response to conflict, including its effectiveness, coordination, relationship to development, its regulation by international law, and the role of the other actors, such as non-state armed opposition groups. Global power relations and politics will provide a backdrop to understanding conflict dynamics while innovations in humanitarian response are discussed and analysed. You will examine the difficulties of conducting assessments, analysing and understanding health data, and planning and monitoring health interventions in situations of conflict. The module also looks at future conflict scenarios and how the humanitarian system may need to adapt as the methods and means for conducting warfare evolves.

After taking this module you should be able to:

Understand the definitions and nature of conflict and its causes
	Describe the impact of conflict on health and methods to measure it
	Understand the various definitions of humanitarianism and the legal basis of humanitarian action
	Explain the characteristics of a humanitarian emergency and how humanitarian interventions can be planned and coordinated
	Critically review humanitarian interventions including those for WASH, SGBV, and disabled people
	Understand how migration may impact on health
The module is open to students on the MSc/PG Dip and iBSc Global Health and Development, and other UCL MSc/PG Dip and undergraduate students and affiliate students subject to availability.
This module provides students with a sound grasp of the characteristics of the full range of geological and geotechnical hazards, the mechanisms and processes associated with their formation and occurrence, and their potential socio-economic and environmental impacts. Topics covered include hazardous natural processes, interconnected and multiple hazards, earthquake hazards, volcanic hazards, tsunamis, landslides, hazardous waste, resource risk, and dam and reservoir safety.
This course critically explores the history and current state of political geography and geopolitics and examines empirical issues from the vantage point of the spatiality and materiality of politics and power. The course develops the complementary insights that politics and power are fundamentally spatial, that geographical phenomena have political dimensions and implications, and that geographic space is infused with both power and political potential.

The course aims to equip students with:

an understanding of political geography and geopolitics as fields of enquiry
	knowledge of key perspectives, debates and developments in these fields
	an ability to engage critically with research in these fields
	an ability to use core concepts to think about political geographic and geopolitical issues
	knowledge of relevant examples and case studies
	a sense of methodological issues and challenges in these fields
This module changes from year to year, depending on staff availability. These topics have been taught in the past, and are indicative of the kinds of topics that might appear:

Territory

Security

Identities

Bodies

Statecraft

Urban geopolitics

Material politics

Controversies

Politics of truth

Recommended reading
In preparation for the module, we advise reading the following core texts. These can be read via UCL Explore:

Agnew, J. (2019) ‘Political Geography’, in the International Encyclopedia of Geography https://doi.org/10.1002/9781118786352.wbieg0382.pub2
 
The course provides a general understanding of the theory of robotic manipulator, and how robots are used in conjunction with external devices such as camera to perform automation tasks.

Students will develop skills in the analysis of articulated robotic arm as well as the synthesis of complete robotic systems.

The course will specifically:
• Develop mathematical skills for analysis and synthesis of 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.

Upon successful completion of this course, you should be able to:
• Understand the theory of robotic manipulators for analysis and synthesis of armed robots;
• Develop creative solutions to robotics and automation problems;
• Simulate the motion of articulated robots;
• Control the robot arms to follow a prescribed trajectory;
• Understand how robots identify objects and determine the object positions using cameras;
• Program an actual robotic manipulator using state-of-the-art software.

The content / syllabus of the module includes spatial transformations and descriptions, robot kinematics, robot dynamics, machine vision, trajectory planning, control of robots, robot work-cell design and robot programming.
This course explores electrical transport in devices whose nanoscale dimensions play a key role in dictating their functionality.

It focuses on the physical principles underpinning their operation, as well as details of their application.

The course is divided into three parts (taught by different lecturers), each dedicated to a distinct class of devices: electronic, spintronic and superconducting devices. The first part focuses on magnetism in thin films and spintronics; the second focuses on Josephson junctions; the third focuses on transport in low-dimensional systems such as nanoscale FETs, 2DEGs and nanomaterials
The course covers core aspects of the physical sciences which are relevant to nanotechnology. The course will give an introduction to quantum, atomic and solid state physics; to the principles of semiconducting, magnetic and superconducting devices; and to elementary aspects of molecular biology
This module will introduce you to the distinct nature and significance of philosophical work on educational issues. The focus will be on exploring educational issues through a series of philosophical questions, taking into consideration how philosophical thought makes a vital contribution to discussions of educational import. Each week, we will explore a pertinent educational question using philosophical frameworks and ideas. These include:

What should go on the curriculum, and who gets to decide this?
	Can we ‘teach’ people to be good, and what would this mean?
	How should we approach the question of equality in education?
	In what way are questions around race, gender, identity and difference relevant to education?
	What does it mean to cultivate (global) citizens?
	What is the role of the arts and humanities in education?
	How should we understand the ‘right’ to education?
	How are we to understand the ways in which learners are categorised (e.g. in relation to SEN)?
	What are some of the ethical implications for ‘enhancing’ human beings (e.g. through AI)?
Through a close reading of philosophical texts, we will explore these and related issues. The texts chosen will reflect central philosophical questions and concerns and will include both work by contemporary philosophers and classic texts from different philosophical traditions, with an emphasis on work that addresses educationally relevant concepts, questions and concerns. Students will be encouraged to reflect and discuss these questions in live seminars and lectures.
In our everyday lives, texts and language are all around us and we regularly engage in formal and informal literacy practices. In this module, you will be exploring the kinds of work you engage in when you read and communicate and how your use of language and literacy practices changes depending on the settings and contexts you find yourself in. You will be introduced to key concepts and theories from linguistics, sociolinguistics, media, film and social media studies, sociology and philosophy. For example, you learn about Saussure’s and Chomsky’s approaches to understanding language, you consider Bourdieu’s concepts of capital and habitus in relation to language use and you discuss and apply Erving Goffman’s dramaturgical analysis to your use of social media platforms like Facebook, Snapchat and WhatsApp. The role of literacy practices and visual communication will be explored critically in the context of discourses around climate change and sustainability. The module assessment is via a presentation around an artefact and a critically reflective essay drawing on the concepts from one of the four major themes: multimodality and contemporary literacy practices; language histories; film and media education; and communicating and learning across mobile, portable and digital technologies.
This module is for Year 2 students following the UBEECOSPLA05 BSc (Econ) Economics with a Placement Year Programme (L102) only.

Aims: to ensure that students receive comprehensive support and guidance in searching, planning and preparing for a placement with necessary resources. It is not open to Affiliate students. Students will be required to show that they are eligible for a placement and have the right to work (with any requisite visas where applicable) and submit confirmation of requisite agreements. Students are required to take the lead in identifying a suitable placement and in applying for it. Note that a placement is not guaranteed. Delivery of this module will be via Moodle, with additional briefings and support sessions as necessary. The content and frequency of updates will be set, as far as possible, according to ASET (The Work Based Placement and Learning Association) guidance. Prerequisites - students must have passed all 120 credits from Year 1 and satisfied UCL's GCSE foreign language requirements.
The aim of this module is to develop your ability and understanding in relation to defining research questions; understanding the relevant literature, theories and models; design strategies for investigating research questions by being involved in appropriate data collection and analysis, summarise your  findings in a research report.

Executing a research project will provide you with advanced skills in critical analysis, planning, working with participants, data collection and their statistical analysis. You will learn how to critically appraise of scientific literature, how to interpret your results and present them on a poster and in a dissertation.

Depending on the nature of your research, you may need to obtain ethics approval to ensure that the research conforms to general ethical principles and standards. Further information on the process and the staff and student responsibility can be found at Research Ethics at UCL (https://ethics.grad.ucl.ac.uk/) and will be discussed in the module.
Aims:

You will develop your understanding of the place of Religious Education (RE) in the school curriculum and how this has been shaped and adapted for the 21st Century. You will gain knowledge and understanding of the influence of national and local policy and of a range of subject-specific pedagogies on RE.

Outcomes:
You will:
- Consider the impact of history and changes in society on the subject of RE.
- Explore the variety of justifications for and aims of RE and its role in the curriculum.
- Critically engage with a diverse range of pedagogical approaches to RE.

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

You will focus on the wider contexts of geographical learning, with an emphasis on developing a wider understanding of the reach of geography through conducting school-based action research into practice.

Outcomes: 

You will:

- choose to investigate one of five themes and how they can contribute to learning in geography, or a more enhanced geographical understanding: Learning beyond the classroom, Information and Communications Technology, Assessment and Progression, Contemporary Issues, Differentiation and Inclusion;

- reflect on practice;

- choose one theme to investigate in depth, both in theory and school practice, to form your written assignment;

- research practice in your own context and reflect critically on the findings of that research.
Module description

This module will provide students with the professional skills needed to work in the world of translation, both as a freelance translator/interpreter and as an employee of an institution or language service provider. Through a combination of lectures and practical seminars students will be exposed to prototypical situations they are likely to encounter in their future career. The module will cover topics such as translator ethics, revising and editing, quality control, copyrighting and transcreation, project and client management, customer service, and business skills. Teaching will be interactive and feature real-world examples from many areas of the industry.

Preparatory Reading

Russi, David and Rebecca Schneider. 2016. A Guide to Translation Project Management. COMET Program.
The dissertation is an extended piece of work that reflects students' own research interests. It enables students to formulate their own questions on a particular topic and to pursue independent research. It offers students greater space and time to examine primary sources and texts (including archive material) and to analyse a particular field in much greater depth than is possible in course essays. The dissertation is designed to develop and test research skills, including the ability to respond to the existing academic literature on the topic and the identification of a relevant problematic. Furthermore, students are expected to explain their methodologies, demonstrate their ability to select and evaluate evidence, and present a systematic, coherent and original argument. .
Building on the basic module, you will have advanced level learning on the neurological disorders and neurosurgical topics. This will include Cerebrospinal Fluid Pathologies including Leaks, Traumatic Brain Injury, Spinal Trauma, and Tumours and Cysts. Some technical aspects of neurosurgery will also be considered. Learning is through online interactive lectures and will be facilitated through tutor and student interactions via the online forums.

On completion of the module, you will have an understanding of the clinical presentation and management of a wide range of neurological and neurosurgical disorders including traumatic injuries such as head or spinal injury, a variety of hydrocephalic disease, and neoplasms such as gliomas or craniopharyngiomas. This knowledge will be relevant and applicable to clinical practice.
The interaction of cancer with the immune microenvironment, and the potential for its use in cancer treatment, is of rapidly growing importance in the current forefront of cancer research. Monoclonal antibodies, checkpoint inhibitors, oncolytic viruses and cell based therapies, such as Chimeric Antigen Receptor (CAR) T-cells, and modified Dendritic Cells or Natural Killer cells, are now being routinely used as standard treatment for certain cancer types. There is vast potential for cancer immunotherapies to produce highly effective treatment responses, targeting tumour cells all-round the body, and for some therapy types producing cancer-specific immunological memory.

This module will explore the interplay of tumour cells with tumour infiltrating immune cells, and will investigate the anti- and pro-tumorigenic pathways that this can activate, and the mechanisms of immune surveillance and immune evasion. The module will also examine different immunotherapeutic approaches to cancer treatment and the engineering of cell based immunotherapies.
This module allows students to take their theoretical knowledge and practical skills from other modules throughout the entire course and to apply these to their own individual research question. Students will be expected to employ the scientific method to address this question through data collection and/or analysis in a laboratory, bioinformatics or clinical setting as appropriate. Using experimental, analytical and/or statistical methodologies, as appropriate, students will be able to reach novel conclusions and to place these into context with published scientific knowledge. This research project reflects research practice by qualified scientists, and requires collaborative working with a research supervisor/team, and therefore enables students to develop and implement the professional and employability skills needed for a research career.
Module Outline:

This module aims to present the theoretical framework on which much modern molecular computational chemistry is based. The science behind the main modelling methods, based on classical and quantum models, will be introduced. You will gain an understanding of what methods can be applied to different problems.

Module Aims:

At the end of the module students should be able to:
1. Describe some of the key theories underlying modern computational chemistry.
2. To use these theories to tackle a range of descriptive and problem based questions.Teaching and Learning Methods:

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

Workshops: A series of seminars will be held to present and discuss research papers which use computational methods to solve chemical problems. Each seminar will require research papers to be read in advance and that student have prepared questions / discussion points. The seminar will be led by one of the academics and will consist of a presentation on the paper followed by a discussion of the methods used, their appropriateness, their limitations and how they were used to interpret the chemistry concerned.

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (additional questions available on Moodle and past exam questions) and further reading in textbooks and online.
This course teaches the fundamentals of spatial analysis and geocomputation. The aim of the module is to give students a broad understanding of the theories, methods and tools required to analyse spatially referenced data of different types. Students will be shown the ways in which spatial data can be digitally represented, and how these representations affect how spatial data are analysed. Students will learn a range of spatial analysis and geocomputational techniques including: spatial autocorrelation analysis, spatial regression and interpolation, kernel density estimation and clustering, geographically weighted regression and local methods. Students will apply their skills in a range of contexts, which may include house price estimation, crime science, transportation, geodeomographics and environmental sciences. By the end of the course, students will be able to apply their skills to a range of spatial analysis problems using R Statistical Package and/or other software.

Learning Outcomes

To understand digital representations of different types of spatial data
	To gain an understanding of basic statistical analysis methods
	To understand the need for spatial analysis
	To gain broad knowledge of a range of spatial analysis and geocomputational techniques
	To be able to apply appropriate spatial analysis and geocomputational methods to a range of spatial datasets using software packages such as R
Reading List:

De Smith, M.J., Goodchild, M.F., Longley, P., 2007. Geospatial Analysis: A Comprehensive Guide to Principles, Techniques and Software Tools. TroubadorPublishing Ltd

Grolemund, Garrett, and Hadley Wickham. R for Data Science. Accessed May 1, 2018. http://r4ds.had.co.nz/.

Longley, P., Goodchild, M.F., Maguire, D.J., Rhind, D., 2015. Geographic information Systems & Science. Wiley, Hoboken, NJ.

Worboys, M. 2004. GIS: a computing perspective /Michael Worboys, Matt Duckham., 2nd ed. ed. CRC Press, Boca Raton, Fla.; London.
This module encourages the development of Student Teachers as independent critical and reflective thinkers as they select an aspect of Languages teaching and learning to explore in depth.  PGCE Languages Student Teachers are supported to select a relevant theme to review systematically, extensively and analytically, which will be based on personal interests and challenges arising from their own practice.  They will demonstrate their understanding and analysis of how Languages are learned in immediate and wider professional contexts, in order to explore, critique and apply their chosen focus.

The module will provide a conceptual and theoretical foundation upon which Student Teachers can build their linguistic knowledge and inter-cultural competencies, and their understanding of the professional context of teaching, enabling them to continue to develop a critical and reflective approach to their practice. Throughout the module, students are encouraged to engage with recent and relevant research and scholarship in learning and teaching as they relate to the field of Languages, to analyse the values underpinning or influencing MFL pedagogic approaches, and to critically and constructively engage with wider policy contexts and initiatives, all with a view to improving practice.  This practice-based enquiry will enable Student Teachers to reflect on and critically evaluate their classroom experience in relation to theoretical perspectives in the context of improving their practice.
The module will focus on exposing students to inter-disciplinary theoretical traditions and schools of thought as well as urban design theoretical and methodological traditions and lines of inquiry, which are dominating and shaping research processes and practices within urban design research and practice, and contributing to its establishment as a research discipline. It will offer students the opportunity to critically learn and discuss research methodological theories, processes, research tools and practices (in-situ, real-time and virtual), including methods of representations, useful in research within the urban design field. Students will critically reflect upon and explore the field of urban design research methodologies, discussing its nature (including ambiguity, pluralism and interdisciplinary scope), and impact on the delivery of unique research agendas and questions.

Building upon this knowledge and critical debates, students will furthermore be offered support on how to design their own unique research proposal, and be guided and given feedback through out its writing process. Overall the module will assist research students to locate themselves within specific traditions and lines of inquiry, and justify their choices of fieldwork practices and tools, and discuss their suitability within their own individual research project/dissertation.

The module is a space for critically reflect and explore the field of urban design research methodologies, and discuss its nature, scope and impact on the delivery of unique research agendas and questions.
This module takes a project-based learning approach and requires students to develop a diagnostic account of the problems of a chosen locality in London and generate their own proposals for policy or intervention. Working in small teams, students will have to define why the chosen location is ‘in need of regeneration’; identify the key issues underpinning ‘the problems’ of the selected area; propose a vision and/or strategies to tackle the problems; and explain how such vision and strategies will be delivered.

At the end of the module students should have gained an empirically grounded understanding of the scope, limitations and potential of urban regeneration interventions; their insertion in urban governance mechanisms; and the nature and implications of the policy decisions involved in urban regeneration.
Neurodegenerative diseases are a very important cause of morbidity and mortality and with an ageing population they are becoming more prevalent. This module is designed to equip Biosciences and Natural Sciences students with an in depth understanding of the molecular basis of a variety of important neurodegenerative diseases and how this has contributed to our current understanding of their disease mechanisms.

Lectures begin with coverage of basic and more advanced aspects of molecular genetics and the various model systems used to investigate these diseases. This is followed by a description of common pathways involved from a biochemical and cell biology perspective including the importance of protein aggregation, free radical mechanisms, iron regulation and mitochondrial function and the use of stem cells to study and treat the diseases. Finally more detailed clinical, pathological, genetic and mechanistic issues are covered for a number of diseases including: Parkinson’s disease, Alzheimer’s disease, prion diseases, motor neuron disease, mitochondrial diseases and Huntington’s disease.

In tutorials you will be exposed to a broad spectrum of academic and transferable skills. In the Journal Clubs you will to read, discuss and critically evaluate the latest research findings related to the lectures. These sessions will develop your presentation and discussion skills in a group atmosphere.

Indicative Lecture list (based on 2021/22 syllabus):

Genetics and molecular basis of disease
	Patterns of inheritance
	Diseases to genes
	Mutations: mechanisms and consequences
	Protein aggregation
	Metals and neurodegeneration
	Mitochondria and mitochondrial DNA mutations
	Mitochondrial dysfunction in neurodegenerative diseases
	Mechanisms of neurodegenerative diseases
	Parkinson’s disease
	Alzheimer’s disease and Dementia
	Huntington’s disease
	Motor neuron disease
This 15 credit module covers all aspects of the structure and function of proteins at an intermediate level. It requires a sound knowledge of chemistry and assumes an understanding of basic cell and molecular biology. The module looks at many of the biophysical techniques used in elucidated structure and mechanism. It combines traditional lecture teaching with tutorials.
A wide range of topics is covered including: protein structure and properties, purification of recombinant proteins, including high throughput methods for purification and analysis, basic principles of nuclear magnetic resonance and X-ray crystallography, enzyme mechanisms, enzyme kinetics, and examples of essential proteins and their properties, including hemoglobin, antibodies, DNA polymerase, membrane proteins and chaperones.

Indicative lecture list (based on 2021/22)

Lecture 01: Introduction to the course

Lecture 02: Protein Structure principles

Lecture 03: Secondary structure and supersecondary motifs

Lecture 04: Classification of protein folds

Lecture 05: Protein energetic and dynamics

Lecture 06: Protein folding/intra- and inter molecular forces

Lecture 07: Protein purification methods/high throughput

Lecture 08-10: Protein characterisation (X-ray crystallography/NMR/EM/binding equilibrium)

Lecture 11: Protein/DNA interaction: DNAP

Lecture 12: Pilus biogenesis

Lecture 13: Myoglobin and haemoglobin

Lecture 14-15: Membrane proteins

Lecture 16: GPCRs and heterologous protein expression

Lecture 17: Molecular chaperones

Lecture 18: Structure-guided mutagenesis

Lecture 19: Ribosomes

Lecture 20-21: Antibodies

Lecture 22: Fundamental principles of enzyme kinetics

Lecture 23: The specificity constant and two-substrate mechanisms

Lecture 24: Inhibition of enzyme-catalysed reactions

Lecture 25: Enzymes: effect of pH; recognising cooperativity

Lecture 26-27: Catalytic strategies

Lecture 28-29: Enzyme mechanisms

Lecture 30: Revision
Pre-requisites: A basic knowledge of sustainability issues and an interest in governance.

This module examines the emergent monitoring and governance of life-cycle environmental impacts of products, services and organisations. It draws mainly on the field of environmental policy and governance, complemented with sustainability science, business studies, sociology, and geography. The empirical focus will be on corporate and product environmental and carbon footprints as well as on their nexus to sustainable forestry certification in the area of the built environment. We will also work out important links to the wider field of environmental and climate governance. You will learn about the dynamic interplay between government regulation, private sector activity and sustainability science and be challenged to explore opportunities for interventions with the potential for catalytic impacts towards more sustainable resource use.
Summary: In design, having multiple conflicting objectives is the rule rather than the exception. This module will introduce you to a number of new tools and methods to help tackle those design tensions. It will give you practical experience in framing and solving a multi-objective optimisation problem and explore design trade-offs, using 3D parametric modelling and environmental design tools together with advanced optimisation techniques.

Learning Outcomes:

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

Frame a multi-objective optimisation design problem, identifying the relative importance of the different design drivers and constraints;
	Use Grasshopper (3D parametric design tool for Rhino), DIVA for Rhino, optimisation plugins and be familiar with other environmental design plugins.
	Understand the different techniques and methods available and their advantages, disadvantages, limitations and challenges;
	Select an appropriate method for solving an optimisation problem;
	Critically review the outcome of the optimisation process;
	Understand the limitations and merits of multi-objective design optimisation in general, and know when and how to apply these techniques and methods.
Aims:

This module aims to introduce students to the concept and practice of Multi-Objective Design Optimisation (MODO), equip the students with a number of tools, including optimisation techniques and associated cutting edge parametric design tools. Critically the module also aims at developing practical skills on when and how to apply the different tools and techniques, and critically review the results.
Module summary: This module aims to investigate the fundamentals and the application of building services systems and to explore current and emerging technologies to evolve more efficient and sustainable systems.

Deals with the energy implications of the selection and control of the heating and cooling systems in buildings. It considers the role of condensing boilers, heat pumps, combined heat and power (CHP) and absorption chilling, as well as conventional heating ventilation air conditioning (HVAC) plants, in the consumption of energy in buildings.
The major unit operations are discussed with respect to fundamental principles of operation, typical equipment (emphasising equipment that can be used at production scale), basic quantitative design equations, and overall design considerations including throughput, cost, and robustness. Examples of such unit operations include:

Filtration: membrane-based filters (run in dead-end and cross-flow modes), depth filters.
	Centrifugation: disc-stack centrifuges, tubular bowl centrifuges.
	Cell disruption: focused on scalable techniques, including homogenisation and bead mills.
	Liquid-liquid extraction: cross-flow and countercurrent-flow cascades.
	Chromatography: affinity chromatography.
A brief introduction to process integration completes the course, including compatibility of various unit operations, and fundamental trade-offs (such as yield-purity and purity-cost).
The structures and management issues experienced in enterprises are the focus of this module. Management, organisational and project literature is drawn upon to illustrate the issues, supplemented by case study material. The issues addressed are to do with structure and process, are strategic as well as operational, rational as well as creative, and are about effectiveness and efficiency. Introducing you to key issues from the MBA curriculum, the module demonstrates that there are choices in the organisation and operation of the firm. These choices are suited to different aims and objectives. Strategic choice and operational decisions form part of the equation of effectiveness and hence competitive advantage in the marketplace.

The learning material therefore addresses both analytical experience of and in the firm and potential for the firm – a mix of theoretical and applied observation with normative input – that is, analysis about what ought to or could happen. Your learning occurs through lectures, group work, tutorials, private reading and sharing learning from private reading.

Lecture titles might include:


	Enterprises
		Strategy
		Competitive Strategies
		Developing the Enterprise
		Film 12 Angry Men
		Decision Making and Negotiation
		Student Presentations on Case Studies
		Strategic Core Competencies
		Core Competencies and Continuous Improvement
		Organisational Learning and Knowledge Management
		Emotional Intelligence and Self-Awareness
		Emotional Intelligence and Decision Making
		Relationship Management
		Trust as a Competency and in Practice
		The Moral Economy
This module will examine the different ways in which human behaviour is reflected in the production and use of knapped and ground stone artefacts. 

We will explore a variety of analytical approaches and the ways these can be used for the interpretation of technological, cognitive, economic, and social issues. 

The Institute has extensive tool reference material, and we will concentrate on material from Europe, the Near East, and Africa. The possibility to undertake experimental flint knapping will also be given.

Aims of the course

The aims of the course are:

To promote a comprehensive understanding of the type of information that lithic artefacts can provide about past human behaviour.
 To explore the range of analytical techniques, methods and theoretical perspectives lithic specialists employ to study stone tool assemblages
Objectives

On successful completion of this course a student should:

Be familiar with the analytical and theoretical approaches used in lithic analysis.
 Understand the ways in which lithics as a form of material culture inform us about the human past.
 Be able to critically evaluate reports on, and interpretations of lithic assemblages.
 Be familiar with a range of case studies related to specific aspects of lithic analysis.
Learning Outcomes

On successful completion of the course students should have developed:

Observational skills and critical reflection
 Oral presentation skills
 The ability to apply acquired knowledge of a topic
 Be familiar with basic knapping skills
Teaching Methods

The course is taught through a series of lectures, seminars and discussion, and practical work

Further information is available here https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/prehistoric-stone-artefact-analysis
This module provides an introduction to the study of how other societies are organised and how they have been studied by anthropologists.

Archaeological interpretation increasingly involves the use of ideas from anthropology because this discipline provides an insight into how people live their lives in other cultures.

The topics covered include

kinship, marriage and sexuality, and
	the political and economic organisation of traditional societies.
There is much emphasis on the study of key anthropological texts, especially ethnographic accounts of other peoples. The module is taught through lectures and interactive tutorials. Emphasis is placed on the study of key anthropological texts, especially ethnographic accounts of other peoples.

Module Description 

Social Anthropology is the comparative study of the ways in which people live in different social and cultural settings across the globe. Societies vary enormously in how they organise themselves, the cultural practices in which they engage, as well as in their religious, political and economic arrangements. This module will provide a general introduction to the main issues studied by social anthropology and explore their relevance to archaeologists. How do different societies classify the world and themselves? Are there any human universals? Where does nature end and culture begin? What is religion, ritual and beliefs (e.g., witchcraft, magic)? How ‘We/us’ relate to and interact with ‘Others’? How do people shape, and are shaped by, the material world around them?

Module Aims 

This module aims to introduce the field of social anthropology and its relationship to archaeology.

Learning Outcomes 

On successful completion of the module students should be:

1. Familiar with the major concepts and approaches to social anthropology;

2. Aware of contentious issues arising out of the anthropological study of the topics covered;

3. Able to engage critically with these topics and issues.

 
The aim of this module is to provide an understanding of the role of the deceased in forensic science by exploring the forensically relevant aspects of the human skeleton.

This module offers students the opportunity to learn about the role of the dead body in forensic science, initially introducing students to the recently deceased and discussing how the process of decomposition finally results in skeletal remains. Students will then be introduced to skeletal anatomy and, in particular, to the forensically relevant skeletal elements that can be used to help identify an individual.

Students will have the opportunity to examine human remains both with and without soft tissue, to prepare material for osteological examination, and to recognise how these remains may be involved in helping to solve forensic cases.

After taking this module students will appreciate the forensic value of the deceased at a crime scene and the legal requirements when dealing with such remains. They will be able to recognise which skeletal elements can be used to help identify an individual, and will understand how this procedure is carried out.

Students will gain experience in examining human remains, in research, scientific writing, and in presentation skills. Furthermore, each student will learn to plan and organize their final case report and presentation by working in small groups.

Each student will produce an essay/s relating to the application of human remains to forensic science, and will participate in a group case study and the final presentation of this study; the module concludes with a spot test.
This module aims to provide students with a broad overview of how the range of methods, designs and approaches used in social research may contribute to policy. It also aims to encourage a critical appreciation of the opportunities, benefits and challenges of using research evidence to inform and influence social policy and professional practice. Illustrative examples drawn from different policy contexts are used throughout the module to support the theoretical material. Although much of the material refers to the UK policy context, the focus of the module is international and students attend with an interest in a range of social policy sectors and disciplines.
This module covers the fundamentals of finance. We are going tocover topics such as:



Microeconomic foundations of Finance;

Objective function of corporation;

How to perform basic financial calculations;

How to evaluate whether an investment represents good value for money;

How to find the fair value of stocks and bonds;

How to measure the risk and return of assets;

What is the relationship between risk and return;

How to construct portfolios.



The module equips the student with sound theoretical knowledge and practical tools necessary to conduct accurate financial analysis. Basic mathematical skills and extensive use of computer-based tools (e.g. Microsoft Excel) are required. Prerequisite foundation courses are integrated throughout the module and students are assumed to have a working knowledge of microeconomics.
The aim of this module is to examine the social, political, economic development of the fifteen post-Soviet states since 1991. It will examine why reform has been so much more difficult than in CEE, discuss whether ‘post-Soviet’ is still a valid concept and whether common patterns (corruption, oligarchs, informal politics, political technology) can still be found in the various successor states. The prospects for developing relations with the EU will be examined, as against Russia’s continuing influence in the post-Soviet space.
SERS0001 Year 1A Comprehension 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 comprehension of Russian and a range of reading, translating and listening skills. The module aims to enable students (i) to achieve a sound base in Russian in reading and listening comprehension skills, (ii) to develop a sound understanding 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 understand written and spoken Russian, moving from beginners to intermediate level.

The module involves both whole class work and small group work, with the emphasis throughout on the active participation of students. The module follows a highly organized and coherent programme in which all classes complement and reinforce each other.

Resources include textbooks, audio recordings and computer - mediated materials. All the resources are available on the SERS0001 Year 1A Comprehension of Russian Moodle page.
This module is offered to MA students only.

This module builds on the law & economics strand of modern economic research. The purpose of the module is to analyze the link between property rights arrangements and economic development. It discusses how and why property rights develop as well as why they may weaken and disappear. The importance of clearly defined property rights has emerged in contemporary analysis as one of the most frequently cited prerequisites for growth and development. But determining what “clearly defined” exactly means and how clear is clear in various local contexts is tricky. Moreover, the optimal legal arrangement of the rights of ownership may change not only in connection with political developments but also in response to technology. Modern history has witnessed some spectacular changes in property rights, among them the demise (after several millennia!) of formal property rights in human beings or the increasing complexity in protecting intellectual property rights. Modern history has also seen some serious challenges not just to individual kinds of ownership but also to the whole concept of property rights in general.

This module covers a wide array of relevant topics: the legal preconditions of the development of modern finance, property rights in marriage and rules of inheritance, interaction of technology and property rights, the invention of modern corporation and the agency problem, re-establishment of formal property rights in post-Communist countries, property rights and the environment, land ownership and others. While this is an economics module, the topic by necessity will require some excursions into history and into law.
The module examines politics in the states of Southeast Europe since the demise of Communist regimes in the region. Particular attention will be given to the wars of Yugoslav succession and the regimes that participated in them. Topics may also include, but are not limited to: international administrations in Kosovo and Bosnia - Herzegovina, international and domestic initiatives to promote political and institutional reform, war crimes and transitional justice, organised crime and corruption, Processes of EU accession and conditionality, and initiatives for reconciliation and regional cooperation. A major emphasis of the material is on the relation of political change to economic and social factors.
The module examines the nature, causes and impact of migration within and into the European Union since 2004. Taking EU migration as a case study, it considers the validity of claims about the novelty of recent global migration trends, focusing particularly on transnationalism, its relationship to integration and return, and the concept of mobility. The module also uses EU migration as a case study in ‘migration without borders’ to consider the social, economic and political impact of uncontrolled immigration on receiving countries, the integration experiences of migrants, and the implications for citizenship. We will discuss whether these can be reversed if a country leaves the EU. With regard to the impact on sending countries, the module will consider the helpfulness of current development-focused migration scholarship when applied to Eastern Europe, and consider alternative, more holistic approaches. As well as discussing East-West migration within the EU, the module will consider other flows (e.g. south-north labour migration; north-south lifestyle migration; educational migration and migration of highly skilled-professionals in all directions; migration, including refugee flows, from non-EU countries). Throughout, examples drawn from the EU will be contextualised within wider migration scholarship.
This module is for affiliate students in Term 1 only or Term 2 only.

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.
*This is a compulsory module for students registered on the MSc Security Studies programme and is not available as an optional module.

The module introduces students to the major themes and debates in the study of conflict processes with a focus on non-state actors and their impact on international security. It surveys a range of issues, including the causes and management of civil wars, violence against civilians, the transnational diffusion of violent and non-violent conflict, individual participation in political contention, as well as post-conflict economic, political, and social reconstruction. In addition, the module covers the causes and impact of non-violent challenges to state authority.

The module aims to:

• introduce students to a range of theoretical and empirical scholarship on non-state actors in violent and non-violent conflict;

• familiarise students with the conflict management options of contemporary policymakers in the field of security in their interactions with non-state actors;

• equip students with the conceptual and theoretical tools to critically assess existing theories and apply them to concrete real-world problems;

• provide students with the theoretical and methodological skills to develop and further their own independent theoretical reasoning.
Being in government is about doing things: addressing problems, dealing with crises, reforming institutions, and so on. But the list of possible 'things to do' is enormous, and governments have to choose which to prioritise - since doing anything costs time, money, and political capital.

How do governments make these choices? Do they listen to public opinion? Or do they take their cues from the media, or lobbyists?  Or, to reverse the questions: why do certain issues consistently 'make it' on to the policy agenda, while others are doomed to remain just as conversation topics?

The aim of Agenda Setting and Public Policy is to explain why governments and other decision-makers pay attention to one issue and not to another, and to find out why attention to these changes over time. The course starts with the concept of the policy agenda; then it reviews different theories to explain the character of the agenda in modern times using examples from around the world. Particularly relevant for the course are the different kinds of influence on policy, such as the media and public opinion. Many of these influences are changing with the development of the internet and the greater use of social media, like Twitter, which has speeded up decision-making and involved citizens more directly in political movements and with (or against) government.
The first five years are a fundamental time in children’s development because they are in the process of acquiring a range of social, emotional, behavioural and cognitive abilities that are foundational in terms of their long-term wellbeing. Children’s development during this period is also ‘relational’ in that it is strongly influenced by the caregiving that they receive. For example, very young children are highly dependent on their parents/caregivers during the first two years of life to regulate themselves, and their attachment relationship with these primary care-givers is key to the development of such abilities. The type of attachment that a child develops also influences many other aspects of their development including their behaviour, peer relationships and learning. The aim of the CYP IAPT Under 5s module is to train students to assess 0-5s in the context of these dyadic/triadic relationships and to collaboratively formulate treatment plans with families in ways that are consistent with evidence based practice. Students will additionally be trained in two evidence based models of intervention which they will be able to offer to families.
The course takes students through the central tenants of Plato’s thought by way of a survey of some of his most important works. The main text will be the Republic, with topics to be examined including epistemology, the theory of Forms, Plato's moral psychology, feminism and aesthetics. The course will also examine the challenge to the theory of Forms in the Parmenides and the Sophist.

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

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

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

This module aims to help students achieve competency in using analytical methods for understanding the design and behaviour of new and renewable energy systems: design, operational and integration issues.

The module provides technical knowledge in renewable technologies so as to appreciate the design features for different systems on land and at sea.

Topics covered:

Current main sources of energy
 Solar energy
 Wind energy
 Hydro, tide and wave energy
 Geothermal energy
 Fuel cells
 Alternative fuels
 Other renewable energy sources
 Mechanical energy storage systems
 UK national grid
 Connecting energy sources to the grid
 Marine renewable energy
Learning outcomes:

Upon completion of this module students will be able to:

Appreciate the range of renewable and alternative power systems and understand why different designs are used in different power applications and appreciate their technical limits.
 Analyse renewable power systems so as to calculate and relate key parameters such as fluid flow, torque, speed, efficiency, and power under steady-state conditions, etc.
 Understand the ‘state of the art’ in renewable power systems and appreciate advances in new technologies that will influence future designs.
The course serves as an introduction to market modelling and fundamentals of market modelling: market participants and market instruments. Utility and risk: Utility functions and related properties; risk measures and related properties. Portfolio choice: investment-consumption problems, risk management, performance measurement. Pricing rules. Implementation: factor models, computer implementation, result interpretation and testing.

Risk is an intrinsic element in financial markets. Its quantitative modelling and understanding is a cornerstone of modern financial theory, as it is essential to many activities like choosing investment strategies, calculating capital require-ments and creating new financial products.

This module aims to study quantitatively (by using several mathematical tools from probability, optimisation, linear algebra,...) the effects of market risk under some modelling assumptions. We will pay particular attention to the effects associated to decision making for investors and regulators. Important aspects related to the implementation of these concepts will be highlighted
This is the Report module for the MA Educational Leadership (Teach First).
The course is designed for very advanced level students requiring the language for academic purposes. 

The course comprises knowledge and understanding both of the structure of the German language and its use in academic environments, such as lectures, seminars and debates.  The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in German speaking countries.  This will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.       

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for academic purposes. The course comprises knowledge and understanding both of the structure of the French language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the students main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in French speaking countries. This will be related back to the student’s degree subject.

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

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
Legal Needs and Legal Assistance explores the public understanding and experience of law, the impact of legal problem experience, the need for and use of legal assistance services, the availability and obstacles to legal assistance, the relationship between clients and lawyers/advisors, the nature and structure of public legal assistance services, and the potential for remodelling public legal assistance services to best match the needs of the public. The course therefore takes a ‘bottom up’, rather than ‘top down’, approach to the justice system; making it particularly relevant to those with an interest in access to justice, broader social justice, and the nature and development of public legal assistance, including legal aid.
The module provides the opportunity for rigorous study of selected topics in contemporary Anglo-American general jurisprudence.

General jurisprudence, broadly speaking, is an inquiry into the nature of law.  This half module will canvas and also take some concentrated looks at Austin’s command theory of law, Hart’s theory based on a combination of two kinds of rules, Dworkin’s inerpretivist theory, and Raz’s authority-based theory.  Along the way, we will deal with some of the relevant issues such as the nature of legal adjudication, the relation between law and morality, the difference between norms and values on the one hand and natural and social facts on the other, etc.
This module examines the growth of national security law as a discipline and the various tensions with the rule of law and human rights that occur when seeking to adjudicate national security issues.

The course is intended to be a challenging course for students that will address complex legal, jurisprudential and practical issues, often at the cutting edge of practice and academic inquiry. It is intended that at least two seminars will be devoted to scrutinising papers presented by guest speakers who have a particular expertise in or perspective on national security law. At least one of the speakers will be a special advocate who litigates national security cases on behalf of individuals who are not permitted to know all of the evidence. In the past, other speakers have included the former Independent Reviewer of Terrorism Legislation, a former Director of GCHQ, the Head of Law and Legal Affairs at GCHQ, the Investigatory Powers Commissioner, the former Intelligence Service Commissioner and the former Interception of Communications Commissioner.
Legal Needs and Legal Assistance explores the public understanding and experience of law, the impact of legal problem experience, the need for and use of legal assistance services, the availability and obstacles to legal assistance, the relationship between clients and lawyers/advisors, the nature and structure of public legal assistance services, and the potential for remodelling public legal assistance services to best match the needs of the public. The course therefore takes a ‘bottom up’, rather than ‘top down’, approach to the justice system; making it particularly relevant to those with an interest in access to justice, broader social justice, and the nature and development of public legal assistance, including legal aid.
This module examines the growth of national security law as a discipline and the various tensions with the rule of law and human rights that occur when seeking to adjudicate national security issues.

The course is intended to be a challenging course for students that will address complex legal, jurisprudential and practical issues, often at the cutting edge of practice and academic inquiry. It is intended that at least two seminars will be devoted to scrutinising papers presented by guest speakers who have a particular expertise in or perspective on national security law. At least one of the speakers will be a special advocate who litigates national security cases on behalf of individuals who are not permitted to know all of the evidence. In the past, other speakers have included the former Independent Reviewer of Terrorism Legislation, a former Director of GCHQ, the Head of Law and Legal Affairs at GCHQ, the Investigatory Powers Commissioner, the former Intelligence Service Commissioner and the former Interception of Communications Commissioner.

 
The module provides the opportunity for rigorous study of selected topics in contemporary Anglo-American general jurisprudence.

General jurisprudence, broadly speaking, is an inquiry into the nature of law. This half module will canvas and also take some concentrated looks at Austin’s command theory of law, Hart’s theory based on a combination of two kinds of rules, Dworkin’s inerpretivist theory, and Raz’s authority-based theory. Along the way, we will deal with some of the relevant issues such as the nature of legal adjudication, the relation between law and morality, the difference between norms and values on the one hand and natural and social facts on the other, etc.
MODULE SUMMARY: 

Through analysis of the relevant provisions of the French Civil Code and of relevant cases, you will discover the key features of French Contract Law (first term) and French Tort Law (second term).

AIMS OF THE MODULE:

The module is designed to introduce you to the basic principles of this area of French Private Law.

A lot of attention will be dedicated to reading and analysing cases so that you will gradually become familiar with the French judicial style of reasoning and grasp how and why the law, as written in the French Civil Code, has been construed by judges.

Pedagogically, the module also aims to train you in the two main types of exercises on which you will be assessed in your main subjects in France: the case-note (commentaire d’arrêt) and the dissertation.

MODULE STRUCTURE:

The module will entail two-hour weekly seminars complemented by a few methodology seminars. Advance reading of cases (available on Moodle) will be expected.

A list of books for further reading will be made available at the top of the Moodle page but the seminar will follow the structure displayed on the relevant handout.

Teaching, oral and written participation will be in French.

MODULE ASSESSMENT:

During the course of the year, one compulsory practice assignment will need to be submitted per term.

The case-note, which is introduced only in Year 2, will be explained in detail in class over a specific methodology session.

Each of the compulsory practice assignments will lead to detailed written individual feedback as well as a full correction session in class.

Public Law (studied in Year 1) will be included in the syllabus for the final assessment. 
This module encourages thought on natural hazards, vulnerability, marginalisation, risk, resilience, adaptation, and disaster, and how they are considered within a humanitarian context. It will address frameworks and methodologies for understanding and measuring risk and strategies to reduce the impacts and the likelihood of disasters in fragile areas. It will help students to understand social, physical and environmental impacts of climate change and natural hazards on vulnerable populations in different settings, including conflict and displacement settings, around the world.

Specific topics covered include the physical investigation of hazards including, for example, earthquakes, cyclones and tsunamis; climate change adaptation in a humanitarian context; and international frameworks for disaster risk reduction and adaptation including the Sendai Framework for Disaster Risk Reduction.
IFS workshops are held on two days each term to supplement the supervision you receive from your supervisor. You are expected to attend the IFS workshops, which give you the opportunity to:



develop your knowledge of specialist topics;
 discuss your research with staff and colleagues;
 raise issues which are particularly interesting or challenging;
 check that our expectations match those of others; and
 to sort out any general queries.
The workshops provide an excellent opportunity for you to meet your colleagues, to discuss your work, to meet with your supervisor(s) and to use the library, thereby maintaining the collegiality which is such a strong feature of the EdD.



The focus will be on preparing the portfolio reflective statement; working effectively with your supervisors; writing the IFS proposal; gaining ethical approval; sustained coherency of writing for the IFS



Ordinarily, participants would be expected to attend sessions face-to-face. However, with the uncertainty and challenges of the COVID-19 pandemic we may need to revise plans and offer synchronous and asynchronous learning opportunities that do not disadvantage any individual.
This module unpacks the consequences of social media for both the individual and society at large. Using a series of social media platforms as case studies, students will be introduced to fundamental debates surrounding issues of power, information and communication within contemporary social networking practices. Students will further critically analyse how these concepts continue to change our understandings of ourselves and the world in which we live. Specific Themes include:

Misinformation

Digital Labour and Digital Capitalism

Digital Relationship Cultures and Consent

Influencer Culture and Like Economies

Social Media in the Post-Pandemic Era

 
This module focuses on the many different ways publics engage with science in face-to-face contexts. It will focus on direct interactions through events, such as science festivals, and through other informal activities. It also will focus on how specific public groups, such as patient and citizen groups, get involved, engage, and sometimes contribute to scientific and medical research. In addition to gaining practical experience with organizing such activities, students also will reflect critically on the theory and context that underpins these activities. Reflection includes sociological models for publics and audiences, rationales for engagement in different communities, wider policy contexts, and historical trends.
This module focuses on the many different ways in which publics engage with science in face-to-face contexts. Teaching will particularly focus on techniques scientists can use to effectively engage members of the public through direct interactions, such as through science festivals and museums. It also will examine the engagement of specific public groups, such as patient and citizen groups, to engage with scientific and medical research. In addition to developing a practical understanding of how to organize such activities, students also will critically reflect on the theory and context that underpins such activities, making use of models of publics and audiences, rationales for engagement in different contexts, and reflecting on wider policy contexts and historical trends. No prerequisites.
Evolution is an idea at the heart of modern society. Everything evolves. This module explores the history of evolution as an idea in science and culture, covering topics from the eighteenth century to the present. Yes, it’s about science: Darwin, Darwinism, and evolutionary studies are key. But there is so much more. We explore episodes as diverse as (a) dinosaurs and the origin of life, (b) social Darwinism and corporate capitalism, (c) eugenics, empire, and militarism, (d) the clash in religion between fundamentalism and modernity, and (e) changing views of what it means to be human. We also explore the idea of hero worship and commemoration: for example, why is Darwin buried in Westminster Abbey? In this module, we keep anchored on the life and work of Charles Darwin, but this anchorage provides opportunities to explore far and wide in the history of science and culture.
Science and technology are two of the most important drivers of our world. As a field of study, STS is organised to interpret those activities in the past, present, and future. This module focuses on some of the “big problems” of our time and the role science and technology plays in their construction and resolution. Each year, we concentrate in depth on one specific “big problem” and we draw staff from across the whole spectrum of our subject - history, philosophy, sociology , politics of science, and more – to contribute different tools and perspectives to give insights. Topics can range from artificial intelligence, climate change, clean energy, migration and population, pandemics, and social justice. Students have the opportunity to develop research of their own design.
This module will involve researching, reading, abstracting and presenting Chinese primary and secondary literature in English. While the main focus of the module is to ensure that there is a tight structure against which students’ progress can be measured, it will also mean that native Chinese speakers can work from their own linguistic strengths, contributing to the whole programme and interacting as far as possible with the other students.
This module will involve researching, reading, abstracting and presenting Chinese primary and secondary literature in English. While the main focus of the module is to ensure that there is a tight structure against which students’ progress can be measured, it will also mean that native Chinese speakers can work from their own linguistic strengths, contributing to the whole programme and interacting as far as possible with the other students.
Architecture is inhabitable, multi-dimensional space. But film, photography, drawings and texts provide much of our understanding of architecture and the modern city. This module asks what different forms of architectural dissemination can tell us about the design and meaning of buildings and urban space. How does cinema, television and radio represent architecture to a mass public? How has architecture become a touchstone in the art of comics? How do written texts including guidebooks and magazines communicate architectural knowledge to diverse audiences? How do manifestos and the architecture book transmit new ideas about architectural design? Asking these questions, we will explore how historians have used these different modes of architectural representation to write the history of architecture in the twentieth century. Finally, we will consider how these varied artefacts continue to inspire architecture and urban design.
This module will provide you with knowledge of the theoretical and practical aspects of artists' techniques and application and highlight some of the issues surrounding their preservation and conservation. You will be asked to demonstrate the knowledge you have acquired through an independent project work, which will allow you to develop some of the skills needed to approach objects through their materiality, namely experimental design, and analysis of results. In addition to seminars and lectures, the module will (where possible) include object-based learning at museum and heritage institutions.
The module aims to describe and explain features of the ocean circulation that are important to the Earth's climate system using fundamental physical principles of mechanics and energy conservation. The course will also include a brief introduction to visualisation and processing of reanalysis and satellite data with Matlab/Python. Students will produce a summary of the previous week's content using the digital technology of their choice.

By the end of this module students will have the:

basic understanding of the physical processes that control the ocean dynamics;
	capacity to formulate various ocean and climate related problems (i.e. greenhouse effect, ocean dynamics, wave propagation, sea ice melt and growth) in simple mathematical form;
	gain understanding of the ocean system, its response to climate change and the implications for human societies;
	knowledge and practical application of data handling and visualisation techniques in the Earth sciences, specifically in polar oceanography.
PHAS0002 Maths Methods I & PHAS0009 Maths Methods II are prerequisites for this module.
This is the report module for the MA Sociology of Education programme. The Report is 7,500 words and will be submitted on a topic negotiated between the student and their tutor. It is intended that the writing of a Report will offer an opportunity for the student to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis on a topic of direct interest to them.
This is a compulsory module in the second year of the BA Education Studies programme. It provides a detailed analysis of education policy and the underlying political trends behind how governments around the world have chosen to organise education. It covers major debates within education policy-making and considers the numerous ways in which politicians have sought to change education systems through policy. This involves an examination of different policy areas and their relationship to the social and economic context of the time, using sociological approaches. The module examines a range of case studies looking at the enactment of policy in practice across all areas of education.
The module offers some hands-on experience of selected laboratory techniques in cell biology with a focus on microscopy, to understand how to apply them to address novel scientific questions and help make the transition from student to scientist.

You will discover the relative advantages of the techniques, some brief background on how they work, receive training in applying them to real biological problems and in scientific skills in data and critical analysis, interpretation and scientific communication.  You will be engaged in a mixture of hands-on experiments and subsequent practical image processing and data analysis; small group discussions; skills-based sessions; and theory-based tutorials.  Sessions will be led by scientists currently using these techniques and you will have opportunity to see how they apply them to address fundamental cell and tissue function and how this might provide leads to potential new targets for disease therapy.

The module is assessed by a project and two smaller pieces of take-home coursework based on presenting your scientific findings; the two shorter assessments and draft version of the project are due during the module itself and the final project submission by latest April.  There is opportunity for peer and tutor feedback prior to final submission of assessments. There is no final exam.

Note from academic year 2023-24 the restrictions on this module will change to the following: students should have taken CELL0009 and CELL0010 OR CELL0009 and CELL0023 in their second year.

Module organization is shared: Dr Louise Cramer (l.cramer@ucl.ac.uk) and Dr Janos Kriston-Vizi (j.kriston@ucl.ac.uk).
The purpose of this module is to provide students with critical skills required for the treatment and advanced analysis of spatial datasets. During the first part of the course, database concepts and techniques are introduced, providing the students with the skills required for manipulating databases. SQL syntax will be taught in depth at this stage, with a strong emphasis on practical applications. The second phase of the course moves towards covering the practical skills required in spatial data handling and analysis. Students will learn how to manage and validate raw, unprocessed data, and derive deeper meaning from raw data. Methods for the advanced analysis and mining of datasets will be explored in some detail, with applications in spatial research. Contents covered include: SQL, database, clustering, regression, classification, dimension reduction, unstructured data, applied machine learning. Prerequisites of this module include basic Python programming and a conceptual understanding of linear regression models.
This module provide you with an opportunity for in-depth reading, reflection and critical discussion around key urban design and city planning themes and debates.

At the end of the module you should have developed:

• Knowledge of current literature on key issues in Urban Design and its context within City Planning;

• Critical thinking towards established theoretical and empirical arguments;

• Ability to understand, summarise and discuss key points of a complex argument;

• Research, analytical and writing skills necessary to explore academic sources of information and undertake critical and well-informed reviews of the literature on urban design topics.

This module is taught through a combination of small group debates, occasional lectures, and tutorials.
This module will explore the evolution of lighting design and technologies over time, to give you a full understanding of the historical context of current Lighting Design Practice. It will address how design approaches have been influenced by the technology of the time.
This module is industry-centred and talks about infrastructure from the perspective of institutional investors. It assesses the investment characteristics of infrastructure assets and the types of vehicles to invest in infrastructure directly and indirectly. 

Aims:

To equip you with the skills and knowledge required to open-up career opportunities in infrastructure investment funds or in pension fund portfolio managers, funds investing directly in infrastructure, or in investment banks’ infrastructure divisions; or to undertake academic specialization in infrastructure finance.

Learning Objectives:

• To enhance your understanding of the infrastructure institutional investor universe and provide comprehensive analysis of the players in the infrastructure investment market. These players involve pension funds, private equity funds, insurance companies, etc.

• To equip you with an in-depth understanding of what is needed for infrastructure to be seen by institutional investors as an asset class. This involves understanding of the risk-return profile of infrastructure assets.

• To provide understanding of infrastructure investment vehicles and the rationale behind those vehicles.

• To provide real world examples and case studies of institutional investment in infrastructure. Pre-requisites for this module is good understanding of investment and finance theory.
This module is designed to help Italian Affiliate students improve their translation and essay writing skills in English. 

For the translation classes, Affiliate students are allocated to the Final Year language groups to work on a range of texts. One half of each term is spent working on translation from English into Italian, the other half on translation from Italian into English, with different tutors. Students are encouraged to reflect on and discuss problems inherent in the practice of translation. 

The essay writing classes focus on the discussion of topics on which the students will write short essays in English. There will also be scope for discussion of issues generated by the translation classes. Students will engage with different registers and styles of English texts (such as journalistic, formal, popular song, academic, and poetry) and different varieties of English (such as regional dialects, slang, and idiomatic phrases). The module also includes a small component of revision of English grammar, and an analysis of the skills required to write essays in English, such as how to marshal and present arguments.
This module is designed to help Italian Affiliate students improve their translation and essay writing skills in English.

For the translation classes, Affiliate students are allocated to the Final Year language groups to work on a range of texts. One half of each term is spent working on translation from English into Italian, the other half on translation from Italian into English, with different tutors. Students are encouraged to reflect on and discuss problems inherent in the practice of translation.

The essay writing classes focus on the discussion of topics on which the students will write short essays in English. There will also be scope for discussion of issues generated by the translation classes. Students will engage with different registers and styles of English texts (such as journalistic, formal, popular song, academic, and poetry) and different varieties of English (such as regional dialects, slang, and idiomatic phrases). The module also includes a small component of revision of English grammar, and an analysis of the skills required to write essays in English, such as how to marshal and present arguments.
This module introduces students to a broad outline of political, socio-economic, cultural and intellectual developments in Europe between the end of the Napoleonic period and the Unifications of Italy and Germany. Our approach will be both comparative and transnational, emphasising trends that marked the experience of Europe as a whole. While the lectures offer a general survey of European history in the period, classes will investigate different aspects of political and social change, with particular focus on the European Revolutions of 1848, understood as a key experience of political modernity.
This module deals with strategic management issues related to running a telecommunications operating company [Telco], enabling delegates to appreciate the business perspectives of telecommunications both in the UK and globally. Emphasis is on providing an understanding of the

interactive nature of the forces impacting on the performance of Telcos.
Aims - This module aims to provide an introduction to the statistical aspects relating to the design of experimental and observational studies, and to introduce associated methods of statistical analysis. It is intended for students registered on the Masters degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, a student should have an understanding of the basic ideas of experimental design and observational studies; should be able to analyse data from a variety of experimental designs by the analysis of variance; should be able to assess the appropriateness of various sampling schemes and perform appropriate analyses.

Applications - this module addresses the issues of what data are needed to answer a particular substantive question, and conversely what questions can reasonably be answered using data that may be available. These issues are fundamental to quantitative analyses in all application areas.

Content - Principles of experimental design: planning of experiments, comparative experiments, common designs (completely randomised, randomised blocks, Latin square, factorial experiments, nested, fixed and random effects), associated analyses of variance in the R software. Observational studies versus experiments: problems of bias, confounding, difficulty of causal interpretation. Observational studies: planning, matching, adjusting for confounding variables, cohort studies, case-control studies, data analysis. Sampling: target and sampled populations, finite populations, simple random sampling, stratification and cluster sampling, ratio and regression estimators.

Key texts - Available from ReadingLists@UCL.
Aims - This module aims to provide training in the basic skills of practical statistics using a statistical software package. Together with STAT0002 and STAT0003, it provides the foundation for further study of statistics in 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 be able to use the R statistical software package for data analysis and simulation; be able to identify and carry out an appropriate statistical analysis of a simple data set using a computer; and be able to interpret the output from a statistical software package when used for simple statistical analyses.

Applications - Modern statistical analysis in practice is almost entirely computer-based, and statistical software packages are widely used in all areas of quantitative investigation. The R package is widely used and extremely powerful, thereby providing students with a solid basis for using other packages in a wide variety of application areas.

Content - Practical application of the methods taught in STAT0002 and STAT0003, in workshops. Use of the R statistical computing package for data analysis and simulation.

Key texts - Available from ReadingLists@UCL.
The Systems Engineerig Research Project with its associated Dissertation and Presentation is a compulsory part of the MSc in Systems Engineering Management.

Its purpose is two-fold:

- Demonstrate that the author is capable of conducting an extended programme of independent research, and

- Provide the systems engineering community, inparticular the organisation sponsoring industrial delegates, with a practically applicable piece of work.

Most of the teaching for this module is delivered via the classes offered for the Project Concept modue (SPCE0030). In addition students may receive one or more short classes to assist with the writing of the Dissertation. Students will also receive guidance from their Project Supervisors in terms 2 and 3.
The dissertation is a compulsory element of the Scandinavian Studies degree. It is an original academic work on a topic completely of your choosing. You can write on any topic you like (so long as a staff member is willing to supervise it) but are encouraged to write on a topic relating to your specialism (the language, literature, culture, history etc. of the Scandinavian country you have focused on during your studies).

Students decide on a topic and find a supervisor by the end of the first term of their final year. They then research their project over the remaining part of their final year and submit their dissertation as per deadline.

Writing a dissertation gives you an opportunity to pursue a topic of interest to you in depth; to produce work that is based on original research; and to develop your research techniques and skills in academic writing. It can be one of the most satisfying parts of the degree and you can use it to draw together knowledge you have acquired over the course of your studies. A successful dissertation may well form the starting point for further, more independent work at the postgraduate level, and it will be seen as an important indicator of an aptitude for research
What is social justice? Why should we redistribute wealth in society? Is equality something we ought to aim for? If so, what kind of equality? This module explores these and other questions through the lens of analytical political philosophy. We will critically examine some of the most influential answers provided by contemporary political philosophers, such as John Rawls, G. A. Cohen, Robert Nozick, and Elizabeth Anderson (this list may vary depending on developments in research and the interests of the class). In doing so, we will explore a range of issues, such as the scope of justice, the value of equality, the ownership of natural resources, and the role of individual responsibility.

The course is taught through a weekly lecture and seminar. The lecture will provide an overview of the week’s topic. The seminars are entirely dedicated to student-led discussion of the weekly topic.

By the end of the module, you should:
• have a good understanding of the key works on social justice and equality in contemporary political philosophy;
• be able to evaluate the strengths and weaknesses of various theories and arguments;
• be able to critically examine texts in political theory;
• have developed your ability to form philosophical arguments and communicate those arguments both orally and in writing.

Depending on your background knowledge, you might find it helpful to consult one or more of the sources below before the start of the term. They can all be found in the UCL Library, and the first two are available online via UCL Library:
• Swift, A. (2013) Political Philosophy: A Beginners' Guide for Students and Politicians, Pts. 1 and 3.
• Kymlicka, W. (2002) Contemporary Political Philosophy: An Introduction, Chs. 3 & 4.
*This module is only available to students in the Department of Political Science

This module is designed to introduce you to and help you become familiar with quantitative methodologies critical to your development as a social scientist. The introductory methods module has two primary aims.

First, students will be introduced to quantitative methodology that researchers and policymakers use in answering social, political and economic questions. Second, the module will equip students to use one or more of the discussed techniques in their MSc dissertation.

By the end of the module, you should be able to understand basic research methods, apply them to real world problems and evaluate their use in published research. Students will also acquire competency in performing statistical analyses using a popular statistical program (R).
The module covers core concepts and current research in developmental psychology. It examines different approaches to studying developmental processes occurring in infancy, childhood, adolescence, adulthood aging. It will include theories and methods for understanding cognitive, social and emotional development. The module examines both typical and atypical development across the life-span, exploring different mental health difficulties that occur at different stages in life. It will consider the influence of attachment, family and relationships, and environment on development.

Students will be expected to develop knowledge and understanding of:

Developmental processes occurring in infancy, childhood, adolescent, adulthood ageing
	Typical and atypical development across the lifespan
	Methods and theories used to examine and understand cognitive, social, and emotional development
	The influence of attachment, relationships, and environment on development
This module explores state-of-the-art knowledge regarding themes and core processes involved in the construction of social reality. It examines how individuals make sense of self, others, and groups. Core processes include attention, encoding and retrieval of social information; social categorization; and the activation and application of social knowledge. These basic processes will be discussed in an interdisciplinary context that draws upon evidence from psychology and human-computer interaction. Lecture topics include naïve realism, anthropomorphism, uncanny valley, mind perception & morality, moral licensing, stereotypes, prejudice, and dehumanisation. Current controversies and debates of the social thinker will be discussed, with a particular focus on emerging technologies and their influence on the human mind.
Module aims: To introduce students to the socio-cognitive components of individual and group construal.
Module objectives: Through the course, students are expected to develop knowledge and understanding of a) How the individual’s cognitive make up constrains social responses and behaviour, b) How the properties of the social environment affect social judgments, c) How social relations affect perception and behaviour, d) Experimental designs in social cognition.

Through the course, students are expected to develop knowledge and understanding of a) How the individual’s cognitive make up constrains social responses and behaviour, b) How the properties of the social environment affect social judgments, c) How social relations affect perception and behaviour, d) Experimental designs in social cognition.
The module aims to introduce students to several different techniques used to study the human brain. A wide variety of techniques will be covered including f/s MRI, EEG and endocrine methods. This module will provide students with a solid foundation in neuroscientific research methods along with its application in real life research. Each week a speaker will present on their area of expertise and method they have used in their own research.
In this module, we investigate three large sets of questions about justice and the importance of liberty and equality for a just society:

(1) Liberty: What is liberty and why is it important? Which liberties, if any, should a just society protect? Freedom of expression? Freedom from interference? Economic Liberty? Sexual liberty? Political liberty? Can these different liberties come into conflict, and if so, should some have priority over others?

(2) Equality: What is equality, is it important, and which kinds of equality, if any, should a just society ensure? Equality of opportunity? Equality of income and wealth? Political equality?

(3) Reconciliation: Can a society ensure the equality and liberty of its citizens at the same time, or are these political values inherently in conflict with one another? If they are conflicting values, which is to take priority?

We approach these questions by studying a sequence of authors including Hobbes, Locke, Wollstonecraft, Betham, Mill, Nozick and Rawls. We then look back and reflect on whether this sequence has ignored important considerations of class, gender and race, with readings from Marx and Engels, MacKinnon, and Delaney.

PHIL0007 has three main aims: (1) to make explicit the normative ideas that underlie our views about the basic institutions of our society, (2) to evaluate the adequacy of those normative ideas, (3) to try to think and argue in a systematic and reasoned way about these questions together, on a basis of mutual respect.

Teaching Delivery

There will be a weekly lecture, and weekly discussion seminars (± 15 students per group). You will be expected to study readings for each week. The module is assessed by essay.

This module is compulsory for first year single honours philosophy students and for first year PPE students. Students from other programs and other years of study are welcome.

Philosophy Area B
Recent years have seen a fresh interest in counselling in schools and other educational settings, in parallel with the wider demand for counselling services in modern society. This module aims to re-evaluate the key psychological perspectives and assumptions in such developments in terms of theory, practice and research. There will also be an in-depth exploration of selected counselling skills in reflective sessions. The topics covered will include: competing theoretical perspectives: tensions between psychodynamic, cognitive-behavioural, and humanistic-phenomenological models; the trend for theoretical integration and technical eclecticism: the challenges and possibilities; current developments and issues in counselling within educational settings; special features of counselling children and young people, including issues of eating disorders and obesity; multicultural/religious considerations in counselling; contributions of feminist, constructivist, systemic and narrative perspectives; issues of multiprofessional co-operation with special reference to the work of educational psychologists.
This is the dissertation module for the MA Education (Psychology).
Outline and Aims:

This is the first of two modules that aim to develop your skills in getting your message across, and in understanding the messages of others. These skills are crucial not only for being an effective physicist, but also in functioning effectively in many career or non-career situations.

Intended Learning Outcomes:

After completing this module successfully, students should be able to:

write short science pieces for non-specialist and specialist audiences;
	understand and practice active listening skills and orally present scientific ideas to a group of peers;
	prepare proposals for science communication or public engagement projects;
	use appropriate IT effectively.
Teaching and Learning Methodology:

This module runs for the first two terms, with one hour every week in the first term set aside for lectures, discussions, seminars, or surgeries. Some of the work is done as part of tutorials. Students will practice writing of short essays and reports, prepare, deliver and discuss short oral presentations to small and medium sized audiences, and construct a proposal for a scientific outreach project. The module continues in the second term, with oral presentations that take place during reading week.
Organisations and sectors are increasingly affected by developments in artificial intelligence. The module introduces artificial intelligence, with a focus on data-driven artificial intelligence or machine learning. We will cover key concepts of machine learning to help understand the benefits and pitfalls of machine learning methods. We will apply different methods in the context of business problems.
Operations management is the design and management of the processes that transform inputs into finished goods or services. Operations is one of the primary functions of a firm similar to Finance or Marketing. This course provides a foundation for understanding the operations of a firm by exploring a simple question: How companies actually do things?

The course will focus on operations and management of technology in a wide variety of industries including manufacturing, healthcare, hospitality, retailing, transportation, etc.

Students will be introduced to essential operations management concepts, analytical tools and frameworks through a variety of learning formats including case studies, video clips, interactive problem solving, group exercises, simulations and directed reading.
This module introduces students to quantitative finance. That is, how to use mathematical tools to analyse and to tackle real-world financial issues and questions. Specific concepts to be covered include the time value of money, interests compounding, diversification, hedging, and introduction to the pricing of bonds, stocks, forwards/futures, options, and other derivatives.
Retail is changing at a faster rate than ever before, driven principally by changes in consumer behaviour, enabled by technology. This provides opportunities for novel concepts, ideas and business models to play a role in creating a successful future retail environment.

This course builds on the key frameworks developed in term one and focuses on enhancing students’ knowledge, skill sets and networks specifically in the arena of retail marketing.

The course will draw on case studies, guest speakers and site visits.

Students will learn about retail business models, platforms and supporting tools. This course will cover ecommerce, bricks & mortar retailing, the digital customer journey and consumer and retail analytics. The importance of multi-sided market economics will be emphasised.

 
The Genomics module covers laboratory and computational methods for DNA sequencing, variant analysis / mutation detection, gene identification, gene regulation, the Human Genome Project, Genome assembly, Genome reference and versions. Basic genomic bioinformatics techniques (databases and tools) are introduced.
This module introduces the students to essential laboratory techniques. A mix of theoretical and practical sessions will equip the students with the necessary knowledge and experience to perform a range of common research techniques including:

Cloning: RNA extraction, cDNA Reverse transcription, Polymerase Chain Reaction (PCR), Ligation, Transformation, Colony Screening, DNA Extraction, Restriction Enzyme digestion, DNA mapping.

Tissue Culture: Aseptic techniques, Cell counting, Cell Subculturing, Transfection.

Protein expression: ELISA, Western blotting and protein quantification.


The students will also learn how to use ENSMBL to interrogate and manipulate gene sequences and how to keep a lab book, in order to properly archive protocols and present their data in a useful and clear way.

The skills acquired by the students in this module should be of use to them throughout their research career.
This is the first of four modules taken in year 2.

This six-week module aims to provide you with an outline of core knowledge relating to normal and abnormal development, and the structure and function of the musculoskeletal system. By making use of example cases, this module aims to place this core knowledge in a clinical context and to examine the impact, on the individual and society, of disorders of mobility, locomotor function and infection.

The module aims to provide: 

review of the normal structure and function of the musculoskeletal system at the molecular, cellular, organ and whole-body level
 consideration of the effects of disorders of the musculoskeletal system on individuals, society and the health care system
This module will consider various computational methods which may be used in mathematical modelling. The aim is for the students to investigate the mathematics behind various numerical processes and also the use of software for simulation and visualisation of outcomes. Specific mention will be made of computational experiments which will be linked to issues raised in other components of the Masters course in Mathematical Modelling. The syllabus is broad with the emphasis placed on research applications.
Specialism grouping no teaching
This module is designed to provide participants with knowledge and understanding of theoretical foundations, processes and practices of educational and social research, and to enable them to apply this to their own critical evaluation, design and conduct of research in areas relevant to TESOL. The aims are to:

enable participants to understand and evaluate research in TESOL and related areas;
	consider key issues in research design and field work;
	expose students to a range of methods for data collection;
	explore approaches to qualitative and quantitative data analysis and the possibility of combining methods;
	assist participants in the development of coherent and informed research proposals grounded in a particular educational context
This is one of the core modules for the TESOL Pre Service MA programme.
‘Healthcare and Intervention Delivery’ is designed to provide you with a knowledge base in the provision and delivery of health care. During this module, you will cover topics such as the psychology of the Public Health Crisis, health economics, telehealth, the impact of screening, theory and reflection on observation of consultation in doctor-patient communication, medical decision-making, working with a specialist hospital population, motivational interviewing, behaviour change interventions, as well as managing change and leadership.

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


	the structure and operation of different health care systems, including the NHS
	
	
	managing change and leadership
	
	
	health economics
	
	
	issues around medical decision-making
	
	
	models of doctor-patient communication
	
	
	the impact of hospitalisation, stressful hospital procedures and screening
	
	
	developments that will impact on delivery of healthcare in the future, such as telehealth and genetics
	
	
	qualitative research methods
	
This module is compulsory for all students in MSc Health Psychology. Spaces are limited to 60.

You will attend a series of lectures as well as one half-day observation of consultations between healthcare professionals and patients.
Epidemiology and Infectious Diseases will introduce you to basic epidemiological concepts, with a focus on specific issues relating to infection. The module will enable you to describe, implement and critically appraise basic epidemiological study designs, measures of frequency and association and measures of infectious disease transmission dynamics.

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

Describe the most common epidemiology study designs and list their main advantages and disadvantages.
	Understand how epidemiology can be used to describe spread of infections within a population and describe the different modes by which infectious diseases can be transmitted.
	Calculate and interpret basic measures of frequency and association.
	Critically evaluate epidemiological studies of the spread and treatment of infections.
	Understand potential alternative explanations for observed associations, including chance, confounding and bias.
This module is compulsory to students on the MSc Infection and Immunity and MSc Applied Infectious Disease Epidemiology.

You will be taught through a variety of lectures, practicals, on-line quizzes and additional practice questions, and group work.

Selected reading list 

D Coggon, G Rose, DJP Barker. Epidemiology for the uninitiated, 4th Edition. BMJ Publishing Group. Available from: http://www.bmj.com/about-bmj/resources-readers/publications/epidemiology-uninitiated
	R Bonita, R Beadglehole, T Kjellstrom. Basic Epidemiology. 2nd Edition. World Health Organisation. Available from: http://apps.who.int/iris/bitstream/10665/43541/1/9241547073_eng.pdf
	I Abubakar, HR Stagg, T Cohen, LC Rodrigues. Infectious Disease Epidemiology. 1st Edition 2016. Oxford University Press
Training in geological mapping techniques at different scales, including the recognition of rocks, minerals, fossils, structures and age indicators in outcrop. Position and location including grid references, GPS, topographic features, air photographs and survey maps and how to record field observations and measurements. The main objective is to prepare both a professional map in the laboratory and accompanying written report, in either a geological or an environmental theme, depending on the degree programme the student is following. The geological map will be based on field slips including cross sections and interpretation of stratigraphy and structures. The environmental map will include additional environmental data and interpretations.

By the end of this modules students will have:

the ability to apply classroom, laboratory and field teaching to identify rocks, minerals, fossils, geological structures and age indicators in an unknown area;
	the collection and documentation of qualitative and quantitative geological information in the field;
	synthesis of data to prepare a geological map and a geological account including structural and stratigraphic interpretation of the mapped area in a report;
	synthesis of additional information to prepare an environmental map and report;
	interpret a planetary surface image through preparation of a geological map and report.
GEOL0015 Maps, Images and Structures is a prerequisite. 30 Days of Independent Mapping which usually takes places after term 3 during the summer vacation.
Aims: This module covers intermediate mathematical methods presented in contexts relevant for economists and students of connected subject fields. It aims to equip students with operational skills in applying intermediate, applied-mathematical methods to problems taken from various contexts in Economics and Social Sciences; and to train students in planning and systematically executing lengthy calculations both on paper as well as using software aids such as Mathematica/Matlab/Python.

Suitable for: 2nd / final year Economics (L100, L101 and L102) students. Students from other degree programmes can take the module so long as they meet the pre-requisite requirements.

Prerequisites: ECON0010 or an equivalent 30 credits in year 1 (applied) Mathematics is required. Some experience with Mathematica/Matlab such as acquired through ECON-skills lab (Year-1) is recommended but not required.

Assumed knowledge: The prerequisites cover a good familiarity with the key results from linear algebra and the calculus of several variables, in particular in optimization, and some elementary familiarity with ordinary, linear, differential equations and their solutions. Some familiarity with Mathematica, Matlab or Python will be useful but is not required. A general familiarity with Economics at the level of the ECON0002 of an equivalent 30 credits in Economics is beneficial bit also not strictly required.
This online module aims to develop greater understanding of, and critical reflection on, the contribution of North-South educational partnerships to building a greater understanding of learning in a global society. It will draw on perspectives from post- colonial and inter-cultural theories and explore their relevance to the influences and factors that need to be considered within educational partnerships. It further aims to provide educational practitioners with the skills to engage effectively in partnerships and to facilitate mutual learning between practitioners around the world. In more concrete terms, the module will look at examples of practice and analyse them in relation to discourses within development education and related theories.

As a result of completing this module, students will have:

• a greater understanding of the contribution of North-South partnerships to development education and learning within a global society;

• skills to manage effective partnerships;

• a greater understanding of where and how North-South partnerships can contribute to changes in understanding of global and development issues within the educational institution

• an understanding of and an ability to engage with issues regarding diversity and different social and cultural perspectives and approaches in partnerships.

• a broad knowledge of, and critical perspective on, the current state of research on GCE

• an understanding of current practices of GCE around the world.

Assessment for this module will be based on one written assignment of 5,000 words.
Aim:

You will broaden your understanding of psychology teaching in the wider context, especially related to Assessment for Learning (AfL).

Outcomes:

You will:

- learn how to assess psychology in creative and innovative ways and support preparation for examinations;

- critically evaluate issues of formative assessment in psychology and how schools use formative assessment to support learning;

- track students over time to understand more about their progress attainment.
This module is designed to introduce the essential interpreting skills and techniques in liaison and consecutive interpreting that are required to embark on a career as a professional interpreter in this particular field. It aims to maximise students’ potential to become professional interpreters by providing opportunities to practise interpreting skills in various contexts in specific language pairs. Students will then reflect on their performance in order to develop and improve their interpreting skills. The module is taught through general lectures, followed by language-specific practical seminars.

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
In this module students will gain knowledge of the development pathway for new cancer interventions, from first-in-man to licensed product through to clinical practice. Students 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. Students will get a grounding in how these complex and closely regulated studies are performed by researchers active in, and at the forefront of, the field. 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 the possibility of personalised (also called stratified) medicine which is impacting on cancer trial methodology. Although the focus is on cancer trials the skills gained are transferable to other disease areas.
Independent research project where students will be imbedded into research laboratories and engage in high quality chemistry. Students will become an active member of a research group, in a leading international university environment. This will culminate in an interim oral presentation and viva and a final dissertation.
Aims:

The module aims to grow an understanding of ways to learn from solutions adopted by nature to solve similar issues in (chemical) engineering problems; this is done by distilling the fundamental causes behind desirable features in the model natural system, and applying these to the technological system.

The module aims to stimulate creative thought, and to engage students in coming up with innovative solutions by using the chemical engineering “toolbox” with a fresh pair of eyes.

Learning Outcomes:

On successfully completing the module, the students will:

look at nature, and the balance between nature and technology, in a different way;
	learn the fundamentals and opportunities of the nature-inspired chemical engineering (NICE) approach;
	apply fundamental principles, borrowed from natural systems to chemical engineering problems;
	recognize situations where a NICE approach might bring up a new, more performing solution;
	employ the NICE toolbox to solve engineering problems
Synopsis:

Nature-inspired chemical engineering (NICE) is introduced as a powerful approach to guide the design of new processes and materials for applications, ranging from energy and energy efficiency to chemical production and therapeutics.

The module will illustrate and empower the student to apply fundamental chemical engineering principles to achieve higher performance (efficiency, scalability, robustness, etc.) and come up with innovative approaches to solve challenging problems, by taking guidance from natural systems that are ideally structured to achieve this high performance.

Key to the NICE approach is that this is done cognizant of the often-different context of biology and technological applications.
Aims:

To provide the core computational and modelling skills that underpin studies in chemical engineering with emphasis on the modelling and analysis of systems through integration of computation, modelling theory and engineering practice.

Learning Outcomes:

Upon completion of this module students should:

have a knowledge of, and be able to use, a range of modeling strategies, computational methods and tools for process design and simulation;
	have an understanding of numerical methods for the solution of simple sets of algebraic and differential equations and of linear programming problems;
	understand the role of the computational tools in building management strategies
Synopsis:

Development of mathematical models for Chemical Engineering process design and simulation
	Basic theoretical knowledge of numerical methods: nonlinear equations, differential equations, optimization
	Tools for design and simulation
Aims: 

To provide the basic principles of chemical process analysis.

Learning Outcomes: 

Upon completion of this module students should:

have a knowledge of basic chemical process properties;
	have an understanding of basic process analysis and problem solving procedures.
Synopsis:

Definition of a chemical process
	Process analysis and modelling
	Physical quantities and process variables
	Material balances, with and without reactions
	Single and multi-phase systems
	Energy balances
	Combined mass and energy balances
	Process safety
The overall aim of the module is to provide students with detailed knowledge on advanced construction and building materials used in civil infrastructure, such as sustainability of materials, mechanisms of fracture and failure, fibre reinforced composites, advanced concrete, advanced steel, and advanced engineered wood products. The composition, characteristics, properties and performance of these materials will be introduced in detail, and their availability, cost and their use in civil engineering will be discussed as well, based on which the students will develop the ability to make professional decisions about materials selection for civil engineering design within a practical context.

Learning Outcomes

Describe the chemical composition and structure of different advanced civil engineering materials
	Discuss their physical and mechanical properties, and durability
	Explain their performance under different loading and environmental conditions
	Analyse their availability, cost and embodied energy
	Identify their manufacture, products and applications in civil infrastructure
	Explain the materials selection process for civil engineering industry
	Discuss how to make appropriate decisions about materials selection for civil engineering design
Reading List:

Marios Soutsos, Peter Domone (2018) Construction Materials - Their Nature and Behaviour, 5th ed, CRC Press
	Hwai Chung Wu (2006) Advanced Civil Infrastructure Materials: Science, Mechanics and Applications, 1st ed, CRC Press
	Edward G. Nawy (2008) Concrete Construction Engineering Handbook, 2nd ed, CRC Press
	Fernando Pacheco-Torgal, Joao Labrincha, C. Leonelli, A. Palomo, P. Chindaprasit (2014) Handbook of Alkali-Activated Cements, Mortars and Concretes, 1st ed, Woodhead Publishing
	Ahmed Loukili (2011) Self-Compacting Concrete, 1st ed, ISTE Ltd
The aim of the course is to give students an overview of the elementary alternative technologies for water supply, sanitation and renewable energy in developing countries, as well as their potential advantages and disadvantages in different contexts, with a focus on small-scale, community level, practical applications. Basic concepts will be reviewed, such as electricity, energy, water quality and power production. A variety of technologies for both sustainable sanitation, water and energy provision will be covered, involving a site visit and guest speakers. The potential that these technologies have for tackling many of the world's most pressing issues, such as health, poverty, climate change and community empowerment, will also be discussed.

Learning Outcomes

Be able to identify water and sanitation technologies for developing countries

Be able to design a basic water/sanitation system and evaluate the potential benefits and impacts

Learn general approach to designing engineered systems in developing countries

Learn about biogas and biodigesters

Understand the physics of energy and power

Understand basic design aspects and issues around micro-hydro technology for rural energy provision

Learn the basics of small solar PV and wind systems

Learn about electrical grid systems and mini and micro-grids
The Professional Development Portfolio 2 (PDP2) module is only open to Master of Teaching participants. PDP2 is a non-taught independent MTeach module supported by face to face workshops over the academic year in which the portfolio is to be submitted for assessment. The module is core or optional depending on the route taken into and through the MTeach degree. PDP2 is designed to bring together academic studies and professional practice through the compilation of a portfolio which invites critical reflection on learning experiences in other MTeach modules and on an investigation carried in the teaching institution. There are 4 components totalling 5,000 words: A Philosophical Statement (1,000 words) A Review of On-line learning (1,500 words): this involves a critical review of learning using a selection of extracts from ONE of the on-line modules taken An Evidence Study (1,500 words) involving work carried out in the teaching institution; A critical appraisal (1,000 words) of an article, chapter or aspect of a writer's work of significance to professional practice. The Professional Development Portfolio 2 is a mixed mode module consisting of optional face-to-face sessions and online tasks. It also runs as a fully online module for distance learners.
In the portfolio, you showcase a range of your practice and provide evidence of reflection and evaluation at the very beginning of the MTeach. This is a 30 credit module, assessed at H (Honours) level. In order to use the H level credits at M Level, you must achieve a grade A or B. There are two parts to the portfolio each having required components. Part A consists of a philosophical statement, a critical appraisal of a journal article and a piece of reflective analytical writing. Part B, consists of three pieces of evidence to illustrate your professional development. Each piece of evidence requires an overview page which explains the contribution to your professional development. This module consists of optional face-to-face sessions and online tasks. It also runs as a fully online module for distance learners.
This module introduces students to the tools available to engage communities and the ways participation can work in practice alongside the successes and challenges of such practices. The module considers a range of techniques and contexts for participation through workshop and seminars. Our module will centre on a community project and this will enable students to develop their participatory practice and contribute to the co-production of knowledge and the role of the reflexive practitioner.
This introductory module, shared across all of the Master’s programmes in the UCL Institute for Sustainable Heritage (ISH), offers  the chance to engage with the fundamental concepts and principles that underpin all the work undertaken by the Institute. It presents an opportunity for students to learn next to colleagues from different ISH programmes, illustrating the range of disciplines that contribute to the fields of sustainable heritage and heritage science. You will consider ‘what is’ and ‘what is not’ heritage, the shape and nature of the heritage sector, how and in what ways heritage is valued, the role played by heritage in developing resilient and sustainable societies, how scientific data and evidence is used within heritage, and heritage risks and possible futures. The module will illustrate the social and material systems that form heritage, and with which all graduates will interact in some way in their professional lives. Additionally, it will develop your understanding of different research paradigms and methodologies, equipping them to collaborate in a truly interdisciplinary way.
The module is a mixture of two approaches to Environmental and Resource Economics. Some lectures look at the topics to be covered in more general conceptual terms, to ensure thorough understanding of the language and intellectual terrain to be explored. Some lectures take a more formally rigorous approach to the topics, to ensure that students become familiar with the mathematical ways they are routinely described and analysed. A variety of textbooks will be used, as shown, in order to deploy their various strengths and give insights into various approaches.
The major unit operations are discussed with respect to fundamental principles of operation, typical equipment (emphasising equipment that can be used at production scale), basic quantitative design equations, and overall design considerations including throughput, cost, and robustness. Examples of such unit operations include:

Filtration: membrane-based filters (run in dead-end and cross-flow modes), depth filters.
	Centrifugation: disc-stack centrifuges, tubular bowl centrifuges.
	Cell disruption: focused on scalable techniques, including homogenisation and bead mills.
	Liquid-liquid extraction: cross-flow and countercurrent-flow cascades.
	Chromatography: affinity chromatography.
Scale-up and scale-down methodology will be introduced to facilitate design. A brief introduction to process integration completes the course, including compatibility of various unit operations, and fundamental trade-offs (such as yield-purity and purity-cost).
Aims

To provide undergraduate students with experience of advanced study and life in an approved European or Overseas academic institution.

Students will undertake a study programme at the host institution comprised of:

research or design project,
	graduate level biochemical (or process) engineering courses,
	senior level technical elective courses (e.g. science, maths etc.),
	free elective courses.
Approximately equal workload (e.g. credit hours) should be assigned to each of the above areas. Detailed arrangements will vary between the various host institutions but should not differ significantly from the above. The total workload, including contact hours, private study and assessment, should be equivalent to that of a normal full-time student in the host institution. Selection of the above courses is subject to the approval of the host institution and UCL’s exchange scheme co-ordinator.
This module aims to provide an overview of the principles of fermentation technology and fermenter operation and a framework for the quantitative evaluation of fermentation process productivity and yield. The lecture material aims to illustrate the current state-of-the-art in industrial fermentation process operation. The underlying principles of fermentation are introduced through a series of lectures, which are supported by quantitative, problem-based case studies and the use of fermentation simulation software.

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

Gain in-depth knowledge required to select different expression systems and to formulate suitable growth media
	Specify fermenter operating conditions under different scenarios
	Quantify and evaluate fermentation process performance
	Clearly distinguish different bioreactor systems and their applications and appreciate the latest technology developments (perfusion modes, single-use reactors, etc)
This module introduces students to the professional practice of engineering and architectural design in the context of the construction industry. It addresses a range of matters from business and project management, through intellectual property and copyright to professional codes of conduct and ethics. These matters are conveyed through a series of lectures and seminars, including case-study lectures where outstanding practitioners talk about the ambitions, modes of operation and the business models of their practices.
The Building, Organisations and Networks module establishes a distinctive theoretical framework for the research and analysis of the relationship between architectural morphology, organisations and social networks in complex buildings such as schools, hospitals, offices and laboratories. This framework is brought to bear on the consideration of a range of contemporary, historical and cross-cultural case studies that explore themes such as emergent organisational behaviours, innovation and space usage patterns. An important component of the module is a programme of London-based site visits, which provide students with a range of examples to encourage them to reflect on the theoretical arguments and themes presented in the seminars.
The module is intended to offer students a detailed knowledge of the Iron Age in the Mediterranean region. It is meant to complement the two other MA options on Comparative Themes in the Mediterranean and The Prehistory of the Mediterranean World respectively, but it can also stand on its own to provide advanced training on the archaeology of Iron Age Mediterranean. The study region encompasses all areas facing the Mediterranean basin although particular attention will be devoted to those areas that are closest to the Coordinator¿s research areas, particularly the Central Mediterranean and the Greek world. The structure of the module will be regionally-based but will also revolve around key topics that are characteristics of the study region.



The module will begin with an introduction to the study region and previous and current approaches to understand the Iron Age Mediterranean. Other key topics will be: 

the Bronze Age/Iron Age transition; 
 the east Mediterranean and the Levant; 
 culture contact, the Phoenicians, and Orientalising; literacy; 
 the archaeology of cult; 
 the West Mediterranean and the Iberian Peninsula; 
 the Central Mediterranean and the Tyrrhenian Sea Region; 
 the Greek world enlarged; 
 from cities to empires. 
Students will be able to explore these large themes through a range of different forms of material culture, so this module should be of interest to students in the Comparative Art MA as well as MA Archaeology, MA Archaeology of the Eastern Mediterranean.
Module Content

How do people and communities around the world raise their children, and why? Is there a ‘best practice’ of childrearing? What are the consequences of such childrearing practices, for both caregivers and children?

The primary aim of the course is to develop a holistic understanding of childrearing practices and systems across cultures, and explore how this may influence and interact with child and adolescent development. Taking an interdisciplinary bio-social approach, this course builds on an evolutionary anthropological framework, examining both biological and socio-cultural pathways in childrearing and child/adolescent development. By the end of the course, students are expected to have developed a good understanding of the bio-social causes and consequences of childrearing practices.

Indicative Topics:

Concepts of child development
	Mothering and attachment
	Men as caregivers
	Grandparenting
	Children as caregivers
 

Learning Outcomes: 

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

Understand and apply core concepts and theories around childrearing and child development. Understand patterns of childrearing across populations.
	Understand how and why the environment and culture impacts childrearing practices. Understand how and why childrearing practices impact child and adolescent development. Analyse, evaluate and critique concepts, research findings and ‘childrearing norms.’ Learn independently, including managing time effectively.
	Comprehend scientific papers.
	Summarise, evaluate and communicate complex topics verbally and through writing. Communicate and discuss complex topics with peers.
 

Teaching Delivery

This course is delivered via weekly 2-hr lectures + 1 hr tutorials. Tutorials are designed around student-led group work, facilitated by the lecturer/teaching assistant. Students are expected to prepare for tutorials in advance by reading compulsory + optional readings each week.
This module covers the history of Latin America during three of the five centuries that have elapsed since the Iberian conquests, a period that shaped the region in fundamental ways and endowed it with enduring characteristics
This module aims to cover the advanced topics in corporate finance. We are going to cover topics such as:

Market

Efficiency

How companies issue securities

Payout policy

Capital Structure Choice

Investment and Financing Decisions

Valuation

Risk Management

Options and Other Derivatives

The module equips the student with sound theoretical knowledge and practical tools necessary to conduct accurate financial analysis and making financing and investment decisions.

Basic mathematical skills and extensive use of computer-based tools (e.g. Microsoft Excel) are required. Prerequisite foundation modules are integrated throughout the module and students are assumed to have a working knowledge of microeconomics.
Core module for Year 3 of programmes with Serbian/Croatian. This module enhances students' abilities to interpret and discuss works of Serbian, Croatian and Bosnian literature read in the original language. The reading list varies somewhat from year to year, but always covers about seventeen classic works.  The module provides a basis for further reading and is taught by weekly seminar-style classes with regular essay tutorials.
This module aims to provide a competent reading knowledge of Serbian/Croatian 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 Serbian/Croatian language skills to work with original Serbian/Croatian texts and to enable them to undertake study and/or research in Bosnia, Croatia, Montenegro and Serbia. The module provides an intensive introduction to Serbian/Croatian grammar, a knowledge of basic vocabulary, practice in the skills of oral communication in Serbian/Croatian in straightforward situations, translation and information retrieval skills, using Serbian/Croatian texts on regional as well as on international cultural, political, and social themes. The module is designed for beginners. It requires intensitve study including learning and practising independently beyond the contact hours.
This module builds on the quantitative methods modules of year 1 (Probability, Statistics and Modelling I) and year 2 (Probability, Statistics and Modelling II). It introduces data science techniques as a means for more sophisticated quantitative data analysis. This module aims to introduce students to computational methods for crime science. It consists of ten combined sessions (lectures + practical sessions). Practical sessions complement the lectures and enable the students to put the concepts into practice using the R programming language. In the practical sessions, the students will learn the skills necessary to conduct a full data science project. Lectures: The first part (web data collection) teaches the students how to collect data from online resources both through structured queries using APIs and through custom-made web-scraping. In the second part (text mining), the students learn how to handle messy text data and how to quantify and analyse this powerful type of data. The third part (machine learning) focuses on supervised and unsupervised machine learning where the students gain an understanding of the kinds of machine learning, the reporting and performance assessment of machine learning models, and commonly used algorithms. The module ends with two guest lectures by researchers working on advances on the intersection between data science and crime problems. The techniques covered in this module will be of relevance to students undertaking their final year independent research project. This module is suitable for those intending to start in data science positions.
A Service-Related Research Report (commissioned by the placement provider)

This module is only available to students registered on the Doctorate in Educational and Child Psychology (DDYPSYSECP06)
Questions of justice and injustice, of oppression and emancipation, are at the forefront of political debate. What is justice? How is justice to be achieved? How ought we to respond when justice is denied? Should everyone have equal amounts of goods? Is it acceptable for some people have more than others provided that everyone has enough? What, precisely, is wrong about inegalitarian social relations, like domination, exploitation, and oppression?
The module explores these questions through study of the large and highly advanced literature on justice and injustice developed by political theorists and philosophers over the past fifty years. Figures to be studied might include: Elizabeth Anderson, Sandra Lee Bartky, G. A. Cohen, Patricia Hill Collins, Angela Davis, Nancy Fraser, Friedrich Hayek, Chris Lebron, Catharine MacKinnon, Charles W. Mills, Robert Nozick, Martha Nussbaum, John Rawls, Amartya Sen, and Iris Marion Young. Topics to be considered might include: the meaning and value of equality; the meaning and disvalue of oppression; the nature of distributive justice; the nature of structural injustice; economic exploitation under capitalism; sexual objectification under patriarchy; and structural racism under White supremacy. 
The module will introduce students to the idea of what are economic and social rights, and different explanations about where these rights come from. We will briefly examine the broadening of what constitutes economic and social rights and the imbedding of these rights in international law since World War II. We will ask why governments vary in their efforts to realise the economic and social rights of their citizens. In particular we will try to understand the political advantage governments seek through the realisation or otherwise of these rights. We will then go on to examine what other international and domestic factors affect the realisation of economic and social rights. The international factors include the effects of trade and historical processes like the consequences of slavery on the realisation of economic, and social rights today. The domestic factors include variations in regime type, the independence of the judiciary, and the degree of domestic conflict on the realisation of economic and social rights. Throughout the class we will use examples from the world around us to test and illustrate the arguments made in the literature.
This module examines the control of breathing particularly in humans, in a wide range of physiological and pathophysiological conditions including exercise, altitude, sleep and asthma. The relationship between respiratory function, structural anatomy and pathological states are explored. In addition to the lectures you will research a specific topic in respiratory physiology/pathophysiology and give a short presentation on your chosen topic to the class.

After taking this module you will be able to:

· Describe current knowledge of a range of areas of respiratory physiology and pathophysiology

· Relate basic scientific information to the applied clinical setting

· Apply basic physiological concepts to interpret and understand the underlying mechanisms involved in the control of breathing in health and disease.

· Present scientific topic to your peers

This module is a recommended option for BSc and iBSc Physiology students and can also be taken by Biomedical Scientists and Natural Scientists with a suitable background in Respiratory physiology.

Indicative Lecture list (based on 2021/22 syllabus) 

Assessment of lung function
	Asthma and COPD
	Generation of the respiratory activity
	Breathing during and after anaesthesia/ Mechanical ventilation
	Breathing during sleep
	Control of breathing during exercise
	Respiratory sensory afferents & chemoreceptor control of breathing
	Cell metabolism and pH control
	Breathing and gas exchange at the extreme
	Changes in the respiratory system in response to exercise training
	Acid-base balance/ Tissue oxygenation and mitochondrial function in shock states
	Respiratory failure. Control of breathing in pathophysiological states
Description

Outline:

This module consists of a Python-based computing course and a digital thermometer electronics project. The course will cover a range of topics in advanced data analysis, numerical analysis techniques and computational physics.

Aims:

This module aims to develop students’ skills in Python-based computer programming and data analysis and fitting, and their ability to conduct an extended structured practical investigation.

Teaching and Learning Methodology:

This course is delivered via weekly practical sessions for both the computing and laboratory components. During each computing session, students will complete a task under the close supervision of the course staff, and be given immediate verbal and written feedback. In the digital thermometer sessions, students will work under the supervision of module demonstrators and technical staff.

In addition to timetabled sessions, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of further analysis and reading in textbooks and online.
Term/Schedule: An individual schedule will be arranged with your supervisor. This schedule can be used as a guide:
First Term: students asked to identify a suitable supervisor and research project of their own choice or from the list provided.
Second Term: students will carry out background reading before commencing their research in the second term.
Third Term: write-up and submission.
Term dates: http://www.ucl.ac.uk/staff/term-dates

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

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

The individual project aims to develop independent research and project management skills and to improve technical writing and critical analysis ability. Students conduct an individual piece of research over an extended period of time and produce a coherent body of work to a deadline.

Guidance is provided by an academic supervisor but it is expected that the work and effort are driven and managed by the student. The practical and experimental skills learnt are dependent upon the type of project chosen.

The individual project may cover any subject so long as it contains sufficient academic content and is relevant to mechanical engineering. Projects may be practical or theoretical. The project topic is usually selected by the student from a list of projects suggested by members of academic staff or industry partners. Students may also suggest their own project topic subject to the approval of the MSc Programme Director and provided a member of staff is willing to supervise that project.

 

Learning outcomes:

This module involves a major research project: planning, monitoring progress and adapting the plan to the changing situation are necessary skills.

The individual project forms a significant personal workload requiring well-developed self-study and independent learning skills. Students are required to produce a work plan and this is reviewed at monthly intervals with the project supervisor.

Students are expected to exercise initiative and take ownership of the project.

Students are expected to actively learn new theories, concepts and methods as part of their research project as this typically involves an in-depth investigation of an engineering topic. The purpose of the individual project is to achieve this knowledge in the specialist area of the project. Critical analysis is seen as a key component of the thesis. Research projects frequently take the student beyond just their own discipline.
This is one of three rotating modules in Integrated Clinical Care taken in year 4 and comprising core teaching and clinical placements in ENT, Haematology, Infectious Diseases, Neurology,  Nephrology and Preparation for Practice.

The aims of this module are for you to:

become fully competent in undertaking a full medical history from any patient and to be able to perform a full physical examination;
 be able to begin to formulate differential diagnoses from the information obtained;
 know how to look up and interpret all relevant investigations pertaining to the patient - biochemical, pathological and radiological - and to be able to discuss these intelligently;
 learn how to document all the above in a structured way;
 develop an awareness of common chronic diseases and how these are managed;
 learn how patients are managed in a specialised unit in conjunction with a GP; learn how to work effectively in a team; be proactive in seeking out learning opportunities.
This is one of three rotating modules in Integrated Clinical Care taken in year 4 and comprising clinical placements in Acute Medicine, Endocrinology, Cardiology and Respiratory Medicine. 

During this 13 week module you will learn skills and knowledge central to being a doctor. The emphasis is on the global management of individuals as well as pathways of care for specific presentations and disease conditions. 

The aims of the module are for you to become

fully competent in undertaking a full history and examination;
 acquire competence in differential diagnosis, problem lists and patient management;
 observe and participate in medical practice i.e. to be a junior apprentice; be aware of pathways of care for common presentations and conditions;
 participate in on-take activities including out of hours.
This is one of three rotating modules in Integrated Clinical Care taken in year 4 comprising core teaching and clinical placements in Movement (Rheumatology, Trauma & Orthopaedics) and Vascular Surgery, and Digestive Health with associated Surgery (Gastroenterology, Hepatology, Gastrointestinal Surgery) and Peri-Operative Care and Anaesthetics.

The aims of this module are for you to:

gain competence in the clinical assessment, diagnosis, investigation, and medical and surgical treatments of patients presenting with the common problems related to digestive health;
 gain competence in the clinical assessment, diagnosis, investigation and medical and surgical treatments of patients presenting with common musculoskeletal problems and trauma;
 obtain competence in the fundamentals of surgery, and experience the culture of a surgical hospital firm;
 obtain competence in the principles of pre-, intra- and post-operative care; meet patients in the community with problems related to digestive health;
 movement; or post-operative care; acquire and gain confidence in undertaking basic clinical and surgical skills including accreditation on the Royal College of Surgeons of England Surgical Skills for Students course which is integrated in the module.
The course is designed for very advanced level students requiring the language for academic purposes. The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills. The course comprises knowledge and understanding both of the structure of the Spanish language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in Spanish-speaking countries. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for academic purposes. The course comprises knowledge and understanding both of the structure of the Italian language and its use in academic environments, such as lectures, seminars and conferences.  The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research within Italy. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level non-linguist students to enable them to produce accurate translations from a range of subjects and text types.

The course covers translation skills development mainly from English into the target language German (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject. 

The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas.

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

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level non-linguist students to enable them to produce accurate translations from a range of subjects and text types. The course covers translation skills development mainly from English into French (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject.

The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
This course looks at the emerging legal regimes, power dynamics and social issues surrounding the growing use of data by companies and governments. This course will provide a solid foundation in informational privacy, data protection and UK surveillance law, and go beyond that to explore a range of emerging jurisprudence and cutting-edge social and technological issues in legal context. The focus will be on UK and EU law. As privacy and data law will continue to rapidly change for a long time after you finish this module, and the intention is that you leave with the toolkit and skills to analyse and understand these changes as they come.
The module focusses on understanding systems, actors in the systems, and institutions. This includes an introduction to systems analysis and mapping, encouraging students to take a wide view of problems and their interconnection to other issues, and an exploration of systems change cases.

Particular attention is paid to policy actors and how they act within, and are shaped or constrained by, the systems that they seek to affect. As such, the module critically interrogates simplistic, linear notions of policy making. It also explores theories of power, introducing ideas of agenda-setting and knowledge-production, along with more conventional views bases on conflict and formal hierarchy.
This module is an independent research project in women's health culminating in a dissertation of 10,000 words. The Research Project module aims to help you to analyse information in a specialised field, and to design and carry out an independent research project. The project can be laboratory-based, clinically focused, qualitative data-based, an analysis of pre-existing data, or a systematic review or meta-analysis. It may be on a topic of your own choice developed in collaboration with your supervisor, or chosen from a range of topics on offer at the beginning of the academic year (guided by your Programme Director). You will identify your project in Term1. In Term 2, as formative assessment, you will prepare a 2,000 word introduction to your project, its methods and aims and make a short presentation to your peers. For full time students, the research project then takes place full time between June and September.

You may be involved in the conceptualisation, design, data collection, analysis, interpretation and presentation of the project. This will allow the development of research skills in a specific field as well as a range of transferable skills, including literature searching, statistical analysis and written and verbal communication.

After you have completed this module you should be able to:

Demonstrate increased knowledge and understanding of the chosen topic or field of research;
	Understand the principles of evaluating evidence from published research and how to appraise the work of others;
	Demonstrate the skills to formulate a research question, and to analyse data;
	Write and deliver an oral presentation;
	Make a logical argument and write an independent dissertation that communicates facts and ideas;
	Where applicable, use technical skills in the laboratory or apply key methods and concepts of statistical analysis;
	Work as a team member and independently, manage time and work to deadlines.
This module is an independent research project culminating in a dissertation of 20,000 words. The Research Project and Dissertation module aims to help you to analyse information in a specialised field, and to design and carry out an independent research project. The project can be laboratory-based, clinically focused, qualitative data-based, an analysis of pre-existing data, or a systematic review or meta-analysis. You will agree your research topic in advance of registration or at the start of term 1 and work on your project for the duration of the academic year.

You will be involved in the conceptualisation, design, data collection, analysis, interpretation and presentation of the project. This will allow the development of research skills in a specific field as well as a range of transferable skills, including literature searching, statistical analysis and written and verbal communication.

After you have completed this module you should be able to:

Demonstrate increased knowledge and understanding of the chosen topic or field of research;
	Understand the principles of evaluating evidence from published research and how to appraise the work of others;
	Demonstrate the skills to formulate a research question, and to analyse data;
	Write and deliver an oral presentation;
	Make a logical argument and write an independent dissertation that communicates facts and ideas;
	Where applicable, use technical skills in the laboratory or apply key methods and concepts of statistical analysis;
	Work as a team member and independently, manage time and work to deadlines.
Term 1 only

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 term 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.
Child health programmes are going through a challenging phase as they try to meet global targets and deal with the need for evidence-based intervention. This module will provide you with a background to child health interventions and will examine the burden of disease, mechanisms and determinants of key childhood illnesses, evidence for essential interventions and successes and challenges of key programs. It is relevant for mother and child health professionals, programme managers and those with an interest in public health. You will be introduced to concepts and global issues in child health and disability.

After taking this module you should be able to:

Identify and discuss important issues in international child health and disability.
	Be familiar with the history and design of child health programmes and strategies.
	Gain knowledge about common childhood illnesses, and strategies for their control in developing countries.
	Understand child development issues and models of disability.
	Be confident in finding, reading and assessing international health information.
	Have thought about your particular interests within the international health field.
Participants usually have a background in public health, through either training or work experience. The module is compulsory for students on MSc Paediatrics and Child Health: Global Child Health. It is optional for MSc/PG Dip Global Health and Development students, and open to other UCL MSc/PG Dip students, Taster and Short course students.
The aim of the dissertation is to enable students to undertake original research in any aspect of urban studies by applying and extending the critical thinking developed in taught modules. A range of topics and research methods is therefore considered appropriate. The dissertation offers students an opportunity to learn how to construct a piece of research from scratch, synthesising existing literature and their own research into a coherent exploration of a specific issue. In doing so, students have to choose between less-than-ideal alternatives in the practicalities of investigating their chosen topic. The project therefore fosters the ability to work independently and see a complex project through from start to finish.
The module involves the translation of non-literary text from French into English. Broad areas that will be covered:

Academic Writing (articles, monographs, abstracts, ‘pitches to publishers’, research projects outlines)

Political Discourse (posters, banners, speeches etc.)

Cultural Journalism (book and film reviews etc.)
This module is available to Affiliate students who have advanced French. The module involves the translation of non-literary texts from French into English.
Students on the MRes in Connected Electronic & Photonic Systems choose from a selection of research-based mini-projects, supervised by academics. The objectives of this are: to further enhance your knowledge of the subject area; to demonstrate your understanding of the subject at a higher level than is been possible during the taught part of the course; to demonstrate your ability to think originally and analytically about problems in your subject; to synthesise ideas from current literature; to demonstrate your ability to carry out research and solve problems independently; and to enhance your written and oral presentation skills.


Learning outcomes:
• Demonstrate the ability to conduct independent research in a topic within the programme of study.
• Ability to communicate and critique your research both in writing (via the report) and orally (via a presentation).
Students on the MRes in Connected Electronic & Photonic Systems choose from a selection of research-based mini-projects, supervised by academics. The objectives of this are: to further enhance your knowledge of the subject area; to demonstrate your understanding of the subject at a higher level than is been possible during the taught part of the course; to demonstrate your ability to think originally and analytically about problems in your subject; to synthesise ideas from current literature; to demonstrate your ability to carry out research and solve problems independently; and to enhance your report writing skills.
Learning outcomes:
• Demonstrate the ability to conduct independent research in a topic within the programme of study.
• Ability to communicate and critique your research in a written report.
This module will examine the relationship between education and nation building as well as patterns of economic growth in selected Asian countries and regions. The module will look at theories of nation building and nationalism, and the role of the education system, as well as high performing education systems and attendant attempts at education policy ‘borrowing’. The module will be informed by a critique of various theories of development and examine controversies relating to trends such as globalisation. Themes explored include national identity, economic development, minorities, school language policy, conflict and social cohesion, and neo-imperialism. The module will employ comparative methods to identify convergent and divergent trends within education in Asia, and to assess the role of national, regional, and international forces and institutions in influencing education and development and shaping the educational agenda for the future. By examining the development of education policy and systems through a theoretical lens,, students will acquire the skills necessary for analysing education policy and systems and identifying the contextual factors that explain them. Because of the expertise of the teaching team, there will be a focus on East Asia although the coverage of the module will not be restricted to this; and, although the module will examine Asia through the lens of development, it will not largely be focussed on the literature, themes and issues associated with international development. The module can be studied as a face-to-face module in the Autumn or Spring Terms, or online in the Summer Term (online delivery in the Summer Term runs from 11am till 1pm).
Report on Philosophy of Education
This module is compulsory and needs to be taken by all students completing the MSc in Oral Medicine.
This module helps you to understand the basics of cancer biology. This includes awareness that cancer is a disease arising from the accumulation of genetic damage to cells, which through selective pressures give rise to specific phenotypic hallmarks of cancer.

The first part of this module introduces you to basic cancer biology explaining the cellular changes occurring during cancer development, the key genes, proteins and signalling pathways that regulate oncogenesis, and the carcinogenic mechanisms leading to cancer-associated mutations.

The second part of this module teaches you about different resources for cancer research, including various animal model systems used in the investigation of cancer, online tools and databases for analysis of cancer genomics, and basic experimental techniques used in the analysis of cancer. You will apply some of this knowledge through laboratory practicals to practice basic lab techniques, and bioinformatics workshops utilising online genomic tools.

This module will consist of a mixture of lectures, interactive tutorials, lab practicals, computer workshops and self-directed learning. You will also attend research-in-progress seminars from PhD students and postdoctoral researchers. Topics in this module include:

Genetic Evolution of Cancer and Cancer Hallmarks
 Cancer Pathology
 The Regulation of Cell Cycle and Uncontrolled Proliferation
 The Mechanisms of Carcinogenesis
 Cell Signalling Pathways Regulating Cell Cycle
 Mechanisms of Gene Regulation
 Online Tools and Databases for Cancer Genomic Analysis
 Animal Models for Cancer Research
 Basic Experimental Techniques for Cancer Research
Aims:

The module aims to offer the student a variety of authentic engineering problems and experiences in order to promote professional values and behaviour, and to locate Chemical Engineering theory in a realistic context.

The topics selected for the scenarios will be related to material taught in other Year 2 modules.

Learning Outcomes:

On completion of this module students should:

Understand issues important to engineering designers and which support the development of their own design skills such as decision-making, team organization, idea development, concept testing, material selection, engineering judgment etc.;
	Understand the relation between environment, society and societal development;
	Be able to perform simple sustainable assessment in process design;
	Be able to identify hazards and understand the concepts of inherently safe design;
	Understand the legal framework in which a chemical engineer operates
Synopsis:

This course comprises four professional design projects (scenarios) designed to complement and, where appropriate, extend the learning opportunities afforded by the modules running throughout Year 2. Students are posed authentic engineering challenges intended to explore different aspects of the design cycle and to simulate real-world, professional practice. The scenarios will be supplemented by materials, classes and/or online materials provided by the Faculty of Engineering Sciences and external sources as appropriate. Each scenario will comprise different combinations of practical engineering and design skills, systems integration, ethics, management and sustainability.
This module covers principles of machine learning (ML) and a general overview of AI technology and terminology. This module will make students gain intuitions about a number of ML algorithms and make them comfortable in applying them to new data and tasks. Also, students will gain experience in developing (in python) ML-based solutions to real world problems.

Learning outcomes:

To understand the basic principles of machine learning;
 To be comfortable in applying appropriate machine learning methods to new data and tasks;
 To understand the fundamentals of algorithms in machine learning;
 To understand the fundamentals of algorithms for deep learning;
 To have a general overview of the current AI technology and terminology.
This is the report module for the MA Digital Media: Education route. All students undertake an independent research project based on topics and materials covered on the Education route, which culminates in either a dissertation of 20,000 words or a report of 10,000 words.  The choice of a Dissertation or a Report is a compulsory component of  the MA Digital Media: Education programme.    
Students will learn the main concepts of deep learning, understand how to apply deep learning to data streams from cameras and other IoT sensors, and learn how to structure successful deep learning projects. Students will learn about deep learning architectures such as fully connected networks, convolutional networks and RNNs. Students will apply these ideas to sensor data in order to do forecasting, image recognition, and object tracking. Students will master not only the basic theory, but also learn how to diagnose errors and prioritise directions in deep learning projects. Students will practice all these ideas in Python and TensorFlow.


Aim: To give the students the understanding and practical experience of applying deep learning to sensor data (video, time series), and develop the skill set to design and implement deep learning systems for IoT devices.
The Real Estate Solutions and Systems module considers both what real estate is, why we have created real estate and how this real estate both involves and contributes to a variety of different system types that range from the highly technical building services through to the cultural and institutional systems that define localities, regions and nations. This module draws upon a wide literature, with a focus on more strategic and systems based thinking.
Two of your modules abroad will be converted to 30 UCL credits.
Two of your modules abroad will be converted to 30 UCL credits.
Two of your modules abroad will be converted to 30 UCL credits.
This module has historically been popular. If you try to register on this module, we would advise exploring additional options, just in case.

This module will introduce students to the multidisciplinary nature of music by offering a critical introduction to a plethora of evidence, both from contemporary research and practice. Students will be enabled to witness how music celebrates artistic expression and experience but also scientific enquiry and discourse, as notions that symbiotically form a unique plateau, and not as distinct pillars (which, somewhat paradoxically, troubles educational policy).

Students will have the opportunity to become introduced to literature and evidence relating to the origins of music, the ontology and epistemology of music, musical development and education, music perception and cognition, sociological perspectives, and also the role of science and technology in, with and through music.

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:

    Why do we have music?
    What is music?
    How do we learn it?
    What do we need to learn it?
    How do we use music?

By the end of the module, you should be able to have a deeper understanding on:

    the origins of music
    how music works and how current research suggests that we make sense of it?
    how we develop as musicians?
    how musical expression and general musical experience impact the bodymind?
    the cultural location of music
    a number of tools to record, manipulate, produce and program music and sound materials

Teaching Delivery

This module is centred on the weekly lectures and the diverse perspectives introduced by the course leader and a world-renouned group of visiting academics. Preparation will mainly rely on accesing core reading materials, lecture handouts and/or audio/video supplementary materials.
This module aims to demonstrate design skills that develop through experimentation and speculative research in an original approach to urban design. Synthesize this approach to urban design within the framework of a final design project. Students will demonstrate the way this project serves as a strategic approach to the relevant context and finally, support presentation of work by students in a seminar/crit setting and portfolio preparation for the final portfolio review and examination. The module is structured so that in Term 3 and through to the end of the course, students take their thesis project to a final high level of resolution.

This module aims to:

 Demonstrate design skills that develop through experimentation and speculative research in an original approach to urban design.

 Synthesize this approach to urban design within the framework of a final design project.

 Demonstrate the way this project serves as a strategic approach to the relevant context.

 Support presentation of work by students in a seminar/crit setting and portfolio preparation for the final portfolio review and examination.
This module will take London as the base for a foundational exploration of methods for understanding urban historic built environments. Its exemplar will be the work of the Survey of London and the teaching will mainly be by the Survey’s staff. Since 1894 the Survey of London has documented the history of London’s buildings in 50 volumes covering London districts (by historic parish) and 18 monographs on individual monuments. This tradition will be drawn on to address methods for survey and for the researching and recording of architectural heritage in cities, keeping it in view that urban fabric is an expression of social history. The module will also take in matters such as how to write effectively about urban environments, and how good writing and good illustrations (including photographs and measured drawings) can work together. There will be a series of pre-readings, short talks, and walks in areas as diverse as Whitechapel, Clerkenwell and Marylebone, as well as seminars and practical workshops, all conceived to explain principles and applications for understanding and documenting urban historic environments in social contexts. Overviews and case-study examples drawn from the Survey of London’s research will give students strong insights into London’s architectural heritage.
This half module introduces students to some of the main theoretical debates in relation to the rule of law and public officials’ discretion. In the first half of the module, students will be introduced to formal and substantive approaches to the rule of law and the historical contexts in which they developed. In the second half of the module, students will apply the theoretical approaches they learned to analyse and critically engage with case studies in which discretion was used by public officials, tackling a range of widely-familiar, as well as emerging, issues.
This module records credit awarded by UCL for completion of a year abroad.
The Forms of Value for Real Estate module considers real estate in a changing world. Real Estate is tangible and yet many of the values we gain from real estate are intangible. This module will question how real estate is to be appreciated and valued when the context that the real estate is set within is changing. The module will consider some of the major forces of change, such as the climate crisis and changing demographics, and how these may alter our value assessment of real estate.
This course is for those who have successfully completed Czech Language Level 1 or who have a verifiably adequate prior knowledge of Czech, whether as post-A level or native-speaker. It focuses on reading (chiefly for the purposes of translation and information retrieval) and listening. This is the level at which a passive knowledge of Slovak grammar and morphology enters the course, with increasing use of Slovak, as well as Czech textual materials. By the end of the year students should be well equipped to face the year abroad.
The module covers the basics of psychological therapy concepts and core therapeutic approaches. It introduces different ways of formulating clinical problems associated with each type of therapy, the comparative strengths and weaknesses of each and how these inform treatment plans. It includes practical exercises to develop skills and competence in formulation and developing intervention plans.
The aims of this module are to enable students to:

- develop an ability to carry out a sustained and systematic piece of academic or professional enquiry
- develop research literacy, namely the capacity to act on an awareness of the benefits, limitations, values and impact of research in the field
- increase their knowledge and understanding of different approaches to research and to develop the capacity to apply this appropriately to a piece of small-scale enquiry
- reflect critically on the benefits and limitations of their own and others’ research
- make a contribution to the overall body of knowledge about communication and/or policy
- improve their practice through their engagement in either an evidence-based or literature-based enquiry.
The Research Project with its final Dissertation is a module for those studying for our MSc programme only. It represents one third of the credits for the MSc. It should involve an appropriate amount of time, overall the equivalent of 3 months (about 60 working days) on background reading, data collection and final writing up. Most of the work is completed between April and August with the Dissertation submitted in August and the final Presentation and Viva in early September.

The Research Project needs dedication and enthusiasm and requires genuine interest. It involves not only research skills such as design methodology and data analysis but also critical reflection of the current literature. Writing and presentation skills are also essential and coursework and essay writing in the taught modules aim to prepare for the dissertation and the viva.

The dissertation is structured as a 3-piece document that includes a literature review, the original research and a lay article. This format along with the final oral presentation equips students with material for future submissions that enable them to participate in national and international scientific events, to publish their work in peer reviewed journals and to promote research ideas and findings to a much wider audience.
The Technology Management Project Concept with its associated Report and Presentation is a compulsory part of the MSc inTechnology Management.

The purpose of the Project Concept is:

- to briefly explain the purpose and importance of the Technology Management Research Project (SPCE0036) and to identify previous work that has been done that is relevant to that project.

- to demonstrate awareness of research ethics and the need for ethical approval.

- to describe how the research project could be successfully completed (a project plan), including the tasks anticipated, the relationship between the tasks and an assessment of any risks involved.

Classes will be held in Terms 1 and 2 to assist students in choosing an appropriate topic and to guide them in the general research process (including data protection and research ethics).
This module offers a critical appraisal of the main psychoanalytic theories and models of the mind. You will focus mostly on Sigmund Freud’s work, exploring his best-known papers, but also engaging other less-known but equally foundational ones. Through careful reading and contextualization of his writings, you will gain a critical understanding of the development and changes in his theories, as well as how these have related to the discipline’s changing views of particular pathologies. The content of this 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.
Students are required to produce an empirical, experimental piece of work on a psychological topic (word limit 5000-7000 words). Students will be responsible for conducting research under the supervision of a member of faculty. Students will usually meet with their supervisor regularly to discuss the project. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal. Please note that students can only take this module if they are able to find a member of faculty to supervise them.
This is an intermediate-level module designed to introduce students to the burgeoning field of Applied Epistemology. We will use philosophical theories about knowledge, justification and belief-formation to explore pressing societal issues. Topics will vary from year to year, but may include:

When other well-informed people disagree with us, should this make us less confident in our beliefs?
	What can epistemology tell us about online ‘echo chambers’?
	What, if anything, makes conspiracy theories epistemically worse than official theories?
	How should feminism affect the way we think about knowledge and belief?
Background Reading: David Coady (2012) What to Believe Now: Applying Epistemology to Contemporary Issues

Philosophy Area B
This module will provide you with a range of the practical and intellectual skills necessary to pursue a career in molecular biology or related area. You will work for six afternoons in consecutive weeks in the laboratory on a set of interconnected experiments (research project). These practical sessions will be accompanied by lectures and workshops to put the experimental work in context and support you in writing-up your results in the form of a scientific paper.

Besides the scientific skills acquired by working in the lab you will improve on the following skills: Numeracy and statistics, Planning ahead, Time management, Team working, Meeting deadlines, Writing reports, Managing data acquisition, Ability to follow instructions, consider feedback comments and respond accordingly.

Indicative lecture topics:

Extrachromosomal Replications & Plasmids

Bacteriophage lambda – I

Bacteriophage lambda – II

Polymerase chain reaction

Plasmids and their use

Genome, allelic variations & libraries

Bioinformatics - Data storage, searching and sequencing

Modern aspects of Cloning & Sequencing

Summary & Exam Techniques
This module is an overview of management and leadership in the sector of non-profit and philanthropy for students from a diversity of backgrounds. The module introduces current concepts, theory, and practice on the management and leadership of non-profit organisations. It covers the context and the institutional setting of the non-profit sector, the difference between corporate and public management, operations, finance, people, and culture and governance.  In addition, the module covers ethics, advocacy, and fundraising and the increasing demands and challenges on accountability, transparency, and demonstrating results and outcomes for non-profit organisations.  The emerging phenomena of social entrepreneurship and social innovation and their implications for both non-profit and corporate sectors are also explored.

 
Science Communication for Biomedicine introduces you to the variety of approaches used for explaining complex scientific ideas in an accessible and informative way to a range of audiences.  As a scientist, you develop the skills necessary to collect and analyse data.  Equally important is your ability to inform others about the relevance of the research you undertake.  This could be in the form of a presentation at a scientific conference or in a press release aimed at the general public.  Effective communicators help to increase the public understanding of science and inspire others to engage with research.

Biomedical imaging is an ideal topic for learning how to communicate science, as highly complex technology is utilised to create an image understandable to all.  The content of the teaching sessions and assessments will address this theme.

Guest speakers with extensive practical knowledge of biomedical research, scientific writing, journalism and public engagement will lead interactive sessions in topics such as:

Science presenting and public speaking
 Journalism and popular science
 Creative writing and blogging
 Making science videos
 Art and science
You will be actively engaged in these teaching sessions, with the module team providing constructive feedback and advice.  Assessments could include delivering a journal article slide presentation, producing a short video about an imaging technique or writing a newspaper article or blog post about a science exhibit.

On completion of this module, you will have developed skills for creating and delivering interesting scientific content across a range of media platforms.
Partial differential equations are important in many fields of mathematics and are the essential language of physical applied mathematics, where they are used to model phenomena including wave propagation, heat flow, as well as soap films and soap bubbles. This course provides an introduction to some of the mathematical techniques needed to study linear partial differential equations and serves as a foundation for more advanced work on nonlinear PDE and PDE on manifolds. Tools such as the theory of distributions and the Fourier transform are of wide applicability beyond the theory of PDEs and are of great interest in their own right. The objectives of the course are to introduce test functions (smooth functions with compact support) and distributions, the Schwartz space, and then study the Fourier transform in the Schwartz space and L2. Using these tools we shall then be able to write down fundamental solutions for a large class of linear differential operators and will be able to study the qualitative differences between elliptic, parabolic and hyperbolic partial differential equations. The Fourier transform gives access to the simplest L2-based Sobolev spaces and allows us to give basic versions of elliptic regularity for constant-coefficient operators. The course will conclude with a detailed study of harmonic functions, emphasising the parallels with complex function theory and will use Perron¿s method to study the Dirichlet problem for domains in Rn..
Throughout the last fifty years fast numerical methods have revolutionised the applications of mathematics, making it possible to simulate huge problems in science and engineering that are intractable by analytic methods. This course is designed to give an overview of the design, analysis and implementation of the most fundamental numerical techniques in numerical linear algebra, the interpolation of functions, and the evaluation of integrals. The course will be heavily based on Python as programming language. While we present many Python examples throughout the course, students are strongly advised to have either some previous programming experience in any language or to have taken MATH0011, which includes Python programming.
This module develops in more detail the skills and insights arising from the theories and practice presented in the compulsory modules. In particular, this includes development of leadership and management styles in relation to teams, team building and leading teams; running and attending meetings; decision-making in organisations; working with stakeholders; managing conflict and communication styles. Issues of motivation and delegation are developed further and some of the ideas relating to continuing professional development are explored in detail. The module investigates the key issues for managers of stress and time management and ends with an examination of action planning.
Mathematical models provide a way to capture the essential features of complex systems, which often help scientists to gain insight and understanding, and crucially allow the behaviour of the system to be accurately predicted. Such models are pervasive in physics and chemistry, but have been slower to develop in biology and medicine due to the perceived complexity and heterogeneity of biological systems. However, mathematical models are increasingly being applied to make sense of the huge volumes of biological data produced by modern technologies.

This module exposes the student to the range of applications of mathematical models in biomedicine, through a series of seminars and tutorials by experts from across UCL, and a series of coursework. Examples will cover mathematical models operating at widely different time and distance scales, ranging from models of molecular structure, enzyme and receptor kinetics, cellular and organ imaging, neuronal processing and brain function, genomics, epidemiology and evolution. The course will also cover the key different types of model including deterministic, stochastic, mechanistic and statistical models.

Learning outcomes 

An understanding of the main approaches to representing biological and medical processes by mathematical models.
	The skills and knowledge to be able to read, understand and critically evaluate primary literature in this field.
	The skills and understanding to conceptualize, develop and understand the value and limitations of mathematical models of biological processes.
	An appreciation of the importance and impact of mathematical modelling in diverse areas of medicine and biomedical research.
This module is the third part of a three-part minor, entitled, Engineering Design for Society. This part of the minor provides students with in-depth practical design and responsible innovation experience that is structured around the second half of the design cycle. Students will be tasked with prototyping and testing designs with external audiences.
This will deepen students’ understanding of responsibility, demonstrating that socially responsive design requires a continual process of reflection and engagement as projects move towards, and ultimately beyond, completion. The integration of responsible innovation principles and techniques with the engineering design cycle will enable these students to respond to engineering design challenges in creative ways sensitive to social context.  These students will not only change the world, but they will learn how to change the world for the better.
 
This module provides greater depth and further insights into the fabrication, operational characteristics and underlying physics of electronic devices already introduced in first and second year courses. This module offers further study of fundamental semiconductor device physics, quantum mechanics, advanced technology and advanced devices, and emerging technologies such as III-V compound semiconductor heterostructures.


This course has the following aims:
• To learn silicon wafer technology, oxidation processes as well as micro-fabrication techniques.
• To learn doping and ion implantation, epitaxial growth of semiconductor films and metallisation.
• To understand basics of electronic states
• To learn basics of concepts/tools of quantum mechanics to describe electronic states and wave functions
• To learn the properties of III-V semiconductors both in bulk and at the nanoscale
• To investigate the design and fabrication of nanoscale electronic devices from these materials
• To appreciate the current state-of-the-art in performance with III-V semi-conductors and to speculate on materials and devices for ultimate nm-scale operation
At the end of this course, students will be able to:
• Describe how high grade silicon is fabricated from rare materials to wafer products.
• Answer to why silicon oxide make a good insulating material;
• Articulate semiconductor clearnroom processes and technologies and also other thin-film growth techniques.
• Describe the basic concepts of quantum mechanics and solve time-independent Schrodinger equations for simple potential profiles, hydrogen atom and operators/commutators
• Have clear understanding mobility, effective mass and other transport parameters connected to electronic structures.
• Describe the difference between Si semiconductor devices and III-V compound ones and demonstrate a basic understanding on the formation of III-V heterostructures such as HEMTs and their device operation and characteristics.
 
This module will examine the global and national frameworks on education in emergencies including, ongoing conflicts, complex emergencies, infectious diseases and emerging and re-emerging infections, contexts of mass displacement, refugee situations and post-war educational contexts. It will draw on critical debates in the fields of international relations, geopolitics, public health and health promotion, as well as humanitarian studies to critically engage with and reflect on educational policies, funding issues and challenges of educational provision in diverse contexts that are affected by disruptions caused by emergencies. Students will have an opportunity to engage with critical issues relating to educational practices in emergencies and interact with practitioners from various humanitarian organisations.
The dissertation module offers a seminar on the writing of the dissertation 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 (20,000 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 dissertation is an opportunity to investigate a topic in greater depth by drawing on what you have learned on the MA Comparative Education.
The aim of this module is to develop your ability and understanding in relation to defining research questions; understanding the relevant literature, theories and models; design strategies for investigating research questions by being involved in appropriate data collection and analysis, summarise your  findings in a research report.

Executing a research project will provide you with advanced skills in critical analysis, planning, working with participants, data collection and their statistical analysis. You will learn how to critically appraise of scientific literature, how to interpret your results and present them on a poster and in a dissertation.

Depending on the nature of your research, you may need to obtain ethics approval to ensure that the research conforms to general ethical principles and standards. Further information on the process and the staff and student responsibility can be found at Research Ethics at UCL (https://ethics.grad.ucl.ac.uk/) and will be discussed in the module.
All MSc degree students at DPU are required to submit a dissertation in order to complete their degree. The dissertation work aims to demonstrate a deep engagement with your MSc programme content and show that you are able to produce a well-argued extended piece of academic work. Dissertations are 10,000 words in length.

The dissertation is written piece work that addresses a research question or hypothesis, which is supported by the application of elements of theory, method and practice in an analysis of either case material, existing scholarly research or of a body of theory. The structure and the nature of the argument will be similar in nature to the essays you prepare during the year. The main differences are that you are largely responsible for the choice of a dissertation topic (usually in discussion with a Tutor) and that the dissertation is up to five times as long as any of the essays you will have submitted previously. Unlike a PhD thesis, an MSc dissertation is not expected to represent new empirical evidence or constitute an original contribution to theoretical knowledge. It should however, be novel in the way the arguments and supporting evidence are selected and presented. You should make it clear what your perspectives are in presenting your own take of the research topic in question. In preparing for your dissertation, you are not expected to collect new (primary) data (e.g. interviews, fieldwork activities, etc.), but rather to employ already published sources of material.
This module recognises the importance of research skills and evidence-based dentistry in the delivery of high quality patient care by integrating the teaching of this into their clinical practice. The module includes critical evaluation of published studies and guidelines, preparation of a research protocol, an introduction to the principals behind clinical research methods and on essential statistics.

In your final year of the MSc in Paediatric Dentistry, you must register for module DENT0023.
The module aims to engage students in deep, critical thought about curriculum development practice therefore, with a view to improving the quality of the geography curriculum experience for young people. The module provides students with a theoretical understanding of curriculum development in geographical education, the study of research methods within the field of geography education and will require students to integrate this theoretical knowledge and understanding with their own experiences and practices in schools and education. Thus, it is a practitioner-focused and research-focused module, which requires participants to share their experiences and understanding with each other, as well as reflecting on theoretical ideas.

This is the only module in the MA in Education (Geography) which takes a specific emphasis on curriculum leadership. Reflecting a move within schools to see teachers as curriculum leaders, the module asks students to critically engage with the idea of subject leadership, and to question what this means in relation to how curriculum is written, read and enacted.

This is a compulsory module for MA Education (Geography) students and must be taken during your programme of study. It is also available as an Option module to other students. This module runs online only.
Aims:
You will explore the position of school mathematics within the wider curriculum and within society as a whole. You will engage with a range of relevant research in the wider field of mathematics education and apply this critically to develop insight into classroom practice.Outcomes:
You will study the position of school mathematics within the wider curriculum and within society as a whole, reflecting the diversity that you will experience in mathematics classrooms in London schools. You will be encouraged to reflect critically on your own educational experiences, to engage with recent research in the wider field of mathematics education and to engage critically with broader policy contexts and curriculum developments. The sessions will focus on wider curriculum issues and how these relate to mathematics teaching and learning.

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

You will explore the history and development of citizenship education. The module will briefly engage with historical and international realisations of citizenship education, however the prime focus will be an analysis of the development of citizenship education in England since 1997.

Outcomes:

You will:

- study areas such as; the history and development of citizenship education; the aims of the subject; the choices and challenges facing schools; the concept of political literacy; NFER (National Foundation for Educational Research), OFSTED (Office for Standards in Education, Children's Services and Skills) and the evaluation of citizenship education.

- Have the aims and ambitions for the subject critically analysed and compared to reality of the subject in schools.

- be encouraged to draw on your own experiences.

You will demonstrate this research and engagement by completing an assessment titled: Subjects in a Wider Context: The Development of Citizenship Education.
Aims:

In this module, students will develop their understanding of the fundamental concepts and techniques of quantum information science, building on those covered in Quantum Computation (COMP0157). The aims are to capacitate students to understand and reason with quantum mechanics, and to introduce the basics of quantum cryptography, fault-tolerant quantum computation and quantum communication networks.

Learning outcomes:

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

Understand the mathematical structure of quantum mechanics and perform calculations with it.
	Analyze some of the building blocks of quantum information (teleportation, no-cloning, dense coding, and Bell inequalities) and understand the advantages that they provide over classical information.
	Analyze and prove the security of some quantum key distribution protocols.
	Analyze some quantum error correction codes and understand the basics of fault-tolerant quantum computation.
	Understand how to reliably send classical and quantum information through quantum networks.
Content:

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

Quantum mechanics.
	Quantum teleportation and dense coding.
	Quantum cryptography.
	Quantum error correcting codes.
	Quantum communication networks.
Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is a formally available; and (2) have passed Quantum Computation (COMP0157) with a mark of 40% or greater.
The Library Project will train you to carry out secondary data-analysis rigorously, critically, and comprehensively.

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

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

Learning Outcomes:

On completion of this course students are expected to:

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

This course consists of an individual research project selected by the student working under supervision of a member of the academic staff. Topics are usually selected from aspects of a continuing research speciality of the department. Each student normally undertakes a literature survey, experimental and/or modelling work, and analysis of data.
Summary

This module provides you with contemporary views and in-depth information on morphology as well as imaging, intervention & surgery for specific lesions seen in patients with congenital heart disease with a focus on anatomy.

Learning Outcomes and Objectives 

Taking this module allows you to: 

Have an overview of the most common types of congenital heart disease
 Understand the basis for treatment/potential future therapeutic approaches for congenital heart disease
 Conduct independent research of the literature
 Critically assess individual cases of congenital heart disease in terms of anatomy
 Give clear, structured presentations, both written and oral of their literature research findings
Who is this module for? 

This is an optional module for iBSc Cardiovascular Science students, and an optional module for MSc Cardiovascular Science students. It is open to any UCL MSc/PG Dip student. Students from outside SLMS should discuss the content with the module tutor prior to selection.

Teaching and Learning Methods

Congenital Heart Disease Fundamentals employs a variety of teaching methods for delivery and will be centred on object-based learning and case review using anatomic specimens as well as traditional lectures with extensive video content and a written module handbook. You will have the opportunity to review module components through access to an existing e-learning catalogue of anatomy video recordings

Selected Reading List

Wilcox's Surgical Anatomy of the Heart 4th ed. Anderson RH, Spicer DE, Hlavacek AM, Cook AC, Backer CL. Cambridge University Press 2013, Cambridge, UK.

Cardiovascular MRI in Congenital Heart Disease. An Imaging Atlas. Sridharan S, Price G, Tann O, Hughes M, Muthurangu V, Taylor AM. Springer London 2010.

Paediatric Cardiology 3rd ed. Anderson RH, Baker EJ, Penny DJ, Redington AN, Rigby ML, Wernosvsky G. Churchill Livingstone Elsevier, Philadelphia 2010.
Module summary: The module will equip students with a rounded background in the principles of sustainable housing design and will focus on producing new, sustainable housing in different climates. Students will consider what sustainability means, how different climates affect designs and also how to overcome barriers that prevent schemes from becoming successful. The module will be self-contained and be suitable for students from other faculties who need to have a strong theoretical background in this area, and especially for the MSc Housing and City Planning, the module provides a path for current and prospective housing professionals to specialise before their dissertation. The aim of the module is to introduce students to the latest techniques, and research on how to design, build and operate sustainable housing throughout the world.

Learning outcomes:

Students will be able to:

Understand the principles of sustainable housing design for different climates
	Be able to use analytical tools to help understand the design for a sustainable housing scheme proposal
	Critically assess sustainable housing scheme proposals from others
	Understand the role of the occupant in a successful housing scheme
This module aims to apply theories and models of sustainable development and sustainability to a real life urban location/ site and develop or re-develop a large scale ‘urban plan’ at the strategic level and over a long timeframe. The module also aims to develop understanding of financial and institutional mechanisms needed to implement such a development in practice.
This course is designed to help students to develop knowledge of how to use IT software, acquire elementary programming skills and numerical methods to solve bioprocess problems; to be aware of the concepts of bioprocess dynamics and control for product quality and plant safety.

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

to be aware of a range of computational methods for bioprocess design, operation and management;
	to have developed competence in mathematical formulations of simple process design problems;
	to be familiar with advanced software for biochemical process simulation and optimisation;
	to have developed strategies for working as a team using one of these computational tools;
	to be aware, and have an appreciation of the importance of bioprocess control in the safe, efficient, and economic operation of bioprocess plants.
Module description

The areas covered in term 1 will not overlap with those of term 2.
This is a practical, advanced-level language module designed for native Spanish-speaking affiliate students. It consists of translation from Spanish into English as well as comprehension and discussion of English texts.
The course is based on a weekly, 2-hour class which is split between guided translation, student presentations, and group discussions. Beyond the class, you will be expected to spend a further 4-6 hours per week working on coursework set by the tutor.
The objectives of this course are:
To receive intensive exposure to and practice of high-level English through the medium of translation.
To develop relevant research skills.
To develop the ability to present your findings to your peers (in English) in a clear and engaging way.Please note: This module description is accurate at the time of publication. Minor amendments may be made prior to the start of the academic year.
Module description

The areas covered in term 1 will not overlap with those of term 2.

This is a practical, advanced-level language module designed for native Spanish-speaking affiliate students. It

consists of translation from Spanish into English as well as comprehension and discussion of English texts.

The course is based on a weekly, 2-hour class which is split between guided translation, student presentations,

and group discussions. Beyond the class, you will be expected to spend a further 4-6 hours per week working

on coursework set by the tutor.

 

The objectives of this course are:

To receive intensive exposure to and practice of high-level English through the medium of translation.
 To develop relevant research skills.
 To develop the ability to present your findings to your peers (in English) in a clear and engaging way.
 

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 for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges. They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module will equip students with the theoretical and practical knowledge of geographical analytical tools applicable to the discipline of crime science. Using the SARA framework, this module will provide students with the opportunity to analyse real and simulated data to explore each part of the problem-solving process.

Drawing on two key computer packages (ArcGIS and CrimeStat), this module will be invaluable to anyone intending to use spatial analysis in their dissertation or future applied work of this kind.
Human rights are inherently political. This module turns away from philosophical and legal approaches to focus on political (and other social) science perspectives on human rights. It focuses on the messy institutional politics of the international human rights regime, on the wide range of actors that engage with human rights at the international and national level and examines the gap between human rights law on the books and rights in practice.

It is essential to appreciate the political and institutional obstacles that face even a clearly valid legal claim. In discussing legal doctrine in most domestic contexts, we typically assume enforcement. In the absence of a global sovereign, doctrinal analysis of international law lacks that luxury.

Looming in the background are fundamental questions: Is this merely cheap talk, or is this a regime of genuine authority? Do changes in the content of the law lead to changes in behaviour? If so, how? This module addresses these questions and explores the varied roles of states and non-state actors in developing, enforcing and undermining human rights.
This course is designed to develop your skills as a researcher, such as academic writing and communication skills, and prepare you for your dissertation and career beyond your MRes. Most sessions will consist in a short lecture followed by practicals. Two external speakers will deliver sessions on systematic bibliographic search and software for programming experiments in psychology.
This is a “Hot Topics” module. It provides an introduction to climate change politics, especially the politics of climate policy design, adoption, and implementation. We will focus on the role of key political actors at both the international and national levels – the UN, politicians, voters, interest groups, and social movements – in shaping policy outcomes.
We will ask a range of questions, including:
• Why is the climate changing? What are the impacts? Why should we care about climate change?
• What have economists recommended we do? What policy tools are available?
• Is capitalism the problem? Is our economic system incompatible with a healthy environment?
• What is a just response to climate change?
• Why have countries largely failed to cooperate?
• Do voters and politicians care about climate change?
• Has the fossil fuel industry been the largest obstacle to action?
• Do social movements like Fridays for the Future and Extinction Rebellion have an impact on climate policy?
• Are green new deals a good idea? How can we achieve a just transition?
By the end of the course, you should have a clear understanding of the political challenges that climate policy entails and be equipped to analyze climate policy and politics using tools and concepts from political science.
This module is intended to allow students a substantial research based project in which to apply and refine the skills and knowledge developed through the modules of the programme.

Students will identify a proposal in the context of contemporary research and analysis of both business and science based priorities, outline a research model for development (considering as relevant to the project ; science, pharma, technology and data and associated processes and methodologies), and then appraise and present their findings in the context of business start ups, financial and market based drivers.

Project proposals have the capacity to encompass a wide range of translational applications, and the project work encourages students to investigate their own enterprise capacity independently and may in some cases identify projects which have immediate developmental potential.



Tutorial support is scheduled in order to shape proposals, review progress and offer guidance/support and provide feedback on drafts at specific points. Supervisors will be identified according to topic.

Additional support may be available on an ad hoc basis according to the requirements of the project.

Additional self led online guidance in the form of writing skills etc. is available.



This module aims to provide students with the opportunity:

To investigate an independent project emerging from current scientific research placed directly within an enterprise context

To identify, model, test and evaluate ideas within a scientific and business context

To apply knowledge and understanding of scientific and business drivers to articulate potential processes, methodologies and approaches relevant to the proposed idea

To contextualise a project proposal within the relevant legal, ethical and financial frameworks

To communicate and interrogate evidence based idea models, interpretations and conclusions for planning and developing research enterprise projects
This module is tailored towards students who are combining mathematics with scientific study. Emphasis is on topics and techniques that are needed for applications such as bioinformatics, electromagnetism, fluid dynamics, modelling of epidemics, and turbulence.

Students will study partial differentiation and multivariable calculus vector calculus, multidimensional integration, matrices, vector spaces and linear algebra techniques.
This module provides an accessible introduction to some of the key mathematical, statistical, and computational ideas and techniques that are used in scientific research today.

The module can be taken by students with or without a mathematics qualification equivalent to A-level.

 

You will learn to :

[1] Apply descriptive and inferential statistics to draw scientific conclusions

[2] Explore dynamical systems using examples drawn from a range of scientific areas

[3] Gain insight using a combination of analytic and computational approaches

[4] Communicate mathematical and statistical content accurately

 

 

The topics that you will study are:

Statistical inference: An introduction to the computer language of R. Description and examination of datasets. Hypothesis testing.

Observing and recording: Definition of a function. Graphical representation of functions and informal notion of a limit. Link between mathematical functions and observed behaviours such as oscillations, growth and decay.

Rates of change: The concept of the derivative and results for some standard derivatives. Differential equations and their meaning. Construction of a model.

Computer simulation: Numerical solution of differential equations. Visualising and interpreting system dynamics. Recognising and understanding common patterns of behaviour such as oscillations, growth and decay.

Analytic vs computer models: Similarities and differences between analytic models and calculator/computer models. Concept of integration and elementary examples
This module aims to provide the mathematical foundations and techniques for the physics and mathematics streams of the Natural Sciences degree programme. The emphasis is on applications, giving you practice in mathematical manipulation and problem solving rather than rigorous proofs and derivations. You should be able to apply these mathematical ideas to a variety of scientific problems, helping develop their interdisciplinary skills.

You will study topics including sequences, series and limits, complex numbers, statistical inference, differentiation and integration as well as first and second order ordinary differential equations.


Teaching will be in the form of lectures, problem solving classes and computing sessions.
Private Equity and Venture Capital (PEVC) is a postgraduate module covering selected topics relating to private equity (PE). It addresses different private equity strategies and focuses notably on leveraged buyouts (LBOs) and venture capital (VC), as well as real estate (RE). The module covers topics such as the valuation of portfolio companies, structuring and financing of deals, calculating investments’ internal rate of return (IRR), paid-in capital (PIC), distributed to paid-in (DPI), residual value to paid-in (RVPI), and total value to paid-in (TVPI), as well as the distribution of returns to the partners at a PE fund.

The module examines VC investments, considering topics like term sheets, successive rounds of financing, and the role that angel investors can play in financing new ventures. The module will look at the range of risks faced by the general partners and limited partners of PE firms. Other topics may include growth equity funds, alternative PE investments such as distressed PE and real asset investing. PEVC also considers how PE firms exit their investments, with a focus on taking an investee company public and the associated IPO process. The module also features different approaches to valuing private real estate assets and investments.

The objective of this module is to expose students to the world of private equity at large by focusing on a blend of qualitative and quantitative topics related to the industry.
The kidneys produce nearly 200 litres of glomerular filtrate each day. How does the body regulate the loss of water, electrolytes and minerals?  The correct balance of these chemicals, and how organs communicate with each other, are critical to health and define the major homeostatic controls in the body. This module aims to provide a general introduction to the basic function and the physiology of the kidney and major endocrine organs, what happens when things go wrong and how they can be treated. Diseases covered include dehydration, acute and chronic kidney disease, pituitary and thyroid diseases, diabetes mellitus, adrenal failure. Drug treatment of these conditions will also be discussed.



This is a 15 credit module and taken in term 1 and is taught through a variety of flipped learning and workshops. There are no pre-requisites for this course.



Assessment is 80% coursework, 20% MCQ.
The course introduces the two main foundations of modern algebra: group theory and linear algebra. Groups consist of a set and an operation which combines members of the set. The objects in the set may be numbers, transformations, functions, matrices, etc. Groups appear everywhere in mathematics, physics, and chemistry. Linear algebra deals with simultaneous linear equations, matrices, and (more generally) linear transformations. The properties of matrices and vector spaces will be examined in detail.
The course is designed for very advanced level non-linguist students to enable them to produce accurate translations from a range of subjects and text types. The course covers translation skills development mainly from English into the target language (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject. The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for academic purposes. 

The course comprises knowledge and understanding both of the structure of the Mandarin language and its use in academic environments, such as lectures, seminars and conferences.  The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in a Mandarin speaking environment.  This will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.       

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module introduces a range of important contemporary issues related to the provision of services for young children and their families. The content of the module will be embedded within current policy contexts, professional practice, recent research, and contemporary debates about the changing landscape of the early years sector, the practitioner's role in working with children, families and other professionals within early years settings, schools and children's services.

The module aims to raise questions about the provision of care and education for children, interpret current provision within the context of the values and policies which underpin them. The inclusion of an international perspective enables a critique of western ideas of the early years as a significant phase of provision. Reflective practice provides a framework for critical reflection of policy into practice throughout the module.
The course is designed for very advanced level students requiring the language for academic purposes. The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills. The course comprises knowledge and understanding both of the structure of the Japanese language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in Japanese-speaking countries. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level non-linguist students to enable them to produce accurate translations from a range of subjects and text types. The course covers translation skills development mainly from English into the target language (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject. The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students requiring the language for academic purposes. 

The course comprises knowledge and understanding both of the structure of the German language and its use in academic environments, such as lectures, seminars and debates.  The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic (i.e. in the student's main degree subject, e.g. history) as well as other related topics to prepare students for further academic study/research in German speaking countries.  This will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.       

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students requiring the language for academic purposes. The course comprises knowledge and understanding both of the structure of the French language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the students main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in French speaking countries. This will be related back to the student’s degree subject.

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

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
Specialism grouping no teaching
Specialism grouping no teaching
This module aims to introduce students to the core themes and issues pertaining to maternal, fetal and neonatal health. The module will provide insight into current research priorities; offer an understanding of common disease processes in pregnancy along with methods of assessment and investigation of significant maternal, fetal and neonatal conditions. A strong focus will be placed on women’s health in the global context, along with the current social and ethical issues which are posed in relation to some of the more complex obstetric and neonatal concerns and decisions.

Topics covered include the physiology of pregnancy, fetal growth, gestation, embryology of the normal and abnormal pregnancy, prenatal diagnosis and screening, genetic testing of the fetus, psychological aspects of pregnancy care and care of the newborn infant. You will be able to visit clinical sessions within the maternity and neonatal units at UCLH.

After taking this module you should be able to understand:

• what normal fetal development consists of, and following on from the normal, to consider in which situations abnormalities may occur, and how these may (or may not) be detected

• the current options for screening for genetic syndromes

• the physiological changes at birth and what is involved in neonatal resuscitation

• areas of abnormal fetal development

• aspects of in-utero therapy and the practicalities of how to support and look after women who are in a situation where there is no potential for therapy

• conditions which place a burden upon morbidity for the mother and the fetus– namely, pre-eclampsia, infections, preterm labour and fetal growth restriction

• how mothers and babies are risk assessed during pregnancy to try and individualize care according to risk level and clinical situatio

• aspects of ethical conflicts relating to obstetric practice

• the impact of infection upon the mother and fetus
Term 1 only.

Lower Intermediate Modern Hebrew will enable students to develop the following Modern Hebrew

knowledge and skills:

Fluent and more accurate use of vocabulary and basic grammatical structures.
 Expanded vocabulary, relevant to a range of everyday topics and situations.
 Ability to engage in more involved written and spoken communication, such as expressing and understanding feelings and opinions.
  Ability to read Israeli newspapers and literature.
This module is equivalent to Ulpan level 2.  Students will be expected to use a Hebrew/English English/Hebrew dictionary as well as verb tables. They will be encouraged to use the facilities of the UCL Language Centre.
When thinking about artworks and artefacts, conservation provides an extensively rich area of study of their modes of conception, creation, dissemination, display and perpetuation. This is due to the premise that in order to engage with an artwork, conservation first and foremost seeks to understand what the work is and how it functions within and beyond its historic moment. Outsiders often refer to conservation as a homogenous field of activity that aims at prolonging the cultural objects' lives into the future. But there are, in fact, different conservations that operate with respect to diverse theories, types of artefacts, institutional settings, historic contexts, and the cultures that produce them. During this module, we will sketch a picture of conservation that always exists between a set of dichotomies of hands and minds, practice and theory, the tangible and the intangible, and the traditional and the new. By putting today's conservation into an historical perspective, we will examine how more recent conservation became of necessity a reflective, critical practice. Visits to museums and sites of conservation, and special tasks will enrich classroom discussions.
Key Principles of Health Economics introduces you to key concepts in health economics using the foundations of economic theory and then applying that theory to health and health markets. The module will enable you to understand how demand and supply interact, how markets work and why they fail and to identify the main methods of health financing and issues around equity and efficiency in health care. You will also learn how best to engage with economic evaluation studies (cost effectiveness analyses).

After taking this module you should be able to:

Understand qualitatively how demand and supply interact.
	Explain how markets work and why they fail.
	Summarise the main links between economic growth, income distribution, health and health inequalities.
	Define and understand the key concepts related to health equity, its measurement and policies to address it.
	Understanding the alternatives for funding health care and their advantages and disadvantages.
	Understanding common provider payment systems, their advantages and disadvantages, and cost-sharing mechanisms.
	Critically engage with the principles of economic evaluation in health care, understanding the common methods and how to interpret their findings.
You will have a combination of didactic teaching, interactive tutorials, computer workshops and independent reading.

The module is compulsory for students on the MA Philosophy, Politics and Economics of Health. The module is also open to IGH MSc/PGDip students, any UCL MSc/PG Dip students.

Selected reading list:


	McPake, B., Normand, C., Smith, S., and Nolan, A. (2013) (3rd Edition). Health Economics: An International Perspective. Taylor & Francis Group
	
	
	Guinness, L., Wiseman, V. (2011). Introduction to Heath Economics. Second Edition. Open University Press
	
	
	Abel Olsen J., (2017) (2nd Edition). Principles in Health Economics and Policy. Oxford University Press.
The course aims to provide students with an understanding of key topics in modern techniques to simulate the deep Earth, with particular emphasis to atomistic computer simulations. Specific examples from current research will be presented.

By the end of this module students will become familiar with:

Basic thermodynamic concepts and their relation to microscopic physics. 1st and 2nd law of thermodynamics. The direction of natural processes.
	Probability and its relation to Entropy. The partition function.
	Thermodynamic potentials: Helmholtz free energy, Gibbs free energy, Enthalpy. Equivalent formulations of the 2nd law.
	The Boltzmann and Gibbs distributions, canonical and gran-canonical averages, sampling methods.
	Calculating free energies with modern computational methods to simulate materials at high pressure and temperature.
	the Earth internal structure.
	earth's core composition, temperature and transport properties.
	phase diagrams and phase boundaries within the Earth.
	Practical examples, e.g. thermal expansion of materials. Hands on computer experiments.
Attending and assessing Departmental seminar series (20 seminars) over the autumn and winter terms. Assessment styles include group presentations and written reports. The course includes a compulsory field trip (currently to the Ries meteorite crater in Germany).

By the end of this module students will have:

a thorough understanding of Earth and Planetary theories, paradigms, concepts and principles and an in-depth understanding of more specialised areas;
	a highly developed ability to consider issues from a wide range of multi-disciplinary and inter-disciplinary perspectives and to draw on appropriate concepts and values in arriving at a critical assessment.
	actical and Transferable Outcomes:
	a highly developed ability to analyse, synthesise summarise and critically evaluate information from academic literature, ideas, interpretations, field observations and other sources;
	the ability to communicate highly effectively to a variety of audiences in written, graphical and verbal forms.
The study of climatic and environmental changes that have occurred over the past few million years is one of the most exciting branches of Physical Geography. This module examines spatial and temporal patterns of climatic and environmental changes during the late Cenozoic and their potential causes. It also assesses the contribution of palaeoclimatology to our understanding of present and future climate.  The course stresses the multi-disciplinary nature of research into past environments.  On completion of the module students will have knowledge of major global patterns of climate change and environmental response on tectonic, orbital and millennial timescales and their regional expression e.g. northern vs southern hemisphere, low vs mid vs high latitude, an understanding of the different climate forcing variables and an appreciation of how climate scientists have used palaeoclimatic data to support projections of future climate.

Geography students are advised to take GEOG0021 Reconstructing Past Environments. GEOG0052 is also relevant to Earth Science and Archaeology students, who are advised to take relevant 2nd year courses in their own departments if they have not taken GEOG0021.
This course aims to contextualise and introduce key concepts in French postwar (literary) theory by focusing on two of the key figures involved: Michel Foucault and Roland Barthes. Post-war (literary) theory is characterized by an explosion in the understanding of the ways literature, culture and thought can be approached and conceptualized. The experience of literature is connected by these thinkers and writers to experiences of philosophy, linguistics, sociology, history, sexuality, as well as to the other arts.

The first half of term will focus on Michel Foucault, and his investigations of the ways in which our understanding is structured by particular configurations of knowledge, and the assumptions and desires which drive it. In the second half of term, the course will focus on Roland Barthes, and the ways in which his investigations into history, myth and ideology, for example, force readers into an active kind of reading, and makes an engagement with writing a way of resisting a range of cultural and ideological orthodoxies. The work of both figures will be linked by their shared concern with issues of authority and authorship, two areas of direct concern to literary study.

The course will be taught in a combination of tutor-led discussions and student-led presentation and seminar debates. The aim is to engage with detailed close reading of specific theoretical texts rather than presenting a wide overview of the proliferating field of post-war theory and its approaches.
This module provides students with an understanding of the engineering process and practice in carrying it out. The aim of the course is to deliver training in design, engineering practice and the economic, environmental and social context which will enable our graduates to achieve the requirements of Chartered Engineering status.

By the end of the module students will:

Understand and apply a systems engineering process over the full product lifecycle;
	Understand and write specifications and data sheets for electronic components and systems;
	Complete an electronic design to meet a given set of requirements and effectively communicate the design though documentation and presentation;
	Understand the economic and risk aspects of engineering design and manufacturing;
	Find relevant technical literature and write a reasoned assessment of it;
	Understand situations arising in the practice of engineering which may have legal ramifications
This module is exclusively for Building and Urban Design in Development course students. This module is run over three terms. It consists of four principal elements as follows: 1. The practical aspects of building and urban design through a research-based design methodology; 2. Issues of development and governance that underpin the wider context in which building and urban design have to operate - provided through a comparative urban design approach; 3. Skills acquisition sessions aimed at providing general presentation, analysis and comprehension, team working and negotiation and other such skills necessary for the practice of building and urban design in development; 4.  Direct partner engagement takes place to synthesizing hands-on experience to use the skills, concepts theories and techniques of urban design for development, taught in DEVP0002 and DEVP0003 through a typically overseas practice engagement in the 3rd Term.
Aims:

Students will learn to design controllers for robots and simulate their behaviour using mathematical models of their dynamics. Theory will be contextualised into a practitioner's point of view and students will develop working prototypes of control systems for a robot to solve specific tasks.

Learning outcomes:

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

Understand the principles of control design for robotic systems.
	Reason about robot dynamics mathematically.
	Understand the principles and properties of feedback control systems.
	Understand optimisation of controllers.
	Program robots and system simulations in an appropriate programming language.
Content:

The module covers:

Dynamical systems in continuous and discrete time.
	Single-input single-output (SISO) and multiple-input multiple-output (MIMO) systems.
	Linear and time invariant (LTI) systems.
	Mathematical representations of dynamical systems.
	Control loops, feedback, and stability.
	Controller performance, robustness, and optimality.
A theoretical treatment in lectures will be accompanied by corresponding practical exercises in mathematics, programming, and simulation, in which students can exercise their skills.

Requisites:

To be eligible to select this module as an option or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; (2) understand basic calculus and linear algebra; and (3) have programming experience.
Summary: 

The Research Project is aimed at developing specific skills in a research field of your own choosing as well as a range of transferable research methodologies including literature searching, statistical analysis and written and verbal communication. Projects may be based in epidemiology, for example analyzing cohort or registry data to determine patterns of health inequality or risks to child health or development. Alternatively, you may choose to focus upon mechanistic research in a laboratory setting. The project takes place throughout the academic year, or is spread over two academic years if you are part time, it is expected that you will have started your project by November and will complete the project in late August. Approximately 19 weeks should be spent doing data collection and 5 weeks writing up.

Learning Objectives and Outcomes

After successfully completing this course, you should be able to:

Conduct an appropriate literature search to support a research project
	Gain appropriate statistical knowledge to support critical appraisal and simple study design
	Report research results, to publication standard, including implications for child health and/or healthcare policy
	Exhibit good oral communication and justification of your project’s results and methodology
	Demonstrate reflective appraisal of your management and academic skills
Who is this module for? 

This is a compulsory module for all the MRes Child Health students.

Teaching and Learning Methods

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

Assessment

The project is assessed by a 20,000 word dissertation, a poster presentation and a viva examination.
This is the report module for the MA Education and Technology. It comprises an independent project culminating in a report of 10,000 words, supervised either on campus or online.
This module (which is not available to distance learner/online only students) will examine how design thinking can drive the development of novel digital technology that fosters cultural and learning opportunities and practices. The first part of the module will focus on how design thinking can support the development of desirable and feasible technologies for education and learning, and why this approach can transform the ways in which we have traditionally approached digital design within these domains. It will introduce students to the features and methods of the design process and the role of design thinking in mobilising communities of designers, learners and educators. The second part of the module will unpack the design process starting from developing a design concept all the way to digital prototyping. Students will carry out project-based design work during which they will craft their own design questions and employ design methods, toward developing a digital prototype.
Aims

By engaging successfully with this module you will develop classroom teaching competencies in relation to planning, teaching and assessment of Computing. You will develop an understanding of the nature and purpose of the Computing curriculum and how it can be delivered successfully to pupils 11 to 18.

Outcomes


You will:

through university study and school based practice you will learn to plan and deliver effective lessons. You will engage in curriculum planning at a variety of levels and apply your theoretical understanding of assessment, class management and differentiation to practical teaching in the classroom. You will work collaboratively with tutors and mentors and progress towards the degree of professional competence and independence required to begin the NQT year. In this module you will undertake a written assignment relating to ‘The pedagogy of programming’.
This module covers the institutions and instruments investing in the commercial real estate globally. It specifically considers the application of investment theories to both the general investment markets and the property market specifically – where and how does property fit in?
The module will begin by considering the unique characteristics of property as an asset class and considers the ‘value’ of an investment: who invests in property and why? The risk and return potential of direct and indirect property will be considered in relation to other investment media, such as stocks and bonds. Diverse ways in which property can be invested will be considered, as well as how such vehicles are managed by investors as an integral aspect of international and multi-asset portfolios.
Market performance, cycles and trends will be considered and relevant models and theories examined. Market forecasting, modelling, indices and the efficiency of the market will be introduced, combining to offer a solid introduction to property as an international investment medium.
One of your modules abroad will be converted to 15 UCL credits.
One of your modules abroad will be converted to 15 UCL credits.
This module covers the theoretical principles of financial economics in the context of real estate and their basic practical applications. It begins with explaining the basic concepts of finance such as time value of money, financial mathematics, principles of asset pricing, risk and return as well as debt and equity financing. It also covers issues especially important in real estate such as leverage and mortgages, corporate finance and cash flow analysis.

The second part of the module applies these concepts to real estate in a practical setting by covering the use of automated spreadsheets to calculate expected returns on different investments.
The module aims to give students a practical understanding of how 3D scanning technologies work, concentrating on LiDAR, photogrammetry and handheld scanning. It aims to inform students where each technology is most appropriately used according to the type and scale of subject matter and their downstream applications, in context of the wider industries. Students will develop competency in one or more of the technologies and conduct a proficient and safe scan of a site or site feature which is then realized into an appropriate outcome for presentation.
The module aims to give students a practical understanding of how 3D scanning technologies work, concentrating on LiDAR, photogrammetry and handheld scanning. It aims to inform students where each technology is most appropriately used according to the type and scale of subject matter and their downstream applications, in context of the wider industries. Students will develop competency in one or more of the technologies and conduct a proficient and safe scan of a site or site feature which is then realized into an appropriate outcome for presentation.
You are introduced to a range of historical and theoretical approaches, and research methods. These allow you to productively engage with specific architectural and urban questions, and themes. It posits that in-depth, critical and rigorous thinking, research and writing are vital in making sense of architecture, constantly shaped by, other contexts, fields, discourses and practices.

The course emphasizes the dynamic relationships between historical and theoretical work and contemporary design and practice; and between architecture and cities of the past and present.

It consists of three main elements:

a lecture series investigating the architectural and urban question of ‘space’, introducing you to a wide range of research methods and skills
	seminars in which you will have the opportunity to pursue a specialised theme via readings and discussions
	an independent research and writing project – involving a presentation, research proposal, and a final dissertation – on a topic of your choice in response to seminars
This module will give you an understanding of key moments in the history and theory of architecture and enable you to encounter the ways in which architectural knowledge is produced. The course consists of three main elements:

a lecture series considering specific twentieth-century architects and buildings in both western and non-western contexts
	a seminar series which investigates how different genres of text shape debates and ideas around architecture
	and two essay submissions investigating a particular form of architectural writing
On successful completion of the module, you will have achieved the following learning outcomes, consisting of the comprehension of:

certain key moments in the architectural history and theory of the 20th century
	the production, use, experience and impact of contemporary architecture
	a range of key buildings in terms of their spatial format, as well as their urban, social, environmental and technological contexts, including references to relevant urban design and planning concepts situated within a historical frame
	a range of key architects’ philosophies and approaches to architecture
	the relativity of any one single canon of Modernism or Postmodernism – given that these canons are contingent on shifting social, political and philosophical agendas - the idea is to gain insight into how the history and theory of architecture is itself in continuous evolution, questioning accepted assumptions and boundaries, increasing understanding of our own situation, and opening new possibilities for practice
	architectural texts as a key form of architectural knowledge, and the role of writing in the world of architecture and as a subject of architectural enquiry in itself
The Peruvian writer, folklorist and ethnologist José María Arguedas (1911-1969) is not only the most prominent representative of the neo-indigenist literary movement in the Andean region but also one of its most acute interpreters, particularly with respect to the cultural values and traditions of the Quechua communities of his native country. This course explores Arguedas’s vivid representation of the Andean world through a careful reading of some of his most important literary and ethnological works. From his early short stories and novels—in which he draws from his own personal experiences among the Indians of the southern sierra—to his insightful essays on the historical development of Andean mestizo culture and society, Arguedas captures the spirit of a people that have endured centuries of oppression and, at the same time, presents a challenging economic model for its social and political survival.

N.B. This module is taught in Spanish (seminar discussions are held in English).
This module equips students with skills for working with data that comes directly from the source and may need some manipulation (such as merging, cleaning, recoding) as an initial stage in analysis  The module aims to develop good data ‘housekeeping practice’ amongst students, equipping them with vital and valuable skills and techniques that they can apply in their future career. A key aim of the course is to get students to be able to '‘crunch data’ through the use of simple statistical tools, such as merging techniques, recoding of outliers and missing values, and macros and loops, for example. 
The focus is on the formal aspects of (artistic) texts, to include repetition, parallelism, and other patterned deployment of sounds, prosodies, and silences. The method is close reading in class of a small number of short texts in their original languages. This kind of reading is achieved by morpheme-by-morpheme glosses and detailed prosodic, metrical, and cultural notes and suggestions for further (especially secondary) reading.
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 non-intensive clinical work. For further information about the module description contact the programme team.
In this module, we consider a growing body of work in linguistics and philosophy of language which is able to apply tools from formal, analytic pragmatics to a wider range of real-world phenomena. We will consider how highly developed insights about the nature of context and levels of meaning in formal pragmatics can be used as the basis for accounts of topics drawn from the study of rhetoric and political discourse; formality and politeness; social indexing and identity. Specific topics will be drawn from a selection that includes: slurs and dog whistles, question begging and deniability, the use of honorifics, and the dialectic between broader social/cultural forces and utterance form (social indexing).
TThe Hebrew language has a rich and fascinating history dating back 3,000 years. This course will provide a systematic and detailed overview origins of this history, beginning with the earliest evidence for the language in the Iron Age Near East. It will examine the language of the Bible,  considering the question of whether it is possible to date biblical texts accurately using linguistic methods, and will explore issues such as the development of the Hebrew alphabet, literacy in biblical times, and gender and social factors reflected in ancient Hebrew.  

The course will go on to consider the huge historical changes that the Jewish people underwent between the biblical and rabbinic periods, and how these left their mark on the language of the Mishnah and Talmud. It will investigate the fate of Hebrew after it died out as a spoken language around 200 CE, and examine the rich and varied ways that it continued to be used as a language of written creativity. This includes the spread of Hebrew throughout the Middle East, North Africa, Europe, and beyond, the relationship between Hebrew and the spoken Jewish languages that evolved in the Diaspora, and the practice of translating scientific writing and literature into Hebrew throughout the medieval period.  

The module will then explore the use of Hebrew in Eastern Europe in the early modern and modern periods, which laid the ground for its revival as a spoken language in Palestine at the end of the 19th century. It will examine the dramatic historical and linguistic circumstances of this revival, and consider hotly debated questions such as whether Israeli Hebrew still a Semitic language. The course will conclude by examining 21st-century issues such as the Haredi variety of Hebrew currently used in the Diaspora, the emergence of non-binary forms of Hebrew, and the relationship between Hebrew and Arabic in Israel and Palestine..
This is a course for students who have successfully completed Bulgarian Level 1. Students who complete the course successfully will attain a level of competence in Bulgarian which will enable them to communicate effectively in a wide range of situations.

Students registered for other degrees may take just the comprehension component, but may not take the production component on its own.
Description

This course introduces postgraduate students to a range of quantitative research methods that are commonly used within contemporary human geography. It is designed to equip first year graduate students with the knowledge, confidence and technical skills that are needed to complete a substantive piece of independent quantitative research in any area of human geography.

This is an introductory module and no prior familiarity with quantitative research methods or with software is assumed. Enrolment on this module is restricted to Geography MSc students only.

Indicative module topics include:

The philosophical underpinnings of quantitative social science
	How to design a successful quantitative research project
	How to use statistical software to import and prepare datasets
	Describing and exploring data using descriptive statistics, graphs and maps
	Using statistical tests, statistical models and Geographic Information Systems (GIS) to analyse various types of social science datasets
These indicative topics may be subject to variation depending on developments in academic research and the interests of the class.

Teaching delivery 

The course is taught through a blend of instructor-led content and computer practical exercises supported by online resources.

Students completing the course will:

Be able to devise research questions, hypotheses and research strategies to address them using numerical data
	Understand how to conduct quantitative research through the interrogation of a range of datasets using descriptive statistics, statistical tests, statistical models and Geographic Information Systems (GIS)
Skills development

Students completing the course will develop the following transferable careers skills:

Critical thinking, particularly with regards to numerical data analysis
	Written and oral communication skills
	Expertise with GIS, statistical analysis and numerical modelling
	Coding
	Experience working in groups
 
This course is designed to equip first-year graduate students with the range of knowledge and skills needed to complete a substantive piece of independent, social scientific research in geography. Research is an adventure. That is the central premise of this module. Doing research is a precarious and challenging process. Things go wrong as much as it goes right. Good research requires perseverance, inventiveness, a willingness to try different angles. It is as much craft as it is science. It is something that cannot be learnt only through books and reading. Done well, with rigour and enthusiasm, it is a hugely rewarding activity. Teaching this module our aim is that by the end of this module you will have learnt the basics of doing good qualitative social research. You will have gained a rigorous sense of what goes into making good qualitative research, and you will have a developing sense of how to go about developing, designing, managing and completing a qualitative research project.
This module provides a unique opportunity to study the ideas and influence of Jeremy Bentham (1748–1832), the famous jurist, philosopher, and reformer.

Despite concentrating on the thought of one person, the module is surprisingly wide-ranging, since Bentham made significant contributions across a wide range of disciplines, including philosophy, law, politics, and economics. Bentham’s ideas are related to the social, political and intellectual context of his own time, and an assessment made of their significance for the contemporary world.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0205, 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 half-year affiliate students only. Please see the 30-credit full-year version, HIST0148, 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 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 extend the core skills and knowledge learnt from the “minimally invasive facial aesthetics” module. This will include discussions of active skin care and skin care extenders, new skin surface technologies, advanced applications of neuromodulators and fillers and advanced communication skills in aesthetics. In addition, students will learn the principles of aesthetic procedures for the treatment of medical conditions. Furthermore, advanced skills in performing injection procedures on the mid and lower face region will be taught in a simulated environment. 
The Technology Management Research Project with its associated Dissertation and Presentation is a compulsory part of the MSc in Technology Management.

Most of the teaching for this module is delivered via the classes offered for the Project Concept module (SPCE0035). In addition students may receive one or more additional short classes to assist with the writing of the Dissertation. Students will receive guidance from their Project Supervisors in Terms 2 and 3.
This module allows students to get first-hand experience conducting research and working as part of a research team, under the direct supervision of a staff member. To enrol in the module, students must find a staff member to supervise them. Student will then work as research assistants on one or more of the staff member’s active research projects, and will meet regularly with the supervisor and (if relevant) the supervisor’s lab group or research team. At the end of the module, students will write a report based on the research project.


This module may be taken by special arrangement with James White (j.c.white@ucl.ac.uk). This module may only be added to your module registration selection after discussion and formal approval has taken place with Jamie White.
This module is split into two major components, developing science communication skills and an introduction to scientific computing.

In the first component you will be introduced to the world of science communication, its varied practices, rationales, critics and stakeholders. You will consider how scientific ideas and technical knowledge are communicated outside the laboratory, and the central role of communication to the production of knowledge. You will be working in groups to plan and record an episode of a scientifically-focused podcast.

In the second component you will learn the fundamentals of Python, one of the most popular programming languages which is widely used in science and other disciplines. By the end of this section you will be able to use Python to perform computations, analyse data, make quantitative predictions and present results. You will be in a position to learn more sophisticated computational techniques including mathematical modelling. The final assessment will be a group investigative task.
This course will introduce students to the science of collective intelligence and the practical applications of technology and artificial intelligence for harnessing human potential.  This course will cover the psychological and social psychological principles of group and team behavior including the role of group composition, the risks and benefits of conflict, and transactive memory systems.  A core focus of this course will be the theoretical principles of collective intelligence, including concepts such as crowdsourcing and the wisdom of crowds; computational models of decision-making and problem-solving; and the basic network science of human information systems. This course will review the latest research on the use of technological systems in managing and harnessing collective intelligence.  Examples include process design and digital communication tools; human/AI integration for hybrid intelligence systems; and crowdsourcing platforms such as predictions markets.  Throughout this course will include case studies of collective intelligence in practice and invite students to creatively imagine the possibilities of this new technological frontier.
This module illustrates how the foundation knowledge of biomedical engineering is used in the provision of clinical services. Topics include: 1.electrophysiology: electroencephalography (EEG), electrical impedance tomography (EIT) and eletromyography (EMG); 2.respiratory measurement: mechanics of breathing, diffusing capacity, whole body plethysmography; 3.urology: lower urinary tract, bladder, incontinence technology; 4.rehabilitation robotics and assistive technology: manual wheelchair, robots; 5.rehabilitation engineering: prosthetic leg, functional electrical stimulation.

A video description can be found at the UCL Media Central.
This module will cover details on how proteins are translated, regulated, their structure and function and introduction to proteomics. In this module students will gain knowledge and practical experience in two-dimensional gel electrophoresis, mass spectrometry and how quantitative proteomics is used in identifying large number of proteins in cell biology and disease. Students will also learn how current web based bioinformatic platforms can be utilized for network analysis on large proteomics dataset.
The progression of a candidate molecule into clinical development depends on detailed understanding of the factors that determine the treatment response and variability in humans. This module provides insight into the relationship between drug delivery, pharmacokinetics (PK), pharmacodynamics (PD), homeostasis, disease progression and treatment outcome.

Focus is given to PKPD relationships as the pharmacological basis for dose and patient selection during clinical development and therapeutic evaluation of novel medicines. In addition, quantitative pharmacology methods are introduced as a tool for translational research and dosing recommendation in patients. These concepts are applied to clinical drug development case studies in experimental and computer labs.
This is a course in the applied aspects of mathematical finance, in particular derivative pricing. The theme of the course is to develop the Partial Differential Equation approach to the pricing of options. Excel spreadsheets will be used for the computational work.
This module provides students with the opportunity to pursue self-initiated, independent and in-depth research on their chosen topic. The Dissertation demonstrates a student’s ability to produce a substantial piece of written work, and enhances the skills required to do this: analysis and synthesis, clarity of thought, concision, organization and project management. The topic of the research project must fall within the discipline range of Comparative Literature. It may relate to the subject area of a module already taken but it must not replicate argument already done on a particular course.

The project takes the shape of independent research under the guidance of a supervisor. It is expected that the student and supervisor will have approximately three hours of contact over the course of the academic year either virtually (e.g. synchronously via Skype or asynchronously via email) or face-to-face to discuss the progress of the work.
This module examines a range of methods of data collection and generation, including interview, observation, documentary and survey methods. Students will explore the relationship between research design and research practice, and the process of knowledge construction through method. The methodological issues in each method will be examined through real-world examples, and students will use their own research interests do develop sensitivity regarding the dialogue research design and research practice. The module will also examine the process of research dissemination and the different ways that research is written and presented, from conferences, journals, to social media and forms of community engagement.
The course aims to provide an introduction, with real world examples, to the main concepts in metamorphism and metamorphic processes including examples of modern research practice.

By the end of this module students will have:

the ability to identify different metamorphic rocks in hand and thin section and place constraints on P-T conditions of formation;
	an understanding of the dynamical processes involved in high-pressure metamorphism and the complex feedbacks between fluids, reaction rates and large-scale strain in crustal and mantle environments;
	knowledge of modern experimental techniques and an ability to critically assess the results of such experiments.
The course provides an introduction to the major vertebrate groups (jawless vertebrates, placoderms, cartilaginous fish, ray-finned fish, lobe-finned fish, early tetrapods, modern amphibians, lizards, snakes, turtles, crocodiles, dinosaurs and birds]. The core of the course concerns the anatomy and evolutionary relationships of these groups, which are examined through lectures and practical classes in the Grant Museum of Zoology. The course also uses vertebrates to illustrate two important aspects of palaeontological research: analytical methods and evolutionary processes. The methods introduced by these lectures include phylogenetic analysis, cladistic biogeography, and taxic and phylogenetic diversity estimation. Students will also examine evolutionary phenomena such as exaptation and adaptation, extinction, adaptive radiation, and the influence of physical factors on evolutionary history.

By the end of this module students should:

show an ability to identify members of particular vertebrate groups;
	be able to analyse the functional significance of particular anatomical features;
	be able to apply phylogenetic and other analytical techniques;
	have developed a more detailed understanding of key evolutionary events such as the end-Cretaceous extinction.
GEOL0003 History of Life is a prerequisite for this module.
This module is designed to give you a foundation in marketing concepts and practices for pharma while also introducing you to the impact the structure of the industry has on marketing. The differences between pharma marketing and consumer goods marketing will be a key consideration along with ethical and legal aspects. Opportunities and challenges that arise in commercialisation of pharmaceuticals products will be explored in-depth such as the drug pricing and reimbursement in different health systems The course focuses on stakeholder engagement and awareness as a key aspect of developing a marketing strategy as well as approaches to commercialisation of brand.  Students will learn how different health systems’ pricing and payment arrangements impact all aspects of the business particularly in terms of price regulation, payers, and purchasing organisations in which pharmaceutical products operate in to be successful. There will also be exploration of how different business development approaches in terms of mergers, acquisitions, licensing, etc. impact approaches to commercialisation and marketing.
This module covers the principles associated with data transmission, with a special emphasis on aspects concerning the physical-layer and the medium-access control layer. The module emphasizes both the foundations as well as the applications of the various algorithms, techniques and protocols.
This is the core Electronic Engineering course in term 1 for our first year students. It aims to cover a wide range of Electronic Engineering topics, providing the foundations necessary for the remainder of their degree programmes. The aim of the module is to provide an introduction to a range of fundamental topics in electronic engineering, including energy sources, analogue and digital circuits, and communications systems, along with the associated practical skills including the use of test tools/instruments and the design, construction and troubleshooting of electronic circuits.
By the end of the module students will:
• Understand the different types of energy and fuel and the relations between force, energy and power; Carnot and endoreversible efficiencies.
• Apply Kirchhoff’s current and voltage laws to calculate currents and voltages in passive linear circuits and perform circuit transformation using Thevenin and Norton equivalent sources.
• Understand capacitance, inductance and their relationship to impedance.
• Understand the requirement for maximum power transfer.
• Apply phasor and complex algebra in circuit analysis.
• Understand, analyse and design simple filters and resonant circuits.
• Understand and analyse simple three-phase systems and synchronous generators.
• Understand binary number systems and perform binary arithmetic, including Boolean algebra.
• Understand combinational logic functions including adders and comparators.
• Know how to program microcontrollers such as the Arduino Uno.
• Know how to use the peripherals of such microcontrollers.
• Understand the operational amplifier (op-amp) and design and construct a range of op-amp circuits such amplifiers, integrator and differentiator.
• Describe mathematically periodic signals, including use of the Fourier series.
Dissertation on MSc Engineering & Education
This module is compulsory and needs to be taken by all students completing MClinDent in Orthodontics and MClinDent in Orthodontics (AT).
This is the dissertation module for the MA Educational Assessment. Please register for the spring term (Terms 2 and 3) if you wish to complete for September 2023.
Module Ouline:

This module aims to provide students on MSci/BSc Chemistry with Management or Chemistry with a European Language without an A or AS level in maths with the required level of mathematics for the remainder of the chemistry degree programme.Module Aims:

At the end of the module students should be able to:
1. Understand how to present mathematic workings and solutions.
2. Understand and use the fundamentals of algebra.
3. Differentiate and integrate functions of one variable.
4. Perform statistical analysis of data sets.Teaching and Learning Methods:

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

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 module covers the integration of reality capture and survey data and GIS data with the Building Information Modelling (BIM) process. The module provides a background into the wider organisational and legislative context of BIM particularly for the UK. It gives the bigger picture of integrating geometry and information in the construction and maintenance world. It introduces concepts of reality capture data processing, feature extraction and 3D modelling. The practicals give students the opportunity to validate and critically assess 3D point cloud data for 3D modelling. Students learn how to create geometric models from point clouds and how to manage and share BIM data. The module is assessed by quizzes, individual reports and group presentations. The module is suitable for students in MSc Geospatial Science and also MSc Civil Engineering (particularly when specialising with Surveying).

Learning Outcomes

Able to assess and choose tools to capture 3D data for BIM applications
	Able to use state-of-the art software to generate a 3D geometric model for BIM
	Understand available options for managing, storing and sharing the 3D geometry and associated semantic information
	Be familiar with the UK’s legislative framework for BIM along with current research challenges in 3D geometric modelling and storage
This module focuses on the development of phase and subject specific pedagogy through individual and collaborative reflection, evaluation and critique. Participants will gain a critical insight into working collaboratively as a means to develop their subject and phase specific pedagogy and use this knowledge to refine and develop their teaching further. They will consider the meaning of vision and high expectations and how to use these to guide their work.
This project-based module provides future urban design and city planning professionals with knowledge and skills for critical analysis and diagnosis of urban environments as the basis to develop planning and design propositions.

It provides an opportunity for students to engage with and contribute to the production of knowledge, evidence and tools in collaboration with community-led organisations and focuses on the collection, presentation and analysis of local and locally produced information and on the diagnostic stage of the city planning and urban design process.
The module will provide an understanding of development and optimized operation of efficient building systems as a part of the integrated system of building fabric, building space, occupants, building services and controls. Students will be introduced to modelling of universal HVACR systems with an emphasis on understanding both system’s primary (energy generation) side and secondary (energy distribution) side as well as understanding of the system’s integration in a building. Students will learn about the use of operational data for: model calibration, control inefficiency and systems performance degradation identification.
This module aims to provide students with an engineering understanding of fermentation process design in terms of mixing, power input and oxygen transfer. It also aims to expose students to miniaturized and high throughput fermentation technologies for the rapid collection of bioprocess design data. The module also provide students with a framework for the engineering design and scale-up (or scale-down) of a typical fermentation process. This module focuses on the engineering characterisation of fermentation processes and the use of miniaturised and high throughput fermentation technologies to enable rapid fermentation process development and scale-up. The underlying principles of bioreactor design, characterisation and scale-up are introduced through a series of lectures, which are supported by quantitative, problem-based case studies.

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

Gain in-depth knowledge required to design a bioreactor in terms of mixing, power input and oxygen capabilities
	Understand how the engineering environment affects microbial growth kinetics
	Perform design calculations with regards to scale-up and scale-down of a fermentation process
	Appreciate how miniature and high throughput fermentation technologies can be used for the rapid acquisition of design data
This module considers the fundamentals of separations in the recovery of products from bioprocess feed streams. It focuses on the early stages of recovery where the processing stream is very complicated and challenging to process. The objective is to provide a theoretical understanding of downstream processes to enable the specification and operation of equipment and definition of performance.

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

Understand the impact of key variables in the primary recovery steps such as centrifugation and microfiltration
	Predict downstream operation performance
	Design a range of downstream steps for product recovery
	Use ultra-scale down devices to evaluate process performance
	Understand the impact of downstream processes on subsequent purification steps
The module aims to provide chemistry and industrial biotechnology knowledge specifically tailored for biochemical engineers. The module will introduce aspects of industrial biotechnology which are at the interface of biochemistry and chemical synthesis. The course will introduce fundamental chemistry and thermodynamics concepts in the context of industrial biotechnology, and then develop them up to advanced level using industrial biotechnology case studies.

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

Become familiar with organic chemistry underpinning enzyme mechanisms and protein chemical modifications
	Understand different thermodynamics and physical chemistry principles underpinning kinetic and equilibrium analysis of industrial biotechnology processes
	Appreciate protein structure, stability and ligand affinity mechanisms, and thermodynamics
	Discuss protein aggregation mechanisms and formulation chemistries
	Familiarise with the techniques for chemically modifying proteins and for protein engineering in an industrial biotechnology context
This is the second supporting sciences modules. It covers brain, nervous system and pain as basic science elements, building on each these to understand new and important diseases like delirium, frailty and age-related organ decline.  Key elements of this module will be to understand pain mechanisms, its epidemiology and its management.  

In additional the trainees will develop an understanding of the normal physiology and common pathologies of the liver, kidneys, endocrine system and blood. Focus on common pathophysiologies and the stress response and their context in anaesthesia and surgery.
The module is suitable for surgeons (non-surgeons would require special permission from the module and programme lead to access this module).  Completion of the module will enable students (surgeons) to acquire an understanding of the relevant surgical anatomy, physiology, and pathology of three main anatomical regions: breast, trunk/body and genial.  

The breast section will include congenital breast surgery, breast implant safety and all surgical options that effect aesthetic change to the breast, biological properties of breast implants and management of the long-term consequences of these devices. In the trunk, beyond surgical anatomy and physiology, students will learn abdominoplasty, correction of lax abdominal musculature, regional liposuction and extremity aesthetic surgery and surgery after massive weight loss. In genital surgery, all non-surgical and surgical options will be comprehensively covered. 

Students will also understand the various components that contribute to the complex decision making in aesthetic surgery of breast, trunk/body and genial.  Furthermore, students will learn how to make a surgical plan for individual patients in respect of conditions covered in this module using skills of analysis and judgement.  There will also be an opportunity for students to perform surgical aesthetic procedures in a simulated environment.  
This module will introduce you to medical innovations and explores how these innovations are translated into commercial products that can benefit patients. Case studies of different routes to market will be provided from industry. This module will introduce you to the business plan competition (based on Innovate UK Biomedical Catalyst) which will run over the three years.
Health and well-being are matters of concern for everyone. Persistent challenges for health care systems across the world, and new challenges such as the COVID-19 pandemic bring to the fore the need for new, high-quality thinkers, scholars and policy practitioners who understand and can champion continuous and relevant health innovation that consistently delivers health care in different contexts, responding to changing population needs. This Module responds to that need, anchored on the pervasive and integrative nature of the health sector. You will emerge from this Module with immense abilities and skills to critically investigate and advise on how countries can create and maintain a health innovation and public policy ecosystem that identifies health innovation needs, and delivers at scale, affordable and appropriately designed health solutions.
The module covers mechanical and thermal issues relevant to spacecraft, including materials, mechanisms, structure analysis, vibration and thermal theory and testing. Topics include:

Spacecraft configurations - interplay of mission goals, power requirements, attitude system and launch vehicle; mechanical interfaces and sub-systems.
	Mechanical design - introduction to the mechanical design procedure and its application to spacecraft design.
	Foundations of stress analysis and mechanics of materials - examples of application to spacecraft structures: beam analysis; frame structure analysis; strut buckling and optimisation; shell structure and analysis; sandwich panels theory and practice.
	Introduction to Finite Element Analysis (FEA) - basics of finite element method and application to simple structures; using FEA software.
	Launch loads - accelerations, acoustic fields, vibrations; calculating load cases and margins of safety.
	Materials for lightness, space vacuum and the radiation environment - metals, polymers, ceramics and composites.
	Introduction to vibration theory for space systems - analysis of single degree-of-freedom systems; natural frequency, damping, transmissibility; analysis of multi degree-of-freedom systems; random vibration excitation and response.
	Testing of space hardware - thermal and mechanical, including vibration and shock. Typical test specifications; derivation from measurements; modes of failure.
	Mechanisms - types of space mechanisms - actuators, stepper motors, pyrotechnics, gear transmissions; kinematics and kinematic design; bearings - sliding, rolling and flexing; lubrication and tribology for space applications; mechanism life.
	Introduction to cryogenics for space and cryocooler technologies.
	Thermal design - Modes of heat transfer. Space thermal environment. Thermal control materials and devices. Thermal design processes, analysis and testing. Impact of space environment.
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.
Aims: To introduce students to recent developments and discussions in attitude research.
Objectives: Through the course, students are expected to develop knowledge and understanding of: - the processes that underlie attitude formation - experimental designs in attitude research - techniques to measure explicit and implicit attitudes - theoretical controversies in attitude research - techniques that can lead to attitude change (e.g., persuasion).
Module outline: This course focuses on central construction of social cognition, of relevance for a variety of domains (e.g. marketing, consumer psychology, political psychology, racism and social discrimination). The course examines how attitudes are formed, their structure and implications for behaviour, their malleability, and how they can be changed. Various techniques to measure implicit and explicit attitudes are examined as well as the psychological, physiological, and neural correlates of attitudes. Debates and theoretical models about attitude processing and measurement are discussed. The course focuses also on applications, such as marketing (e.g. persuasion), consumer behaviour, voting behaviour, prejudice and discrimination, and health.
This module is a research seminar in the philosophy of mind. The module teacher (Lucy O’Brien) will present work on her current project (supported by a BA/Leverhulme Trust Senior Research Fellowship) on the ‘Pains and Pleasures of Interpersonal Self-Consciousness’.

Alongside the presentation of work from the project, we will explore core related readings. The pains and pleasures of a human life are closely tied to our consciousness of ourselves as the focus of consciousness of others. We will look at the challenge we face in giving an account of interpersonal self-consciousness – such self-consciousness demands that we make sense of both a doubling of standpoints, me and my observer, and an integrated single intersubjective structure. We will consider a way of making sense of the phenomenon, consider what kinds of stimulus occasion interpersonal self-consciousness, ask what role such consciousness plays in our knowledge of other minds, and how we vary in our self-conscious lives. We will also consider how human beings relate to, and aim practically to control, their own social self-consciousness, and others’

Philosophy Area A
This module focuses on the principles of pharmaceutical care and the core knowledge and skills required of a general level pharmacy practitioner. The practitioner is required to apply these to arrange of patients reflecting the scope of general pharmacy practice. In order to achieve this, practitioners will be required to apply a range of clinical and scientific knowledge to solve common, medication related, problems. Drug therapy for a number of common diseases states and associated surgical conditions. A particular emphasis will be placed on minimising the risk associated with medication use. This module incorporates the first stages of the pharmacist prescriber training pathway. Practitioners are expected to spend atleast 600 learning hours studying for this 60 credit module. This includes learning sets, assessment, work-based activities and private study. There are three elements to the programme, academic, work based and assessment.

 
Each student is allocated a research project and two primary supervisors with expertise in their project field. The project introduces independent research and provides an opportunity to explore a topic in greater depth. The project often (but not necessarily) forms the basis for the student’s PhD research.
This module provides students from the MSc Engineering with Finance and MSc Engineering with Innovation and Entrepreneurship with experience of working as a group, in liaison, where possible, with industry, in order to design a complex engineering product, system or service under stringent time and resource limitations and to assess its commercial potential.

Students have the opportunity to apply formal project management techniques such as planning, resource allocation, cost estimation, project monitoring and reporting, and to develop commercial skills and business awareness.

A working prototype, full technical specification, parts lists, details of the supply chain, manufacturing plan, pricing, and marketing strategy must be developed. In addition a full business plan with five year projections must be given, including an assessment of the likely sources of start-up capital funds.
This is a 30-hour introductory course on interest rate modelling and the pricing of fixed-income assets. The first part of the course focusses on the modelling of the term structure of interest rates. During the second part of the course, the concept of credit risk and some standard credit risk models are introduced
The course is designed for very advanced level students requiring the language for academic purposes. The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills. The course comprises knowledge and understanding both of the structure of the Spanish language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in Spanish-speaking countries. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course covers translation skills development mainly from English into Mandarin (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject.

The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas.

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

Various transferable skills will also be further developed, for instance:

Using two languages in comparison, to critically communicate translation matters in a foreign language with peers.
 Raising awareness of appropriate text structures, genre, audience in English and Mandarin.
 Reading research material in Mandarin and producing a summary translation which can feed into a student’s main degree/career.
For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
The course is designed for advanced level non-linguist students to enable them to produce translations from a range of subjects and text types.The course covers translation skills development mainly from English into the target language (although some translation into English will also be practised), with the objective of producing different types of written translations. The course will cover fundamental issues in translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. The course is designed for very advanced level students requiring the language for academic purposes.  The course comprises knowledge and understanding both of the structure of the Italian language and its use in academic environments, such as lectures, seminars and conferences.  The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research within Italy. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level non-linguist students to enable them to produce accurate translations from a range of subjects and text types.

The course covers translation skills development mainly from English into German (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject. 

The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas.

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

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level non-linguist students to enable them to produce accurate translations from a range of subjects and text types. The course covers translation skills development mainly from English into French (although some translation into English will also be practised), with the objective of producing different types of written translations, some of them relating back to the student's degree subject. 

The course will cover fundamental theoretical concepts of translation but with the focus on teaching practical translation skills, making students aware of linguistic and cultural differences in subject-related areas. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
Specialism grouping no teaching
Through the comparative study of human culture and societies around the world, Social Anthropology attempts to make sense of the everyday complexities of social life. The module will help students appreciate the extent of human diversity around the world as they study for a degree in Global Humanitarian Studies. In this module students will learn how anthropologists approach different cultures around the world, how they understand the concept of culture itself and its role in defining humanity. The module introduces students to the methods and theories used by social anthropologists, particularly the process of ethnographic fieldwork, the importance of understanding researchers’ positionality, and how it can influence anthropologists’ theoretical approaches to and claims about the social world. Firstly, you will gain an overview of some of the key concepts and principles underpinning anthropological approaches to socio-cultural life. Secondly, you will apply these key concepts and principles to exploring specific social and cultural themes, such as kinship, economy, politics, religion, race and colonialism. 
The module will help students familiarise themselves with a range of statistical and geospatial techniques to understand and analyse data used in a humanitarian context. They will apply the acquired skills by analysing quantitative social data (collected through questionnaire surveys) and geospatial data (satellite images and vector data).

 

At the end of the module, the students will learn basic geographic information systems (GIS), visualise results (maps, charts, and graphs), and communicate statistical and geospatial outcomes competently. We will be using industry-standard software to analyse data.

 

The primary teaching method will be class lectures, solving practical problems and principally computer-based lab work.
This module will be driven by a combination of current and exemplar research proceedings in high impact journals in the field of Infection & Immunity (I&I). Content will be complementary to that delivered on the INIM0007 Infection and INIM0005 Immunology modules (in first and second term respectively) and be used to challenge the students to think about current concepts in I&I. Students will be guided through a series of papers that are outstanding examples of the academic and methodological state of the art in key areas of I&I and how the hypotheses, approaches and interpretations evident in the papers are essential for formulating current thinking on these topics.

By the end of the module, it is anticipated that students will:

Be familiar with the process of primary research and peer review
	Develop their ability to read and understand primary research papers
	Begin to critically appraise published papers and be able to critique the data and experimental approaches
	Be able to begin to pick out and analyse the key experiments that support or refute the initial hypothesis
	Appreciate that taught knowledge is evolving and changes based on the most current data from the literature
	Gain confidence discussing scientific literature with their peers and forming their own views
The module is primarily focused on analysing and extracting patterns, anomalies and insight from financial data using a data science perspective. Machine learning models to assess, validate, and parameterize complex financial datasets will be covered. Practical issues in the evaluation and curation of data sources will also be explored.

To provide an introduction to statistical and machine learning applications in finance. As new and more complex financial problems emerge, finance analytics faces exciting challenges in new applications of computational tools and the development of superior methods. The module will offer students a practical hands-on experience in designing, analyzing and interpreting complex financial tools/datasets, enabling students to prepare for entering specialist employment in financial/related sector or academic research.

Learning Outcomes

At the end of the course, students will:

Be able to analyze statistical properties and probabilities of financial datasets
	Understand how to use appropriate machine learning models depending on objectives and data available
	Understand and be able to optimize and validate models and quantify their performances
	Be able to identify, interpret and present technical ideas or information through numbers and visualizations
This module provides a broad survey of sociological models for studying the complex relationship between science and society. It also examines sociological analyses for the construction of knowledge both through historical and contemporary studies. What are the main currents of thought influential in sociology of science and technology? What are their strengths and weaknesses? How have they influenced researchers across the whole range of science and technology studies?
This module examines the sociological analysis of science and technology. We explore the complex relationship between science, technology, and society. This will include key sociological accounts of the processes by which knowledge is constructed and validated. The module introduces main currents of thought and important empirical studies that have been influential in sociology of science. The focus is equally on contemporary and historical cases. By the end of this module students should (1) have an understanding of how science works as a social process i.e. how technical knowledge is produced by communities, (2) have a detailed knowledge of the main theories in the sociology of science, (3) be aware of the strengths and weaknesses of a range of sociological approaches to the analysis of science and technology, and (4) be able to link sociological analyses of science with broader debates in science policy, history of science, and philosophy of science. No prerequisites.
Science involves extraordinary amounts of publishing. How does publishing work? How does publishing shape science communication? How is science publishing a global business and a local activity? This module investigates publishing as a process (who is involved? what are the parts of this complex business?). It also investigates the anthropology and STS of publishing (how is power distributed in the publishing industry? how do scientists control publishing? how are scientists controlled by it?). Topics discussed include: peer-review journals, popular science publishing, book publishing, textbooks, and related consumer goods. In recent years, changes in the industry have been nothing short of revolutionary: open access, print-on-demand, tablet reading, data-mining, and so much more. We examine these changes. The module includes a deliberate careers focus, with opportunities to meet professionals in the industry. Assessment focuses on practical projects associated with the creation of real publications. No prerequisites.
Term 1 only. 



Higher Intermediate Modern Hebrew will enable to students to express themselves fluently in Modern Hebrew, as well as to read Israeli newspapers and literature. The following areas will be covered in the module:

• Reading comprehension

• Writing skills

• Conversation skills, through class discussions of a variety of topics

• Listening comprehension

• Modern Hebrew grammar, concentrating on the full range of Hebrew verbal forms

This module is equivalent to Ulpan level 3. The textbooks used will be ‘Succeed in Hebrew’ (Lehatzliach be-Ivrit) part 3, and ‘Grammar Exercises – The Verb’ (Targiley Dikduk – Ha-Poal). Students will be expected to use a Hebrew/English English/Hebrew dictionary as well as verb tables. They will be encouraged to use the facilities of the UCL Language Centre.
The purpose of this module is to introduce the fundamental concepts and methods that are essential for social and geographic data science. The module will also provide practical data science skills for a variety of application domains.

The module will provide an introduction possibly on: concepts in python computing, data preparation/wrangling, exploratory data analysis (EDA), the principles and pipeline of applying machine learning methods and the theories and techniques of social network analysis. The module aims to equip student with the foundations as a data analyst/scientist in the future.

The module is designed to have a significant practical component where the coursework will be based on a programming project in Python using the Ipython Jupyter notebook installed via Anaconda. Even though the knowledge of Python or another programming language (in addition to R) is not a prerequisite, the module requires a considerable amount of practical programming work in Python. To get the most of the module, we recommend students to take a look at the references in Python Computing before the start of the class.

The course will usually consist of approximately 10 lectures and 10 practical sessions.

Please note that the module description is subject to change due to staff changes.
References

Anaconda (2022). Anaconda website. https://www.anaconda.com/products/individual

John V. Guttag (2013). Introduction to Computation and Programming Using Python. MIT Press 2013. Chapter 2&3

McKinney, W. (2012). Python for data analysis: Data wrangling with Pandas, NumPy, and IPython. " O'Reilly Media, Inc.”

VanderPlas, J. (2016). Python data science handbook: Essential tools for working with data. " O'Reilly Media, Inc.".

 

 
Amendments may be made prior to the start of the academic year

Through the study of some of the most controversial and celebrated examples of what may be termed as utopian, anti-utopian and dystopian literature, this module will explore some key elements of utopian / dystopian / anti-utopian literature. The module examines themes such as the control and manipulation of language, as well as religion, history and gender and considers the way in which the contemporary can be explored in an imagined future. Examples of texts studied for this module include  Charlotte Perkins Gilman’s Herland (1915), set in an isolated society made up entirely of women and engages with issues relating to gender identity in the early part of the twentieth century. Zamyatin's We (1924) presents a totalitarian society, "OneState', and is arguably the archetype of the modern dystopia. Brave New World (1931) in an imagined future engages with questions of identity, mass production and homogenization emerging post World War One. 

Primary Texts: these are subject to change and will be confirmed by the tutor in advance of teaching 

Aldous Huxley, Brave New World (any edition)
	Charlotte Perkins Gilman, Herland (any edition)
	Yevgeny Zamyatin, We (London: Penguin) Translated by Clarence Brown
Initial Secondary Bibliography – readings will be made available on Moodle and via the UCL Library online catalogue:

M. Keith Booker, Dystopian Literature: A Theory and Research Guide (Westport, Connecticut: Greenwood Press, 1994)
	M. Keith Booker, The dystopian impulse in modern literature: fiction as social criticism, (Westport, Conn: Greenwood Press, 1994)
	Gregory Claeys, ed, The Cambridge companion to utopian literature, (Cambridge: Cambridge University Press, 2010)
	Thomas Moylan, Scraps of the untainted sky: science fiction, utopia, dystopia (Boulder, CO; Oxford: Westview Press, 2000).
Please note: This module description is accurate at the time of publication. 

 
This module offers students the chance to undertake a 50-hour placement in a field relevant to education. Placements might include a policy think tank, government department, charity or NGO, museum, gallery or heritage site. Some of the placements may be within UCL, and others with external organisations. This is a 30-credit module that runs across all three terms and gives students the opportunity to test out a career field they are interested in, as well as provide a space for critical and intellectual reflection on the possibilities of using an Education Studies degree in different education-related career strands.

In term one, students are introduced to key academic debates and contemporary issues in policy, heritage and the voluntary sector through lectures and seminars. Term two begins with ‘key skills’ workshops to prepare students for their placement work designed in collaboration with placement organisations to ensure students are prepared sufficiently for the work they will undertake. In term two/three students will undertake a 50-hour placement, supported by regular classes to support their professional development and continue intellectual reflection on the work they are undertaking. The module aims to support students to reflect on their skills, interests and knowledge and how to apply these to a workplace context and develop a professional development plan to better prepare for the labour market after graduation.

At the end of term one, students are assessed by a 2,500-word essay on one of the themes covered in the lectures and seminars. In term three, students submit an assessed 2,000-word reflective report on the placement.

NB: The module is limited to 30 students. Each student is asked to write a 200-word expression of interest telling us why you want to take the module, and which areas of work you are most interested in.

It is not possible to take both this module and the Educating and Organising for Social Justice module.
This module provides you with an opportunity to explore the multifaceted world of the senses. Topics covered will include the diversity, development, evolution, function and homeostasis (e.g. regeneration) of sensory systems, carving out both unifying principles and unique features of biological sensors. A particular focus will be given to the senses of hearing and vision, addressing questions such as the processing and perception of auditory and visual information, common causes of auditory and visual dysfunction, and the central question of how basic research can fuel the development of new sensory therapies.
The module consists of a pre-clinical part, which will take place over a 6-day period at the beginning of the course. Lectures will be given and clinical cases presented by the students will be discussed. The content of the module involves didactic lectures, clinical skills seminars, problem based learning, clinical sessions sedating patients in small groups with nitrous oxide/oxygen under the direct supervision of experienced and qualified mentors. Lectures will cover basic sciences, as well as pharmacokinetics and pharmacodynamics of drugs. On-going contact with lecturers during and after the course on a mentor basis will be encouraged.
This module is underpinned by the principles of learning and teaching identified by the findings of various research projects and scholarship in the field. As such it aims to provide a conceptual and research-informed grounding for your pedagogical practice by problematizing the contingent nature of effective teaching and reflect the fact that the interventions of teachers or trainers are most effective when they are planned in response to specific learners and their characteristics. The orientation of the module is deliberately generic: on the one hand this is in response to the cross phase and cross subject nature of the intended target audience; on the other it has been done in an attempt to explore that which is to be learned at a level beyond that bounded by specific curricula.

This module takes place during the first year of your PGDip programme. It is designed to explore the principles of learning and teaching, through engagement with literature and research and reflection upon your teaching practice. Each unit has related activities taking up to a recommended 10 learning hours. This module has 10 taught units. Your time will be spent completing activities set, carrying out wider reading, maintaining your Reflective Journal and preparing for associated tutorials. Additional time will be spent engaging in further background reading, online discussion, and independent working.
This course provides an introduction to gender theory and feminist politics from a UK perspective. It explores gender studies as an academic discipline and examines the contribution of feminist movements to civil society. The course examines the influence of debates about sex and gender, identity politics and nature/culture, as well as the division of labour in public and private spheres and the question of women’s rights and empowerment. Exploring gender as a power relation that shapes us all both personally and politically, the course connects theories to activism, traces social change, and discusses the relationship of gender to multiple axes of identity such as sexuality, race and class. The course encourages a critical engagement with the production of Western feminist knowledge throughout. Considering key interventions from queer theory, postcolonial scholarship and critical race studies as well as the impact of globalisation and neoliberalism, it examines the complexity and contradictions that make up multiple feminisms. 
Preparatory Reading

Disch, L., and Hawkesworth, M. E., (eds) (2015) The Oxford Handbook of Feminist Theory. Oxford: Oxford University Press  
	Messerschmidt et al., (eds) (2018) Gender Reckonings: New Social Theory and Research. New York: New York University Press 
 
In this module you will explore the key principles and concepts of statistics, operational research and machine learning as applied to healthcare. The module will guide you through the variety of mathematical and statistical techniques commonly used in research to improve the efficiency, productivity and quality of healthcare processes and systems. Additionally, the module will introduce you to techniques for analysing and evaluating the performance of organisations, including predicting demand, planning capacity and monitoring patient flow through a healthcare system (e.g. by minimising waiting times).

At the end of the module you will:

1. Discuss systems and methodologies in relation to current and future thinking around health systems and their analysis, and be able to assess the quality and value of data.

2. Understand the essential elements of data visualisation and be able to design an effective visualisation for complex data.

3. Understand how analysis can support clinical care and operational and commissioning decisions, and be able to apply techniques to data in order to derive measures that inform decision-making.

4. Understand the role of variation in assessing outcome data and identifying divergent outcomes.

5. Understand the potential and limitations of using data and models to predict demand, plan capacity and monitor flow, and be able to use a model to assess different configurations of service.

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

McCandless, D (2012) Information is Beautiful, Collins UK ed.

Steyerberg, E.W. (2009) Clinical Prediction Models, Springer New York

Dua et al. (2014) Machine Learning in Healthcare Informatics, Springer
This module aims to rationalise the unusual structures and reactivity of inorganic rings, chains and clusters from the point of view of electron counting rules and bonding models and to develop an appreciation of nanochemistry and how these materials can be prepared and utilised.

Students should be able to:

Define what is meant by a ring, chain and cluster.
	Use electron counting rules to predict their structures.
	Describe the synthesis, structures and bonding found in inorganic rings, polymers and clusters
	Appreciate the utility of nano-scaled materials
TEACHING AND LEARNING METHOD

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

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (additional questions available on Moodle and past exam questions) and further reading in textbooks and online
Aims:

To provide students with advanced training in hazard identification, quantification and mitigation as well as risk management.

Learning Outcomes:

On completion students should:

be able to fully appreciate the importance of Safety and Loss Prevention in the process industries;
	be able to identify, quantify and manage hazards in terms of their potential to cause damage to the environment, the work force and the general population outside the perimeter fence;
	be able to apply their knowledge during conceptual design, operation and decommissioning of process plant
Synopsis:

The application of safety as an inherent part of process plant design will be dealt with and procedures for its implementation are discussed.
	Incidents which have been significant in achieving changes in culture will be highlighted.
	Formal present-day requirements of engineering for safety, including the methodology for establishing necessary criteria, implementation and monitoring, verification and validation of safety systems, and responsibility for auditing.
	Basic procedures for Hazard Identification and Development (HAZID), Hazard and Operability Studies (HAZOP) and Quantitative Risk Assessment (QRA). Safety Studies, Safety Cases and their development, Safety Management Systems and the role of the Health and Safety Executive.
	Key consequences arising from gas accumulation and dispersion, explosion, escalation and smoke, area classification and transportation.
The Masters level (level 7) version of the module (CENG0020) has a stronger focus on unseen, and more open ended, problem solving.
Students will attend the weekly seminar series in either CDB OR in the LMCB. In addition students will attend around five 2-hour cell biology tutorials as well as a series of workshops on cutting-edge techniques in cell biology. The tutorials can be scheduled during the first or second term depending on student workload. Assessment of student performance is entirely via coursework, a 'News and Views’ type report on the content of one of the seminars or tutorials, and a review of an experimental technique and its contribution/potential contribution to cell biology. Students will attend the Skills Exchange Workshop in the LMCB, a post-doc/PhD student led workshop discussing technical issues with new techniques being used in the Division.

Indicative workshop List

High Throughput Cell Biology and tour of facility
	Bioinformatics
	Super Resolution Microscopy
	In vivo Microscopy and Modelling
	Electron Microscopy
Indicative Tutorial Series List

Cell Signalling
	Cell Decision Making
	Development
	Membrane Trafficking
	Growth Control
	Cytoskeleton
	Immunology
	Neurobiology
The student will gain basic data analysis and modelling skills to perform urban railway planning, operation management and engineering. Through the module, the student will understand how to conceptualise, analyse and model complex railway systems. The module focuses on analytical and modelling skills required for urban railway planning and analysis. The contents can include: timetabling, train operation models and simulation, passenger crowd modelling, performance analysis and evaluation. The module includes guest lectures by the urban railway practitioners.

Learning Outcomes

Conceptualise and model the operations, users, and business impacts of urban railway systems in pragmatic and systematic ways.
	Apply existing models and analytical methods to solve real problems of urban railways while appreciating the problem nature.
	Use the above skills in their day-to-day work in urban railways
Reading List:

Bonnett CF, 2005, Practical Railway Engineering, Imperial College Press

Connor P, Harris NG, Schmid F, 2015, Designing and Managing Urban Railways, A & N Harris: London

Glover J, 2013, Principles of Railway Operation, Ian Allan Publishing: London

Hansen IA, Pachl J, 2014, Railway Timetabling & Operations: Analysis, Modelling, Optimisation,

Simulation, Performance Evaluation, Eurailpress: Hamburg, Germany

Harris NG, Haugland H, Olsson N, Veiseth M, 2016, An Introduction to Railway Operations Planning, A & N Harris: London

Institution of Railway Operators, 2014, Operators' Handbook, Institution of Railway Operators: Stafford

Vuchic VR, 2005, Urban Transit: Operations, Planning and Economics, Wiley

Ortu zar, J.de D., Willumsen, L.G. & Wiley Online Library, 2011. Modelling transport (4th ed.), Chichester, West Sussex, United Kingdom: John Wiley & Sons.
This module provides students with an introduction to programming through a mix discussion and coursework built around an applied spatial analysis problem using real-world data. The module is intended to complement Quantitative Methods and Geographic Information Systems by showing how geographic and quantitative concepts are applied in a computational context as part of a larger piece of spatial data science analysis.

However, particular attention will be given to a critical reflection upon the nature of the data used: readings are intended to develop an appreciation of how real-world (geo)data are produced, their potential insights and biases, as well as opportunities and limitations. These seek to ground the specialist (geo)computational component in a sound understanding of the fact that ‘the data do not speak for themselves’ and of the role of the spatial data scientist in selecting and developing evidence to support policy-making and practice. Students should therefore be looking for ways to use this module to integrate, reinforce, and generalise their understanding of how a spatially-aware data science supports critical analysis and good judgement.

Students will see how data cleaning and processing are part of a larger ‘workflow’ involving Exploratory Data Analysis in both non-spatial and spatial contexts, data transformation, visualisation, and interpretation; and of how these, in turn, are situated within a wider disciplinary ‘terrain’ entailing debates around the construction and validity of different types of knowledge. It is hoped that students will not only find ways to apply what they have learned here to support their research and studies as part of the programme, but also to become familiar with core tools employed by practicing geographic and spatial data scientists in ways that further post-graduation employment opportunities.
This module defines the characteristics of infrastructure projects, programmes and plans of various kinds and scales in different sectors, with much emphasis on mega investments. The course examines their roles as agents of change and the different decision-making roles of various stakeholders in their planning, appraisal and development. . It encompasses an understanding of past perspectives of the role of such investments in different international contexts, both in the developed and developing world, and investigates 21st Century perspectives in a context of global interdependencies of concerns about equity, economic growth, governance and environmental impacts, as sustainability concerns loom large as key challenges.
The dissertation allows the future lighting specialist to demonstrate a deep understanding of the lighting knowledge base. It involves the preparation and submission of a 10,000-word report on a topic associated with sustainability and light and lighting in the built environment.
The module focuses on the applications of Machine Learning towards improving building operation.

Through a series of case studies, this module will introduce students, to applications of machine learning and the potential of such models to making buildings smarter. The case studies will draw upon applications in areas like occupant modelling, performance prediction, building services and their control.

Through the lens of these case studies relevant machine learning algorithms and tools will be presented to provide grounding on:

Machine learning model-development basics (hyperparameters, validation sets, overfitting, underfitting)
	Regression (e.g. Support Vector Machine, Gaussian Processes)
	Clustering (e.g. k-means clustering)
	Reinforcement learning
	Advanced topics (deep neural networks, convolutional neural networks)
In this module, you will learn the fundamentals of data analytics with the aim of making them fully data literate by the end of the module. This will include understanding the basics of study design, data collection, an introduction to the main analysis methods and a particular focus on interpreting results and evaluating their robustness.

The module combines theoretical knowledge of analytics tools and techniques along with practical application. The practical application is composed of two parts: data preparation and analysis and results evaluation and interpretation.

The module with focus in particular on regression analysis, A/B testing and design principles.

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


	Understand the fundamental of analytics in order to design and conduct simple analysis independently
	
	
	Ability to interpret results of analytics
	

	Assess analytics results and evaluate their robustness in order to make business decisions
	
	
	Reflect and improve on an analytics plan giving you confidence in commissioning analytics work
In this module you will be introduced to the discipline of project management and the fundamentals of traditional and novel development methodologies, such as agile, through a digital engineering lens in construction sector. As digital engineering takes the built environment closer to software engineering in a fast-pacing environment, this module aims to provide you with a deep understanding of quantitative techniques for project planning and defining, analysing and managing processes in digital engineering in the built environment. The module will equip you with the intellectual and practical managerial abilities to create traditional and agile project plans and manage hybrid processes and lead agile teams.

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

Understand theories, concepts, ideas, constructs of project planning
	Explain agile and hybrid project development methodologies
	Understand the process of formulating and managing project teams
	Identify and evaluate different project development methodologies, such as waterfall, agile, scrum etc.
	Outline the implications of structured/standard project management approaches and the use of software tools
	Critically analyse management concepts in the context of teamwork and leadership for agile and hybrid project teams in digital engineering in the built environment
This module will introduce students to the state of the art in global urban studies, focussing on theoretical and related methodological debates concerning the nature of global urbanisation. Overarching themes will be: how understandings of the urban must be produced across diverse urban experiences; the varied processes of urbanisation and globalisation which shape distinctive urban outcomes across the globe. The syllabus will cover approaches such as Planetary Urbanisation, Comparative Urbanism, Regional approaches, urban specificity, developmental approaches, feminist, black and indigenous urban studies. The course will draw on a wide scholarship from different urban regions. Different theoretical perspectives vary in their understandings of how conceptualisations of global urbanisation can emerge across diverse and distinctive urban experiences; and how difference and diversity are articulated within urban contexts. Critical engagement with theoretical traditions in urban studies will inform in-depth analyses of the power relations and politics of the circulation of global urban knowledge in shaping urbanisation processes. Close attention will be given to the role of different transnational and locally embedded urban actors shaping circulating concepts and theory. Critical attention will be given to how urban scholars and practitioners are implicated in the circulations of knowledge in global urban design, policy and development. Wider insights on the power relations and political actors shaping urban developments in different contexts will follow.
This module has been established to ensure that students can write at Masters level and can analyse texts to a sufficient depth as to establish relevant content for their individual programme of study. The vehicle for this is an introduction to key urban design theoretical concepts so that these can be taken forward in Terms 2 and 3. The course is taught in Term 1. These concepts are varied but specific to the cluster’s research for that year. This module is structured so that the first term introduces you to theoretical concepts through lectures and initial design projects. During this period, you will confirm the subject of you thesis project and report and then work in specialist teaching groups, known as Research Clusters. There is continuous discussion of work via tutorials and reviews. The subject of the thesis is negotiated between you and your cluster tutor.

The module will give students an introduction to the skills required to undertake a theoretical, cultural and historical study at postgraduate level into the issues that underpin the study of urban design, and to introduce them to appropriate lines of investigation. You will gain knowledge of the theoretical and historical issues that underpin the study of urban design in addition to a greater understanding of the skills required to undertake a theoretical and historical study at postgraduate level, specifically, how to undertake a literature search and how to construct an appropriate bibliography
This module acts as a capstone to the BA History and Politics programme. It encourages students to draw together knowledge and understanding developed during their previous 2-3 years of study to think in multidisciplinary terms across History and Politics, and in transnational terms across the Americas. Four key themes will be engaged with contemporary examples from across the hemisphere: inequality, migration, security and environment. Students will reflect on how a range of multidisciplinary perspectives illuminate these contemporary problems, and how academic knowledge about them can be communicated to non-academic audiences via journalism, policy reports, data visualization and podcasting/video blogging.
Students following this module will design and conduct their own small-scale research project, demonstrating a sound understanding of methodology, research methods, and ethics in relation to their work. Content focuses on the development of research skills in investigating some aspect of provision for children, or of children's lives. This will enable an understanding of methodology, including the collection, presentation and evaluation of data. Ultimately this module will lead to the development of the student as a researcher and the ability to relate their own study to an existing field of evidence.
This course focuses on law and policy on climate change at different levels of governance (international climate law, EU climate law, domestic climate law). The climate crisis presents us with major social, environmental and legal challenges, as well as complex climate governance systems. It is both conceptually and legally fascinating. Further, climate change is a whole-society, whole-legal system problem, and this course is important for everyone, not just environmental lawyers.
This course focuses on law and policy on climate change at different levels of governance (international climate law, EU climate law, domestic climate law). The climate crisis presents us with major social, environmental and legal challenges, as well as complex climate governance systems. It is both conceptually and legally fascinating. Further, climate change is a whole-society, whole-legal system problem, and this course is important for everyone, not just environmental lawyers.
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.
This is a UCL shell module for students on the BA History with Year Abroad or the BA History with a European Language degree programmes. This module will represent module or modules to the value of 30 UCL credits taken at students' study abroad host institution.
Overview:

This module provides an overview of the consideration required to connect a prime mover to loads which, for example, might be generators, compressors or hydraulic pumps. Additionally, the module provides an introduction to the application of Reliability, Availability and Maintainability (RAM) to an engineering system.

The main aims of the module are:

To provide students with the skills necessary in the design and selection of components in a power train.
 To explain and discuss the factors affecting the performance of hydraulic and pneumatic systems.
 To provide students with mathematical tools needed in the design and critically assess some of the major factors affecting the performance of a power train system and the coupling between a prime mover and its load.
 To provide an introduction to the use of RAM analysis, applied to an engineering system by way of a project.
 To introduce students the methodologies of duct sizing and fan matching in HVAC systems.
Topics covered:

Topics covered in this module include:

Gears and Ancillary Services
 Reliability, Availability and Maintainability (RAM)
 Shaft, couplings and clutches
 Duct sizing and fan matching
Learning outcomes:

Upon completion of this module students will be able to:

Design and select components in a power train.
 Design shafts for static and fatigue loading and select an appropriate type of coupling.
 Design friction clutches and distinguish friction materials and mating surfaces.
 Evaluate reciprocating compressors.
 Size ducts and select fans.
 Design and analyse a hydraulic and pneumatic power system.
 Optimise system performance through Reliability, Availability and Maintenance analysis.
The module addresses the basics of psychological therapy concepts and approaches. It introduces different approaches to formulating clinical problems and how these inform interventions. It includes developing practical competence in formulation and developing treatment plans, including in the context of multiprofessional working.
Communication is critical to the production of architecture: between designers, clients, builders, manufacturers, stakeholders and the public. The AIS programme promotes a broad conception of architecture and a diverse interrogation of the making, inhabitation and interpretation of the built environment. In these interdisciplinary dialogues, facility with a wide range of visual communication skills is critical.

This module is aimed at helping students to:

observe and investigate existing sites by accurately recording a range of sensory data 
	select and employ appropriate media to communicate and elaborate on your findings
The module will use practical demonstration and historical precedents to establish how visual languages can define creative practices and empower spatial proposition.
This is an industry facing module where students will undertake a project/consultancy within the medical innovation technology transfer industry. Students will undertake projects designed by the industry to help their business (example projects could include market analysis for a new product, determining company value, determining the investment potential for a new product/company, researching manufacturing costs, promoting translational research/knowledge transfer, creating customer facing documents or applying for translational funding). These are real projects where students will increase their network within the medical technology industry.   These project could be within government, technology transfer agencies (Innovate UK), medical innovation spin out companies, scientific consultancies, biopharma/medical device companies, or within UCL Innovation and Enterprise Network.
This module discusses the main concepts involved in delivering effective systems with a focus on the right-hand side of the V-diagram, in which components and subsystems are integrated and their performance is confirmed to align with expectations. This is achieved by verifying that subsystems have been built according to specification (i.e. the specified system requirements are fulfilled by the solution), and later validating that the system in use meets the customer’s requirements (using objective evidence that the services provided by a system in operations comply with requirements).

The processes of Integration, Verification and Validation may seem a long way off at the start of a project, but early consideration of these factors through effective concurrent engineering can pay dividends.
This module aims to give the student understanding of Systems Engineering and how the lifecycle is managed in a concurrent engineering context. The module introduces the concepts of Systems, Systems Thinking, Systems Engineering and Systems Engineering Management. It is our philosophy that successful projects are delivered through a combination of systems thinking, planning, management and sound engineering practices. This philosophy led us to develop the UCL Principles of Systems Engineering Management. These principles, which can be applied equally to technology, systems and complex projects, underpin all of our teaching and are covered extensively in this module.
In fiction, the work of detectives and intelligence analysts is often portrayed as being glamorous, dangerous and interesting; almost always successful in catching and convicting the offender or preventing a terrorist attack. However, these imaginary portrayals of detectives and intelligence analysts are somewhat disconnected from the scientific literature and real-world investigative and intelligence practice. Therefore, using a blended learning approach, this module aims to encourage you to think scientifically and critically analyse the key conceptual features of the intelligence, investigation, and evidentiary processes used by law enforcement and intelligence agencies in the United Kingdom and beyond. Among other things, each unit will provide you with the opportunity to interactively examine and discuss investigative and intelligence processes. Uniquely, you will also get the opportunity to engage with a range of real-world practitioners and subject-matter experts, for example; homicide and counter terrorism senior investigating officers, covert intelligence specialists and analysts, and a crown court judge; and use their experiences to make connections between contemporary scientific theories and application of the intelligence, investigation and evidentiary life-cycles to real-world case-studies about preventing and detecting crime. The module will be led by Dr Paul McFarlane who has three decades of experience as a senior Scotland Yard detective; working with law enforcement and international intelligence agencies to detect and disrupt international terrorist organisations and organised crime groups.
This course goes beyond the analysis of leadership theories, and aims at developing the student’s leadership skills. This is a hands-on course where students learn about specific frameworks, models, and perspectives on effectively leading small, medium and large groups of employees in public, private and non-profit organizations. Students begin by covering introductory theories to leadership and then move into discovering which type of leaders they are. In particular, students face practical cases to learn how to implement different leadership approaches according to the strategic aim that they pursue, and how to lead within the different levels of the organization's hierarchy. Furthermore, we focus on how to enhance the motivation of employees, and the effects that this can have on the organizational performance. By course end, students ought to have a broad comprehension and tools for leading organizations and groups of individuals successfully.
The aim of the project is to conceive, design, analyse and present a scientific investigation into an aspect of human language or communication. You can choose to study any topic relevant to language and speech processing. Projects should make a novel contribution to the subject area and usually include data collected by you. However, students often get involved in some aspect of a larger study that their supervisor is currently working on. While, in this case, the project is not the original idea of the student, it provides an excellent learning experience, by working on a topical research project, and there is much scope for individual contribution and originality in the writing up stage.
The organisational behaviour element of this module is a management skills practicum focusing on managing organisational behaviour. The organisational behaviour element gives students a firm foundation in organisational behaviour theory. Students identify areas of strength and weakness in different areas and are given practical steps that can be taken to build their skill set.
The leadership element of this module focuses on understanding key leadership theories and building the leadership skills of students, particularly in relation to working in a complex, uncertain, and diverse global environment.
This course is intended as an introduction to the theory of second order elliptic partial differential equations. Elliptic equations play an important role in many fields of geometry and a strong background in linear elliptic equations provides a foundation for understanding other topics such as minimal surfaces, harmonic maps and general relativity. The course is centred around linear theory, with an outlook on non-linear equations. Both classical and weak solutions to elliptic equations are discussed, addressing the existence and uniqueness for solutions to the Dirichlet problem and analysing the regularity of solutions. This involves establishing maximum principles, Schauder estimates (and other estimates on solutions). Finally we will discuss the De Giorgi- Nash-Moser theory, which can be used for example to establish the regularity of weak solutions to the minimal surface equation (which is non-linear).
Specialism grouping not a taught module
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0483, 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 traces the development of western political thought from its classical origins to its most important modern formulations, exploring the main European traditions of inquiry concerning the nature and status of political society, the state, law, citizenship, and relations of power. It extends from Greek antiquity to the early 20th century, and emphasis is placed on the writings of major thinkers and their contemporary historical contexts, including Plato, Aristotle, Cicero, Thomas Aquinas, Alfarabi, Niccolò Machiavelli, Thomas Hobbes, John Locke, Jean-Jacques Rousseau, Mary Wollstonecraft, Karl Marx, John Stuart Mill, Franz Fanon, Hannah Arendt, and John Rawls.

An important skill emphasized in this module is close reading. The texts that we will be studying are complicated and ambiguous, which is why they have continued to be read for centuries, in societies entirely different from the the ones in which they were originally written. The aim of the course is for you to grapple with these texts in all their complexity. Perhaps their ideas will lead you to see the world differently than before.
The module builds upon ‘Introduction to Nanotechnology (level 5)’ by studying advanced topics in nanotechnology and introducing nanosystems, i.e. above nano-scale devices enabled by nanotechnology. The course, encompasses nano-electronics, quantum computing, energy and climate nanotechnology, nano-robotics, nano-toxicology; nano-biotechnology and nano-medicine; Nano-sensors and actuators.
Students will gain an understanding of the advanced applications for nanotechnology, spanning all Engineering aspects of the nanoscale as applied to a wide range of fields where nanotechnology is important or becoming important.
Key topics include:
• Nanoelectronics
• Quantum computing
• Micro and Nano- sensors and actuators
• Nanoplasmonics for sensing applications
• Nanotechnology and energy, nanocarbons for energy applications
• Nanotechnology and climate change
• Bio-nanotechnology
• Medical applications for functional nanoparticles
• Radical nanotechnology: Nano-robotics and human health, nanoscale factories, brain-nano-device interfacing
• Nano-toxicology and nano-safety
This Year 2 module introduces students to the field of international development and education using (and producing) new media sources and content. The module shines a critical light on the economic, social, and political dimensions of development, unsettling the common assumption that progress through education is always possible. It also explores the prospects and perils of new media as sources of knowledge production and exchange, which are increasingly common within the field of international development. Some of the topics discussed include: the promises and pitfalls of the Sustainable Development Goals; the similarities and differences between UNESCO and the World Bank; the development challenges brought on by the climate crisis; the rise of non-state actors and new educational financing mechanisms; and the prospects of post-development theories in education. The course will draw on the experiences from across the globe with special emphasis on Asia and engage with a diversity of knowledge mediums, including academic publications, social media content, as well as podcasts, news articles, and film/documentaries.
Dissertation includes (but not limited to): Research design and methodology, Critical appraisal of the literature, Data collection, Statistical analysis of results and Interpretation of findings. Writing all of the above in dissertation format.
This module allows the graduate to develop and demonstrate the knowledge and skills required to plan and undertake treatment in the developing child and adolescent, through the use of the patient portfolio and logbook of patients they have treated in their practice, and through the use of structured PBL timed cases.

In the Diploma year of the MSc in Paediatric Dentistry, you must undertake the following modules DENT0020, DENT0022, DENT0134 & DENT0136.
Summary

The aim of this module is to provide you with the knowledge and skills to reflect upon your own professional

development within the NHS, to manage teamwork and professional relationships with your colleagues, and to

communicate effectively with patients and families.



Learning Objectives and Outcomes

After taking this module, you will be able to:

Describe and explain the usefulness of service improvement methodology in the NHS
 Apply the tools and techniques of service improvement in day-to-day work
 Demonstrate an increased confidence and skill in communicating with patients, families and colleagues
 Facilitate the process of change, identifying areas of resistance and knowing how to manage them
 Compare and develop roles as leader, team manager, mentor and colleague
 Show an understanding of healthcare systems
 Demonstrate professional behaviour
 Create a Reflective Portfolio to support learning and personal development using reflective thinking.
Who is this module for?

This is an optional module on the MSc Paediatrics and Child Health.

Any Level 7 students interested in taking this as an optional module, please contact the Module leader.





Selected Reading List



Bolman, L.G. and Deal, T.E., 2017. Reframing organizations: Artistry, choice, and leadership. John Wiley & Sons.



Collins, J., 2016. Good to Great: Why Some Companies Make the Leap and Others Don't. HarperBusiness. 



Covey, S.R., 2005. The 7 habits of highly effective people: Powerful lessons in personal change. Simon and Schuster.



Covey, S.R., 1992. Principle centered leadership. Simon and Schuster.
The nervous system is the most complex system in the entire body. CELL0003 explores how this complex organization of hundreds of cells emerges during embryo development. The module focuses on the precise organization of tissues that arises during embryo development by the coordinated control of the differentiation, migration, proliferation and death of cells. It will provide a solid grounding for future specialised study of nervous system development, function and repair.

Lectures will be given by leading UCL researchers and will provide detailed descriptions of selected key processes involved in neural development, function and repair. They will explore the molecular and cellular mechanisms that regulate these processes, drawing on examples from both vertebrate and invertebrate organisms. The focus will be on recent work that has not been published in text books. You will be required to read to research papers and encouraged to develop a critical awareness of the experimental evidence that has contributed to current understanding of those aspects of neural development and the underlying molecular mechanisms covered in the lecture programme.

The module requires a strong background in neuroscience and developmental biology. It is suitable for students in Biosciences based BSc, MSci, iBSc and MSc programmes, and Natural Sciences students, and may be taken by affiliate students with appropriate academic backgrounds.

Indicative lecture topics (based on 2020/21 syllabus):

Neural Induction
	Neural crest development
	Schwan cell development
	Hindbrain patterning
	Neurogenesis in C. elegans
	Patterning the CNS
	Drosophila neurogenesis.
Module organizers: Professor Roberto Mayor (r.mayor@ucl.ac.uk) and Dr Yoshiyuki Yamamoto (yoshiyuki.yamamoto@ucl.ac.uk).
The course has several strands: it introduces the concepts of risk and resilience of the built environment to earthquake and other natural hazards. It introduces the concept of loss mitigation at different scales and for different domains. It provides tools for the assessment of seismic behaviour of non-seismic designed structures, within the framework of Probabilistic Performance Based Assessment. It provides procedures and tools for the computation of their fragility and vulnerability. It compares assessment approaches and safety requirements from different codes in earthquake prone countries worldwide. It presents traditional and novel strengthening techniques and technologies for seismic retrofitting. It develops criteria for the choice of appropriate strengthening interventions and methods for the detailed design of such interventions for a range of substandard structures, using the concepts of capacity based design and performance based design. Particular attention is paid to Reinforced Concrete Structures and Unreinforced Masonry Structures.

Learning Outcomes

Ability to identify structural deficiencies in existing structures exposed to seismic action
 Understanding of socioeconomic consequences of structural damage and the process of recovery
 Proficiency in computing response of existing concrete and masonry structures to seismic performance target for given seismic intensity and return period
 Proficiency in deriving fragility and vulnerability functions for single structures or structural types
 Proficiency in the design of most common strengthening techniques for RC structures and load bearing masonry structures
The module provides students of the MSc Biodiversity and Global Change, and MRes Biodiversity, Evolution and Conservation, with foundational knowledge on the generation and maintenance of biodiversity, covering topics including phylogenetics, macroecology and biodiversity gradients, and assessment of extinction risk. The module will help students understand universal patterns in the distribution and diversity of life, addressing questions such as: Why do the numbers of species in ecological communities vary so dramatically across the surface of the Earth? Why are some species so rare and others so common? Why are some branches of the tree of life so much more diverse than others?

 
This course provides students with a detailed understanding of bioreactor design, scale-up and operation. Particular themes of the course include the interaction of biological catalysts/cells with the engineering environment within a bioreactor, the theoretical basis of process scale-up and scale-down, and the impact of cell engineering on bioreactor design and operation. Attention is paid to the instrumentation and control of bioreactors and issues underlying biosafety with respect to contained operation.

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

Gain in-depth knowledge required to design a fermenter in terms of mixing, power input and oxygen capabilities
	Specify bioreactor design, including monitoring and control system
	Understand how the engineering environment affects fermentation and cell culture
	Perform design calculations with regards to scale-up and scale-down of a fermentation process
	Select appropriate sterilisation methods and determine operating conditions
This module will act as an introductory course to Biochemical Engineering, outlining the principles and industrial applications of the discipline. It will support learning in the Faculty’s Integrated Engineering ENGS101P and is timetabled to run concurrently. It provides a brief overview of whole bioprocesses including principles of fermentation and downstream processing, using real world scenarios. The relationships between relative timescales of manufacturing, clinical phases, drug discovery, distribution, delivery and marketing for different biopharmaceutical products will be discussed. Issues are demonstrated in biological product engineering and as part of a conceptual design project for a therapeutic product. Global implications of the emergence of new diseases are discussed along with the role of biotechnologists and biochemical engineers in combating them. The responsibility of the WHO, governments and pharmaceutical companies are also discussed including the reality of responsive pharmaceutical manufacturing. Challenges such as cost of research and development, supply of raw materials, plant capacity and adaptability, rapid clinical development, patent restrictions versus shared information, and the impact of global distribution are also studied.

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

Gain a fundamental understanding of the breath of biochemical engineering.
	Familiarise with principles of bioreactor design with respect to a wide range of pharmaceutical and biotechnology applications.
	Understand the core unit operations that underpin bioreactor technology and operation
	Apply mass balances and growth kinetics within upstream bioprocessing
This module provides as introduction to material culture and technology, and examines the use and significance of objects in cultural heritage contexts.

Aims of the module

This module focuses on the nature of the objects we conserve. It enables you to explore the ways in which objects are made, regarded and used, and the ways in which their condition and meaning can shift over time or in different contexts. It aims to give you experience in examination and condition assessment of objects, and development of statements of significance.

The module is linked to Conservation in cross-disciplinary contexts (ARCL0112) . Both are core courses for the MA in Principles of Conservation (as are Skills for Conservation Management (ARCL0110) and Preventive Conservation (ARCL0111).

Objectives

At the end of the course, you should:

understand the material characteristics of both inorganic and organic artefacts
	be familiar with the ways in which different values and meanings are assigned to objects
	understand the concept of condition and its relevance to conservation
	be able to use a range of examination techniques
	be able to assess the condition of a range of museum objects
	be aware of the issues relating to significance and conservation of particular
	classes of object such as art objects and ethnographic artefacts
Learning Outcomes

application of acquired knowledge and skills
	critical reflection
	safe handling and examination of museum objects
	team-working
	documentation and report writing skills
Teaching Methods

The course is taught through weekly two-hour lectures, small group tutorials or practical sessions. There will be a number of museum visits.

You are expected to take an active role in discussion during the lectures. Lectures have weekly recommended readings, which help you to follow and contribute to discussion.

Further information is available here https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/investigating-and-understanding-objects
The module will develop your understanding of the route to market for different medical innovations. It will provide you with an understanding of the peer review process, grant applications and how funding for translation is obtained. You will acquire a knowledge of intellectual property protection of medical innovations. As part of this module, you will review and judge the commercial viability of different medical innovation ideas from case studies based on Innovate UK Biomedical Catalyst. The module will provide you with the knowledge and skills required for the year 3 business plan competition and will impart relevant knowledge for the progression of medical innovation ideas and commercialisation pathways.
Aims - This module aims to introduce the theory of linear and generalised linear / additive models and associated data analysis. 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 have an understanding of the exponential family of distributions and their use in the formulation of generalised linear / additive models, and should be able to interpret the results of fitting such models in both a technical and non-technical manner.

Applications - The statistical methods introduced in STAT0028 are very general, and they are used in almost all areas in which statistics is applied. In the module, we will analyse data sets from, among other areas, industrial quality control, astronomy, social sciences, and biology.

Content - Multiple Linear Regression: inference techniques for the General Linear Model, applications, variable selection. Generalised Linear Models: structure incorporating an introduction to the exponential family of distributions, inference procedures. Categorical data: special cases of generalised linear models leading to logistic regression and log-linear models, use in data analysis. Introduction to non-linear modelling, mixed modelling, generalised estimating equations. Introduction to Generalised Additive Models: penalised regression splines and penalised estimation. STAT0030 gives students the computing skills to implement the methodology discussed in this module. 

Key texts - Available from ReadingLists@UCL.
This module introduces students to advanced topics, theories, and research in social psychology (both psychological and sociological) which aims to better understand and address pressing social justice concerns.

Indicative topics include: stigma and discrimination, moral exclusion, social and health inequalities, political and religious conflict, intergroup hate, migration and integration, and the development of extremist ideology. Building upon their existing understandings of core concepts in social psychology (introduced in SOC0039 – Social Psychology), weekly lectures will review current and historical social issues through the lens of social psychological theory and research, which will be explored in further depth and application in student-led seminar discussions.
This module takes you on an introductory tour of the discipline of politics, from power to participation. It presents the varied and contested nature of the political realm, beginning with a broad understanding of politics as an everyday process and moving towards a narrow focus on the institutions of democratic politics. Along the way, students will encounter a range of key political concepts including nation, state, global governance, representation, and anti-politics. Every week, the module considers a real-world issue, ranging from the climate crisis and international migration to the Covid19 pandemic. You will be encouraged to make connections between the discipline of politics, global affairs, and your everyday life. The module includes a series of active reading/ writing activities to provide you with the opportunity to develop and sharpen your critical thinking skills. Join us for this interesting and intellectual journey.
COURSE OUTLINE

The module will support students to develop knowledge and skills in:

critical appraisal of clinical research literature
 development of research questions and an appreciation of appropriate research designs to answer those questions
 qualitative research approaches including, conversation analysis and thematic analysis.
 single case study designs
These topic areas will be explored using clinical examples and research articles that demonstrate concepts well and are particularly relevant to Speech and Language Therapy (SLT).

The module will be delivered using a blended teaching approach (50% online and 50% lectures and workshops).
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges. They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction.

Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language.

Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This is the dissertation module and is compulsory for all MRes Security Science students. Students submit both a dissertation (worth 80% of the overall mark) and a brief summary of their research findings (worth 20% of the mark)
This five-day CPD course, developed by the Institute for Global City Policing (an independent research institute based in UCL’s world-leading Jill Dando Institute of Security and Crime Science) and UCL’s School of Management, aims to help police managers to lead modern police organisations in a complex and fast changing operational environment. Inspired by UCL’s 200-year history of research excellence, the course draws on a range of management and leadership lessons from the private and public sector to equip students to solve operational challenges and impact on real world policing problems.

Former programme leader, Dr Jyoti Belur, a former police officer, explains what makes the course so distinct: “This course is aimed at police professionals wishing to become future leaders and managers with a focus on providing an evidence-based approach to improve practical policing.” The course content includes interactive sessions by chief police officers, government officials and world-leading academics. The course will also include participation in the immersive leadership and team ‘Everest’ simulation exercise developed by Harvard University. Core topics studied include: Contemporary leadership styles and developing highly performing teams; Target setting and performance management; Rewards and recognition; Operational risk management; Decision-making; Managing innovation; Organisational and team dynamics; data-driven leadership. The course is designed for UK and international police officers and police staff. Previous feedback from delegates has been excellent. For example, “I wish I had this course when I was a Sergeant starting out.”; “Really well thought out - a good balance between team participation/discussion and lectures. Excellent five days.”; “Really enjoyed and learnt a lot from the course content, location, variety of speakers and interaction with other delegates.” 
This professional programme combines working in a clinical setting, with lectures and seminars to support academic development and the opportunity to complete a doctoral level research project. Teaching is offered in a small-group setting and aims to provide a thorough understanding of normal child development, childhood psychopathology and psychotherapeutic techniques linked with direct experience of clinical work and conducting relevant research. Assessment description: In order to assess the trainee's capacity to undertake a child psychotherapy assessment and present that work, each trainee will make a presentation to the examiners on a case they have been involved with in their placement. The presentation will be followed by a question and answer session on aspects of the work/presentation that provoked interest and curiosity. For further information about the module description contact the programme team.
Students are required to produce an empirical, experimental piece of work on a psychological topic (word limit 2500-3500 words). Students will be responsible for conducting research under the supervision of a member of faculty. Students will usually meet with their supervisor regularly to discuss the project. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal. Please note that students can only take this module if they are able to find a member of faculty to supervise them.
This course complements PLIN0003. It introduces students to several properties of "mental grammar" (the system of rules that determines a speaker/hearer's language).

We ask what sort of knowledge must be attributed to someone who "knows a language" and begin to answer that question by developing some of the essential building blocks of natural language grammars. The aims of the course are: to introduce students to the scientific study of the structure of sentences; to analyse data sets and formulate appropriate generalisations that characterise them; to discover how such generalisations can be captured by abstract linguistic principles. The course builds on PLIN0003 to provide students with an overview of the current research programme in generative syntax.

The main module objectives are:

To consolidate students' knowledge of the basic architecture of mental grammar; to introduce students to binding theory, hidden movement and quantifier scope; to take note of locality effects in the various modules of grammar introduced so far; to sharpen students' analytical skills through problem discovery and problem-solving exercises. At the end of the course, students will have a basic understanding of the grammatical mechanisms involved in simple declarative sentences and in questions. This should enable them to tackle intermediate work in syntax.
This module is an introduction to the formal study of the syntax of natural language. It introduces students to some of the basic descriptive problems and theoretical tools of modern syntactic theory. It introduces students to the broad questions driving research in generative syntax. It familiarizes students with the scientific process. Teaching is delivered as a mix of lectures (30 hours) and tutorials (15 hours) and student learning rests on problem sets solved in groups (two per week).

The module aims to convey a basic understanding of core descriptive tools and theoretical insights of formal syntactic theory through a process of problem solving. It aims to develop the reasoning skills necessary to apply these tools and insights correctly to novel sentence types. It aims to foster an attitude of critical curiosity needed to appreciate, critique, defend, and develop proposals of an abstract, theoretical nature.

By the end of the module students will have solved problem sets concerning the structure of simple and complex clauses, noun phrases, the auxiliary system, subject-auxiliary inversion, and wh-movement in English. They will be familiar with the following descriptive terminology and analytic tools of syntactic theory: word classes and grammatical categories, subcategorization, constituent structure, tree diagrams, structural ambiguity, thematic roles, grammatical function, movement, syntactic rule, rule interaction. Students will be able to analyze simple sentences from English and other languages correctly bringing to bear the tools and theories mentioned above.

Students will be able to defend their analyses by bringing diagnostic tools to bear directly and indirectly on the analysis. Students will have gained an understanding of the process of developing and defending abstract syntactic theories and will have begun developing a curious and critical stance towards novel data and theoretical claims.
This module is a continuation and extension of PHIL0142. This module has two aims: (1) to train you in reading difficult philosophical texts (2) to train you in the skills involved in philosophical discussion. 

Indicative Topics
The specific topics covered in the module will vary with the choice of philosophical papers.

Teaching Delivery
Teaching will consist in a weekly two hour seminar. Discussion of the text will be organized around student presentations.

Assessment
This module will be assessed by examination in the third term.
This module will introduce UCL Philosophy Masters students to graduate study in philosophy and to philosophical discussion. Most of the sessions will involve reading in advance one or two pieces of analytic philosophy. Then in the seminar itself, each paper will be presented by a student for a discussion which is moderated by the convenor.

The topics covered in this module will generally vary from year to year depending on developments in academic research and the interests of the class and module leader. However the main skills covered will remain the same:

Reading and understanding works of analytic philosophy
	Understanding philosophical argument and common strategies of argument and reasoning
	Understanding how to connect ideas within and between philosophical topics
	Beginning to understand how to pursue philosophical research.
Teaching Delivery

This module is delivered via a two-hour seminar once a week. Students will be expected to read the set reading each week, and each week one or two students will be asked to present one of the set readings for discussion. The schedule and exact format of the presentations will be discussed and arranged during the course itself.

This is a compulsory module for the MA programme in philosophy.

Enrolment on this module is restricted to students on the MA programme in philosophy.

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

Understand the works read in the seminar and evaluate the ideas and arguments they contain.
	Understand how to read works in philosophy and make sense of the ideas and arguments they contain.
	Understand the style of philosophical arguments and know some common strategies of argument and reasoning
	Recognise connections between argument styles and philosophical topics where appropriate
	Use literature and other resources to embark on philosophical research.
Recommended Reading

There is no recommended reading for this module.
This is a graduate level module on topics in moral philosophy and its history. This year, J. G. Fichte's System of Ethics (1798) will be the core text. This is in some ways Fichte's most important book - it was regarded throughout the 19th century as one of the best statements of a broadly Kantian view, and has recently been the focus of much discussion in Fichte scholarship. Fichte's book ranges over central topics in normative ethics, metaethics, moral psychology, and the connections between moral theory and theoretical philosophy. We will especially be interested in Fichte's account of duty, his view that there are no morally indifferent actions, his account of moral evil, and his theory of freedom. Seminars will primarily focus on careful reading and exegesis of the System, with some attention to Fichte's other work, and to contemporary scholarship.
This module is intended to introduce students to contemporary research in legal and political philosophy. It has an unusual format. The most distinctive feature of the format is a series of meetings that will run in conjunction with the UCL Colloquium in Law, Philosophy, and Politics (LPP). The LPP Colloquium is a joint enterprise between the Philosophy Department, the Faculty of Law, and the School of Public Policy Each, and it runs from January to May each year (across terms 2 and 3). At the LPP Colloquium, a series of high-profile visiting speakers discuss a recent paper of theirs in political, legal, or moral philosophy. The papers are not on any set theme, beyond being current work in these disciplinary areas. Papers are pre-circulated, so the whole meeting is devoted to discussion, and after the workshop there are normally drinks with attendees (which gives you a chance to meet the speaker in person, if you like). There will normally be six of these sessions, held from January to May. For each of them you have a one-hour pre-meeting to discuss the paper as a small group, with the module convenor, before joining the with the speaker and a larger audience for a two-hour Q&A session. In addition to the LPP Colloquium meetings, there will be some additional meetings scheduled to discuss background work in the philosophy of law, and to discuss assessment requirements. Further reading will be assigned for these meetings as well. Assessment is via a major essay, and there are a few other minor, reading-related tasks that you’re required to complete during the term. The schedule can be a little haphazard, but – to a rough approximation – you will be required to attend a meeting for this module slightly more often than once a fortnight, through terms 2 and 3.

Philosophy Area B
The course will permit students to learn the best practice of initiating and building a pharmaceutical start-up company from the ground up. It will be taught by members of academic staff from the UCL School of Pharmacy who have direct experience of doing so (Profs Basit, Brocchini, Buckton, Uchegbu; Dr Gaisford), complemented with industry speakers from SMEs. Issue around generating the idea/concept for the business, developing a sound business case to raise finance, and the key resources (staff and otherwise) that need to be in place will be considered in depth. Methods to cultivate contacts both to initiate and grow the business will be discussed, as will intellectual property aspects and common pitfalls.

 List of lectures:

  Introduction into initiating a pharmaceutical start-up
 
  Spin-out vs. licensing
 
  Partnering
 
  Digital health
 
  Intellectual property
 
  Funding your business

 *The module also includes small group coaching for partnering assignment.
The module will focus on the current methods in the computer aided drug design. Advanced modelling of drug/receptor interactions will be covered in detail, including predicting protein structure, homology modelling and molecular docking. Other topics will be selected from: conformational sampling, fragment based drug design, receptor-based de novo design and ligand-based drug design. This module uses the medium of considerable hands-on experience of advanced techniques and software in computer-aided modelling. Students will gain a more complete understanding of the drug design process.
Under supervision, you will carry out original experimental and/or modelling work. You will write a dissertation critically analysing and presenting your results, and you will also be expected to defend an oral presentation of your work.

Students who complete this project will learn to

Demonstrate critical understanding of current problems and/or new insights in a substantial area of study in a major scientific discipline, at a level of preparation suitable for employment or further study at doctoral level in a related field
 Deploy accurately established techniques of analysis and enquiry and demonstrate a practical understanding of how established methods of research and enquiry are used to create and interpret knowledge in a scientific discipline
 Plan and carry out a research programme independently and assess the significance of outcomes
 Understand ethical and societal responsibilities, environmental impact and sustainability in a scientific context, and demonstrate ethical behaviour in their own work
 Adhere to responsible laboratory or field practice regarding data collection and recording, and laboratory/field safety.
 Manage self-learning and work to deadlines
 Express arguments clearly both orally and in writing, using technical language appropriately to communicate complex information and research to both specialist and non-specialist audiences
Under supervision, you will carry out original experimental and/or modelling work. You will write a dissertation critically analysing and presenting your results, and you will also be expected to defend an oral presentation of your work.

Students who complete this project will learn to

Demonstrate critical understanding of current problems and/or new insights in a substantial area of study in a major scientific discipline, at a level of preparation suitable for employment or further study at doctoral level in a related field
 Deploy accurately established techniques of analysis and enquiry and demonstrate a practical understanding of how established methods of research and enquiry are used to create and interpret knowledge in a scientific discipline
 Plan and carry out a research programme independently and assess the significance of outcomes
 Understand ethical and societal responsibilities, environmental impact and sustainability in a scientific context, and demonstrate ethical behaviour in their own work
 Adhere to responsible laboratory or field practice regarding data collection and recording, and laboratory/field safety.
 Manage self-learning and work to deadlines
 Express arguments clearly both orally and in writing, using technical language appropriately to communicate complex information and research to both specialist and non-specialist audiences
Under supervision, you will carry out original experimental and/or modelling work. You will write a dissertation critically analysing and presenting your results, and you will also be expected to defend an oral presentation of your work.

Students who complete this project will learn to

Demonstrate critical understanding of current problems and/or new insights in a substantial area of study in a major scientific discipline, at a level of preparation suitable for employment or further study at doctoral level in a related field
 Deploy accurately established techniques of analysis and enquiry and demonstrate a practical understanding of how established methods of research and enquiry are used to create and interpret knowledge in a scientific discipline
 Plan and carry out a research programme independently and assess the significance of outcomes
 Understand ethical and societal responsibilities, environmental impact and sustainability in a scientific context, and demonstrate ethical behaviour in their own work
 Adhere to responsible laboratory or field practice regarding data collection and recording, and laboratory/field safety.
 Manage self-learning and work to deadlines
 Express arguments clearly both orally and in writing, using technical language appropriately to communicate complex information and research to both specialist and non-specialist audiences
This course builds on Financial Mathematics and Financial Econometrics and aims to deliver an overview of the state-of- the art econometric methods used by researchers and practitioners in the empirical analysis of financial data.

The main focus of the course is on time series methods, i.e., the analysis of data measured over time and at different frequencies, with the goal of building models explaining the dynamic evolution of economic and financial data over time. Important applications will focus on risk management and on forecasting.
Mathematics I (Calculus and Modelling) develops students’ understanding of the concepts and applications of calculus, particularly in the context of designing and solving mathematical models addressing management optimisation and simulation problems.

The module covers single and multivariate calculus, including differentiation, integration, optimisation of functions of several variables, and first and second order differential equations. The module also introduces students to mathematical modelling in general, focusing predominantly on modelling with differential equations.

Mathematics I (Calculus and Modelling) introduces students to the use of a mathematical software tool (Mathematica) that is used to help solve complex mathematical models.
Professionalism is a key component of dietetic practice and in this module students will build on the skills and knowledge acquired during Professional Practice in Dietetics 1 to ensure that they are equipped to work with service users. The module will be taught in the second year of the dietetics programme with particular focus on preparing students for placement 3. It will include the following core dietetic practice topics:  

1. Development of Inter/Intra-professional team working 

2. Digital Dietetics  

3. Legal and ethical boundaries of practice  

4. Reflective practice and continuing professional development  

5. Dietetics Management, Leadership, Business and Innovation  

6. Principles of an Audit and service evaluation/improvement  

Students will also further develop their practical skills within our dedicated teaching kitchen to gain a detailed understanding of specialised diets and food texture modification. 

 

Learning Outcomes:

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

Critically understand and demonstrate an enhanced systematic knowledge of the ethical aspects of dietetic practice.
	Critically understand and reflect on the role of inter-professional working within dietetic practice.
	Demonstrate an enhanced understanding and further develop reflective practice required for continued professional development (CPD) and registration with HCPC.
	Demonstrate advanced knowledge and systematic understanding, critically reflect on the importance, and further develop advanced oral communication skills necessary for interaction with individuals and groups following a Patient centred approach.
The module will cover:

The Mediterranean in 1050
	The origins and ideology of the First Crusade
	The Muslim reaction to the arrival of the Franks
	Frankish settlement in the eastern Mediterranean
	Trade and commerce in the twelfth and thirteenth centuries
	Crusader castles and Muslim military architecture
	The Third Crusade and the growth of Jihadi sentiment in the Islamic world
	Usama ibn Munqidh and his writing.
	The thirteenth century: Mongols, Mamluks and Amenians.
	Why did the Crusades fail?
Prime numbers have fascinated humans for millennia, and one of their cardinal mysteries is their irregular distribution on the number line. One of the great theorems is mathematics is the Prime Number Theorem, which gives an asymptotic estimate for the number of primes less than a given bound. A simple yet detailed proof of the Prime Number Theorem is the capstone goal of this course.

For a detailed investigation on prime numbers, we will need to build up some tools. The main objects of study in this course are functions of number-theoretic origin, i.e. arithmetic functions. A good deal of the course will be spent building up techniques for estimating sums of arithmetic functions and showing their equivalence with Dirichlet series. The latter allows us to bring to bear powerful techniques from real and complex analysis on the study of arithmetic functions. These tools will lead us to clear proofs of Dirichlet's theorem on primes in arithmetic progressions and the Prime Number Theorem.
The course is designed for advanced level students requiring the language for academic purposes. The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills. The course comprises knowledge and understanding both of the structure of the Mandarin language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in Mandarin-speaking countries. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students and comprises knowledge and understanding both of the structure of the language and of the cultural (social, historical and political) contexts in which it is currently used. The course is then designed for very advanced level students requiring the language for academic purposes. The course is taught entirely in the target language with a balance of receptive (reading, listening) and productive (speaking, writing) skills. The course comprises knowledge and understanding both of the structure of the Japanese language and its use in academic environments, such as lectures, seminars and conferences. The course covers academic development, academic culture and conventions, critical thinking, reading and writing academic texts (i.e. in the student's main degree subject e.g. history) as well as other related topics to prepare students for further academic study/research in Japanese-speaking countries. This will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic academic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for professional purposes.

It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note-taking and debates as well as other related topics. These areas will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject.

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

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules.
Final research dissertation (60 credits)
At the time of the Spanish arrival to Mexico and South America, the Aztecs and Incas controlled two of the largest empires in the world. What we know about these two empires is mediated through the violence of conquest: this is the problem at the centre of this module. Students will be introduced to both empires and the first hundred years of the post-conquest era, focusing on the problem of how the Spanish Empire came to absorb these two previous ones, how early modern European ideas about art, religion, and history shaped our understanding today of these empires, and how Europe was changed by its encounter with the “New World.” Students will be asked to interrogate historiographic narratives that have shaped our conceptions of the Aztecs and Incas and analyse the complicated biases, lacunae, and misunderstandings of the sources available to us in order to interpret these empires. We will also consider the viability of art historical methodologies for approaching the material culture of these civilisations.
This module will examine a representative selection of German-language films since 1945. These films pay particular attention to post-war history and society, and we will discuss as an ongoing theme the ways in which they reflect contemporary perceptions of the German-speaking world and its troubled past. The course will thus introduce students to post-war German-speaking culture more broadly, as well as to techniques of film analysis.

 

Preparatory Reading

Wolfgang Jacobsen / Anton Kaes / Hans Helmut Prinzler (eds), Geschichte des deutschen Films,
 (Stuttgart 1993)
 Anton Kaes, Deutschlandbilder. Die Wiederkehr der Geschichte als Film, (Munich 1987) (English
 publication: From Hitler to Heimat)
 James Monaco, How to read a film, (New York 1977)
 Thomas Elsaesser, New German Cinema, (London 1989)
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 covers the basic principles of numerical and computational methods to solve geophysical problems. It is focused mostly around the use of finite differences to solve differential equations. After an introduction to the concept of numerical solutions to mathematical equations, the course will detail the concept of finite differences (and variations around them) to solve initial value problems and boundary value problems for Ordinary Differential Equations (ODE), and Partial Differential Equations (PDE). After the basics are covered, a series of applications will be presented, covering a range of applied geophysical problems.

By the end of the module students should:

Understand how to discretsize and compute solutions to simplified differential equations;
	Understand the meaing and accuracy of the numerical solution and benchmarking techniques;
	Have a solid base of computational skills and be able to write their own codes and present their results from scratch using Matlab.
Prerequisites for this module are PHAS0002 Maths Methods I, PHAS0009 Maths Methods II or equivalent Maths modules with permission from the module organiser.
The oceans play a crucial role in regulating Earth’s climate from decadal timescales up to glacial-interglacial cycles. Therefore if we are to understand the mechanisms of climate change, and make predictions about future climate, we must investigate how the global ocean operates, how it may alter, and the impacts of these changes on climate. This module uses recent academic literature to provide a comprehensive understanding of the role of the oceans in Late Quaternary climate change. Topics will be explored by examining the processes operating in the modern ocean and the ocean’s interaction with other components of the climate system, as well as how these processes are thought to have altered in the past.
On completion of the course, students will have a state-of-the-art understanding of the role of ocean circulation in Late Quaternary climate change, they will have explored how the oceans are coupled to the other components of the climate system. The module aims to develop skills in critically assessing the academic literature and scientific evidence of past ocean circulation change.

The course covers the following topics:

- Introduction to Paleoceanography
- Evidence for an altered glacial ocean circulation
- The causes of glacial-interglacial atmospheric CO2 change
- The involvement of the ocean in abrupt climate change
- Contemporary and future changes in the ocean, linking to the atmosphere, cryosphere, and marine ecosystems

Transferable skills: Critical thinking: ability to assess data and ideas; Time management: organisation and planning of work; Problem-solving skills; Communication: verbal; Communication: conveying written ideas to non-experts; Communication: academic writing; Awareness of sustainability issues; Presentation skills; Team working; Adaptability: ability to work under pressure
This module will provide an understanding of a number of key concepts and theories for value assessment in health, including an appreciation of value-based health care and value-based payments.  You will also learn about decision science and decision-making behaviour, including tools and methods to inform decisions.  Lastly, you will learn about the need for sustainable health financing and funding mechanisms.

Module Content:

1.    Introduction to current issues facing commissioners and decision makers (agency relationship, constrained budgets, budget silos, evidence and experts)

2.    What is value? (clinical value, economic value, value measurement)

3.     Value based health care (history, concepts, adoption globally, challenges)

4.    Value based payment (value-based pricing and reimbursement models, outcome-based payments, pricing innovations to get market access)

5.    Decision science (how are choices made, evidence base, individual based decisions, population based decisions, understanding behaviour and behavioural change)

6.    Decision analysis for health innovations (different modelling approaches, use of RWE, modelling uncertainty)

7.    Decision tools in healthcare (history of decision support tools, evidence needed, uptake, stakeholder views of shared decision making)

8.    Sustainable healthcare (three pillars of sustainability: social, economic and environmental, measurement and evaluation)

9.    Sustainable healthcare financing (how much to spend, what level of coverage, how to deliver value)

10.    Future healthcare system challenges (RWE, funding/budgets, ageing, digital/AI innovations)
Aims: This module introduces students in the first year to thinking like an economist. Students will be encouraged to read and write critically, and to give presentations in front of their peers. This means going beyond the mathematical tools developed in the other first year modules and developing a deeper understanding of the basic principles of economics and their applications. In particular, students will learn how to use important concepts like opportunity costs or compensating differentials in the context of everyday events rather than just in a numerical problem-solving setting. Students will gain experience in writing like an economist, presenting their work, and working in teams to analyse real world problems.

Suitable for: 1st year BSc Economics (L100, L101 and L102) students (those taking ECON0002: Economics concurrently).

Prerequisites: Taking ECON0002 concurrently.

Assumed knowledge: The term 1 material from ECON0002 and familiarity with basic statistics (measures of central tendency) and linear regressions.
This course will focus on the so-called millennial generation of writers in Dutch that has risen to prominence in the first two decades of the 21st century. We will analyze the main motives, forms and issues of their work, and ask if we can discern a particular ‘structure of feeling’ and sense to the literature of this generation. The module will develop an understanding of contemporary fiction in terms of affective crisis and repair. The discussion of this generation’s literature will be dealt with both diachronically (in relation to former literary tendencies) and synchronically (in relation to contemporary culture and society).

Primary reading may include work by Lieke Marsman, David Nolens, Nina Polak, Koen Sels, Niña Weijers.

Preparatory Reading

Demeyer, H. & Vitse S. 2021. Affectieve crisis, literair herstel. De romans van de millennialgeneratie. Amsterdam: Amsterdam University Press.
	Olnon, M & Van Dijk, Y. 2015. ‘Radicaal relationisme. Het andere engagement in de jongste Nederlandse literatuur’. In: De Gids, 178, 3.
	Vaessens, T. 2009. De revanche van de roman: Literatuur, autoriteit en engagement. Nijmegen: Vantilt.
This module covers medical conditions relevant to paediatric dentistry.

In the Diploma year of the MSc in Paediatric Dentistry, you must undertake the following modules DENT0020, DENT0022, DENT0134 & DENT0136.
The Leading Learning in Ismaili Contexts (LLIC) is a second year module aimed at developing students’ understanding of their own learning, the learning of others, and the teacher’s role in maximising both. ‘Leadership’ is understood in its widest sense; within the home, within the education centre, and at the wider Ismaili community level. The focus on the Ismaili context is drawn upon extensively using students’ own background knowledge, the contributions by guest speakers, and through close collaboration with both IIS tutors and overseas Ismaili teacher and community leaders. During part of the module, the students will be in their home countries which provides them an opportunity to apply, develop and implement programme and module learning in particular Ismaili contexts.

The aim of this module is to support an understanding of effective teacher leadership. The LLIC assessment provides an opportunity to critically reflect on, and better understand, the students’ home context, it also prepares them for the professional teaching they will begin after graduation.

There are ten taught sessions in total, a minimum of six will be face-to-face and the remainder will be online. This module is further supported with specific, focused tutorial support, and a formal non assessed peer presentation session.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

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

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
The aim of this course is to give students an understanding of more advanced areas of organic synthesis. Key areas covered include: Palladium-catalysed reactions; Pericyclic organic reactions; Stereoelectronic effects; Gold catalysis; and Stereocontrolled synthesis and manipulation of cyclic and polycyclic molecules.

MODULE AIMS

Student should be able to:
1. Understand how Palladium can be used to catalyse carbon-carbon and carbon-heteratom bond-formation.
2. Know how to predict the outcome of simple diastereoselective reactions.
3. Understand what a pericyclic reaction is and how to explain the chemoselectivity, regioselectivity and stereoselectivity of simple pericyclic reactions
4. Explain why simple organic reactions are favourable/unfavourable due to stereoelectronic effects
5. Use stereoselective and regioselective reactions of decalins to synthesise a variety of products.
6. Understand the mechanisms of a range of simple gold-catalysed reactions
7. Describe how selective reactions can be used to convert sugars into a variety of different molecules.

TEACHING AND LEARNING METHODS

The course material will be delivered through a blended approach of lectures/videos and class discussions/workshops. Pre-prepared handouts may be provided by the lecturer, either electronically or a paper copy. The lecturer may additionally require you to make your own notes. Lectures/videos will be available on Lecturecast where the facilities are available; however attendance is considered an indicator of student engagement and is therefore 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.
Aims:

The module aims to develop modelling concepts and simulation skills to consider complex process design in the context of safety and sustainable process plant development.

Learning Outcomes:

On completion of this module, the students will be expected to be:

able to develop computational models for complex plant items;
	able to use contemporary simulation tools to modelling process behaviour;
	able to make informed decisions on process design based on conflicting and missing information in the context of safety and sustainable process plant development
Synopsis:

The following issues will be considered:

process systems engineering
	process modelling
	process design
	process optimisation
	dynamic simulation
	uncertainty analysis
	model validation
Lectures, tutorials and e-learning resources will provide training in the techniques and tools required to carry out design projects applying advanced design concepts and computational tools.
The aim of the module is to provide an up-to-date survey of the rapidly changing field of stem cell research, from fundamental principles to the practicalities of regenerative medicine. Students will learn about the basic biology of stem cells and how it differs in various tissues, how stem cells are involved in disease from genetic disorders to ageing, how stem cells can be harnessed to regenerate tissues, what challenges regenerative medicine faces, and the approaches taken by researchers to overcome them.

Indicative lecture topics (based on the syllabus of the last couple of years):

Introduction - stem cells and development
	Introduction - regenerative medicine and reprogramming
	Stem cells and niches
	Muscle stem cells - basic biology and regenerative potential
	Stem cells in ageing
	Neural stem cells
	Cancer stem cells
	Biomaterials
	Studying human hematopoiesis at single cell level
	Bone regeneration and stem cells
	Haematopoietic stem cell gene therapy – making genetic medicines
	Epithelial stem cells
	Dental stem cells
	Soft tissue engineering
	Retinal stem cells
	Nerve tissue engineering
	Ethical aspects of stem cell research and therapies
	Stem cell gene therapy for immunodeficiencies.
Module organizers: Dr Marc Amoyel (marc.amoyel@ucl.ac.uk) and Dr Francesco Saverio Tedesco (f.s.tedesco@ucl.ac.uk).
In the past decade political, economic and technological developments have had a major impact on art education and generated critical debate about the efficacy of existing art educational models. As a direct response, new paradigms are being established locally and globally including, online colleges; nomadic art schools; and more idiosyncratic short-term projects in and outside of established institutions. This module enables students to investigate and engage critically with these recent initiatives. Geographical context will also be examined in relation to the increasingly global and digitally networked possibilities for education, communication and knowledge production. The module requires students to devise a proposal for an educational model linked to a specific context that is relevant to their practice. As such it will allow them to formulate their developing philosophical and critical position as artist educators whilst engaging with current literature and debate. Students not enrolled on the MA Art Education, Culture and Practice or the MA Museums and Galleries in Education programmes MUST contact the module tutor in the first instance before selecting on Portico.
In this module, a range of collaborative research projects will be available as well as opportunities to
develop an original research topic in the field of citizen science. You will work with academics from
across UCL, ZSL, and NHM and experts in other organisations (e.g. RSPB) to address an original
research question in citizen science, and apply appropriate data collection, document analysis, and
analytical methods to test hypotheses and qualitative research questions. Weekly tutor-facilitated,
student-led workshops will provide the platform for you to discuss the central themes in conducting
research across citizen science topics (reinforcing the work of the previous two terms and using
examples from students' own research projects for mutual learning and ideation), as well as explore
and resolve challenges faced in your own research-project work in collaboration with your peers.
Work to identify your research project will commence in Term 2 and depending on the project may be
developed from your work on the module 'The Practice of Citizen Science'. If your research project is
fully or joint supervised by a partner you will be expected to spend research time at partner premises
(e.g. NHM = South Kensington, ZSL = Regent's Park). Similarly, if your research project is supervised by a member of academic staff based at Bloomsbury, you will need to spend time at this
campus.
A research project designed for MRes students in the Biodiversity, Evolution & Conservation programme in the Department of Genetics, Evolution & Environment, Division of Biological Sciences programme in the Faculty of Life Sciences. A range of project titles will be offered within Biodiversity, Evolution & Conservation from UCL-GEE, the Natural History Museum, and the Zoological Society of London to complement the taught material in the programme. Under supervision, students will carry out original experimental, field, modeling and/or analytical work. They will then write a dissertation critically analysing and presenting their results. Students will also be expected to prepare and defend a poster presentation of their work.

Students will be given the opportunity to learn how to: design experiments to test particular hypotheses, analyse experimental results using modern statistical techniques, write up research in the style of an article for an established scientific journal, convey their research results to others in a poster presentation, survey the literature in their chosen area of research, organise their time in order to carry out and analyse their experiments, and make written and poster reports within a 16-week period, use current laboratory and field research techniques and equipment, work as part of a team with research staff ranging from PhD students through to project supervisors.

The student will gain a raft of transferable skills (these will vary to some degree on different projects): use of databases; statistical analysis and other analytical techniques; word processing; the production of a major written report and poster presentation; independent learning and working in a team with variable ability and seniority.
"Understanding a historic building is the first step towards decisions about management, repair and alteration." (Association of Local Government Archaeological Officers 1997, piii.) Although this statement refers specifically to historic buildings, it relates to all heritage materials and assemblies. In this module, we will be developing your understanding of materials, mechanisms and evidence of deterioration and the interaction and effects of use and context on heritage materials and assemblies. You will learn about pathologies and diagnostics including monitoring, analysis and data interpretation, and use this knowledge to balance a complex range of social, economic and environmental factors that may affect the integrity of materials.

You will be learning about the range of techniques and tools that are available to be used, including condition assessment, risk assessment, environmental data monitoring and heritage documentation. We will be discussing their advantages and limitations and using a range of strategies to enable the understanding of deterioration issues and how to achieve this using resources available.

For part of this module, we will be based at a UK heritage site as part of a field trip for which the accommodation and travel costs are covered. We will be focused on a real case study provided by our heritage partner. You will have the opportunity to speak to local stakeholders and to present your findings to site staff.
This module critically examines existing future pathways and visions, and it discusses key concepts for future strategies, in order to identify viable resource futures. It seeks to analyse the bigger picture and to project ambitious pathways involving radical changes, albeit breaking them down into manageable milestones. The basis of the module is to learn how to be able to account for critical aspects for a truly sustainable future, without discounting aspects that are difficult or inconvenient to take on board when designing scenarios for the future. In this regard, green growth, the circular economy, the resource nexus, degrowth, biophysical aspects of modelling, etc. will all form part of the discussion.
What you will learn:

Thinking systemically
	Seeing issues in interrelation
	Understanding the relationship of structure and behaviour
	Conceptualising problems
	Causal loop diagramming
	System dynamics model building and analysis
	Testing model validity

You will learn this by:

Exploring existing models
	Modelling problems with vivid, well-known structure and dynamics
	Modelling personally chosen problems
Aims/objectives:

To understand in the context of projects and project-driven enterprises:

 
	Forms and structures of temporary and longer-term organisations arising in projects and project-based enterprises
	Power, conflict and communication management issues arising in such organisations
	Project leadership and team roles
	Project-based learning and the role of project management support offices/centres of excellence
Learning outcomes:

After taking this module you should be able to:

Analyse:
	The nature and alternative structures of project-based organisations
		The opportunities and problems arising in the operation of organizations in respect of power, authority, stakeholders, excluded groups (including issues in conflict and communication)
		The development, leadership and functioning of project-based teams
		The processes of creating, diffusing and enlarging project-based knowledge
	
	Understand, select, develop and apply appropriate strategies, tools, techniques, processes and practices for managing and optimising project-based organisations (including the creation and management of project management support offices and centres of excellence)
	Apply this knowledge to selected case studies
Seminar content may include:

Structure
	Effective communications and race and gender issues
	Project leadership
	Case studies in leaders’ roles, team formation and conflict
	Excellence in project management
This BASc module covers the basic principles of machine reasoning, exploring the foundations of the rapidly developing field of artificial intelligence, and outlining the mathematical techniques used in both knowledge representation and future artificial intelligence modules.

The first part of the module will introduce the mathematical and logical theories used in the development of machine reasoning and knowledge representation. The students will learn the notions of agent-based systems (e.g., intelligent agents, problem-solving agents, knowledge-based agents), the syntax, semantics, and use of first-order logic in knowledge representation and inference systems. A modal logic for AI will be briefly presented as an overview on more advanced topics in knowledge representation.

The second part of the module will focus on learning and reasoning under uncertainty by using probabilistic techniques (e.g., Naïve Bayes models and Bayesian networks, introductory hidden Markov models) as an introduction to expert systems and machine learning.

Once equipped with the main technical and theoretical tools, the students will be presented with a selection of different applications of machine reasoning, e.g., natural language processing, machine vision, and robotics, to create a point of contact with real-world examples and future, more advanced AI modules.
This module is structured so that the first term introduces you to theoretical concepts through lectures and initial design projects. During this period, you confirm the subject of your thesis project and report and then work in specialist teaching groups, known as Research Clusters. There is continuous discussion of work via tutorials and reviews. The subject of the thesis is negotiated between the student and their cluster tutor.
Students work individually to identify a key research question that arises out of the design work in Term 2 and research it over Term 3 in parallel with their developing design thesis. The report is written up over the summer and is submitted at the start of the autumn term (Term 4). The report relates to design work in progress. After introductory lectures that present design led research methods the module is taught in a seminar setting with individual tutorials as the work proceeds. Students must demonstrate authorship of the report by presenting an abbreviated version of the report verbally in a public setting.
This module serves as the framing module for the Management Science BSc/MSci programme. During the module, students will explore the range of opportunities and problems faced by managers in global companies and high-growth businesses tackling world-scale problems. Students will be introduced to key interdisciplinary management challenges, such as: complexity, scale, growth, innovation, disruptive technology, collaboration, uncertainty and risk, and explore the value of different ways of thinking about management problems.

Students will explore what engineering thinking brings to management and the challenges of designing, building and operating organisations (made out of people) at scale (“Management as an extreme engineering discipline”). Students will use the Business Model Canvas to understand how organisations create, deliver and capture value and explore the design of organisations and their business models.
This 15 credit module will develop the students' understanding of how the gut works, the role of the pancreas and gall bladder/bile salts, food digestion, the handling of xenobiotics. Structure and function of the liver including important metabolic pathways e.g. urea cycle, drug absorption, distribution and metabolism including basic pharmacokinetics will also be explored. Illustrations might include paracetamol overdose, the most common cause of acute liver failure, its consequences and treatment. For gastro-intestinal (GI) diseases we will cover malabsorption, inflammatory bowel disease, gastroenteritis, bowel cancer, acute liver failure, and cirrhosis. Various anatomical changes occur after the development of cirrhosis including portal hypertension, and oesophageal varices - how and why do such changes occur, what are the consequences and how do we treat them?
This module explores the European experience of the First World War. Drawing upon the historiographical idea of a ‘Great War Era’ that lasted from the 1911 Italian invasion of Libya, until the Treaty of Lausanne, and Ruhr occupation, in 1923, it examines the war experience in Western, Eastern and South-Eastern Europe, and relationships between the First World War and European colonialism, interrogating:

- Why the First World War is described as a ‘total war’;

- How the war impacted upon civilians, with particular focus upon gender, genocide, humanitarianism and refugee themes;

- How Empire framed European attitudes to the conflict.
This is a UCL shell module for students on the BA History with Year Abroad or the BA History with a European Language degree programmes. This module will represent module or modules to the value of 30 UCL credits taken at students' study abroad host institution.
This is a UCL shell module for students on the BA History with Year Abroad or the BA History with a European Language degree programmes. This module will represent module or modules to the value of 30 UCL credits taken at students' study abroad host institution.
This course investigates all aspects of war in its social and cultural context in archaic and classical Greece - from the causes of conflict, via the question of how to train, raise, maintain, and control citizen and mercenary armies, to the range of forms of warfare from ritual clashes to campaigns of annihilation. In particular, the course tackles some of the myths current in modern scholarship: the notions that war was the 'normal' state of international relations in Greece; that the citizen army was an essentially 'middle-class' body; that warfare was restricted to a game-like competition in the archaic period but underwent a major cultural shift to become a destructive 'total' conflict in the classical period; that the Athenian navy drove the development of radical democracy; and that the 'mercenary explosion' of the fourth century was a result of economic and political crisis in the Greek city-states and marked another fundamental change in military culture. How the Greeks fought has been much-debated in recent research, and this too will be the subject of detailed study. A crucial aim of the course is to provide an understanding of how Greek warfare was shaped by the social, economic, and cultural constraints of its time, how it developed, and why wars were so common in ancient Greece. A second aim of the course is to provide students with the knowledge and skills to tackle this challenge, by enabling them to study the sources as coherent narratives while analysing their implications for any and all aspects of Greek war, society and culture.
A 10,000 word essay (the 'dissertation') to be handed in at the beginning of the Summer term. Students define a research project with the help and approval of the Department and receive guidance while undertaking the research and writing the essay.
The module will consider the architectural, geographical and sociological construction and power relations that make and shape life in cities and mega-cities, including the contested nature of some of the ensuing definitions of cites. It considers the dynamics of urban life such as how it can generate innovation and wealth creation as well as displacement and exclusion; and the effects of mobility and migration to cities caused by conflict and aspiration and climate change. It will tackle these issues by considering the following contrasting urban developments: the creation of urban technological hubs linked to financial institutions; the magnet effects of those entrepreneurial ecosystems as well as the ‘urban supernova effects’ such as rises in property and rents and social displacement; and new and changing patterns of mobility and migration, including the growth of refugee communities, and their implications for urban design, sharing space and ideas about inclusive growth. The module will also consider new ideas and practices concerning the ethics of urban design and redesign, including emerging participatory approaches which pursue the co-design of liveable cities with stakeholder communities. All lectures will be 2 hours and seminars 1 hour.
Please see ARCL0210
Module content

This module provides an overview of research design and methods suitable for studying transformative entrepreneurship. As part of this module, you will learn about: research paradigms and research design; methods for data collection and analysis; positionality, ethics, and subjectivity. The module is practical in nature and is focused on the development and application of a range of core quantitative and qualitative research skills as well as an examination of how other organizations/bodies have approached the issue of researching entrepreneurship, innovation, and prosperity. The module is taught through introductory online content and seminars linked to each of the topics of this module. Working in groups, and with a range of weekly active learning tasks, you will deploy the methods learnt to design, conduct, and present your own transformative entrepreneurship research project.

This module will equip you with the necessary methodological and research skills necessary to design and develop your MSc dissertation. Additional Skills and Personal Development sessions are also aligned to this module to allow you to develop a range of professional and academic skills related to becoming a leader in the field of transformative entrepreneurship research.

Illustrative module outline

Researching Transformative Entrepreneurship: Paradigms and Approaches
	Literature Review
	Research Design
	Qualitative Research: Interviews and Ethnography
	Quantitative Research: Survey Design and Samples
	IGP Approaches to Researching Transformative Entrepreneurship and Prosperity
	Secondary Data in Research: Archival Research, Big Data, and Systematic Literature Review
	Quantitative Data Analysis: Approaches and Tools
	Qualitative Data Analysis: Approaches and Tools
	Research Impact and Change
This module continues the theme of the integrated science-based curriculum. Trainees will develop an understanding of the normal physiology and common pathologies of the respiratory system. Understand how general anaesthesia alters respiratory function and how airway and ventilation management is applied to support changes to physiology during general anaesthesia.

The module explores the impact of anaesthesia on the heart and lungs and how close monitoring of each, allows the Anaesthetic Associate to develop anaesthetic plans to maintain homeostasis and treat abnormalities as they arise.
This is an intermediate level module in generative grammar with a special emphasis on theories treating displacement and islands. It will introduce students to constraints on syntactic movement (filler-gap dependencies) and to the leading theories of these constraints. Teaching takes the form of weekly lectures and backups.

The main module objectives are:

To give an overview of some of the most important empirical discoveries and theoretical debates in the study of syntax of the last 50 years.
	To enable students to read and understand primary literature.
	To enable students to do a close critical reading and write a review of research papers.
This is the second 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: lectures, presentations, tutorials, placements, visits to services and patients, and meetings between the student and patients without direct supervision.

This second patient pathway consists of six small group work sessions, four of which involve patients with either cardiovascular or diabetic disease. The sessions are facilitated by doctors who are specialists in cardiometabolic disease. Week by week, the tutors introduce students to skills of history-taking and investigative techniques used in diagnosis and they explore the impact of illness on their patients. Students are encouraged to interact and practice their communication skills within this supported environment.
This module introduces several tools of microeconomic analysis and their application to humanitarian contexts. Key tools from microeconomics are important in humanitarian studies to understand issues of decision and choice, the production and exchange of goods, the pricing and use of inputs, the interdependency of markets, and economic welfare.  Key topics include preferences, constraints and incentives, production, the market as a mechanism to allocate resources, market failures, principal agent problems, social interaction as games, institutions, the role of the government and the efficiency and fairness of policy. The module will develop students’ critical thinking and reasoning skills. Students will also develop the confidence to interrogate and apply selected microeconomic concepts and models to specific case-studies from post-disaster, conflict, recovery or other humanitarian settings.
Movement across borders is always a social movement and a political movement. Citizenship is not just something conferred or denied by the nation-state, but is something crafted and claimed at street level. This module examines geographies of creative activism. It centres on two ideas: first, on migratory activism, tracing the trajectories of activist and resistance movements in various global configurations; and second, on creative citizenships, imagining ways of belonging not limited to national borders. These twin focusses encourage students to think across scholarly and activist worlds, developing creative, collective, relational and disruptive ways of thinking and writing. The module opens by following the circulations of activist movements and the development of transnational spaces of resistance, in both historical and contemporary settings. We connect anticolonial resistance with feminist praxis, travelling theory with immigrant protest. The module then turns to everyday creativities enrolled in practices of emplacement. We explore the politics and poetics of relation, thinking alongside people who work to unmake borders, and reimagining citizenship as something disruptive and creative. The module concludes by asking how these activist geographies can be applied to student research projects in different urban, cultural, creative and political settings.

Students will develop the following transferable careers skills on this module: Critical Thinking, Team Working, Presentation Skills, Communication: Written and Verbal, Digital Skills: Audio Production.
This module develops a foundation for understanding the role and relevance of removable prosthodontics in managing edentulous and partially dentate patients.

The module is designed to ensure that graduates gain theoretical knowledge and clinical experience in removable prosthodontics. They will also learn laboratory techniques in fabricating removable appliances.
This module includes, but is not limited to, research design and methodology, critical appraisal of the literature, data collection and submission of a dissertation. Students are supported by research supervisors throughout the length of the project.
This is a compulsory module for all year 3 students of the MClinDent Periodontology programme. All students complete a dissertation on  of 10,000 to 12,000 words on a subject related to Periodontology and must defend their thesis in a viva exam.
Industries are transforming to deal with complexity. Integration is one way to deal with complexity, for example following supply chain management and lean philosophy, which focuses on sustainability and reducing waste. Modularisation is another way to address complexity and it has found applications in products, services and organisational design. For example, construction, a fragmented sector is slowly embracing industrialisation, through Modern Methods of Construction (MMC), offsite fabrication, Design for Manufacturing and Assembly (DfMA). Modularisation is an underpinning idea of platforms that shape current digital economy. The module will prepare you with knowledge and equip you with the critical managerial abilities to manage and sustain change in industrial networks, ecosystems and platforms looking beyond projects towards managing products, processes and relations instead. Finally, the module will discuss business ethics, which are important in managing change and making decisions. 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 concepts related to supply chain management philosophy, lean management, sustainability, modularisation, servitisation and platforms.
	Theories of business model innovation, collaboration and co-creation in the context of digital economy.
	How to develop and implement strategies for transforming businesses and innovate.
	How to formulate arguments for developing a vision and relevant capabilities for integrated or platform-based industries.
	Critically assess the ethical implications of business model innovation and industry change.
This module studies the Russian tradition of thought from the Enlightenment at the end of the eighteenth century through to the early twentieth century. At the centre of this tradition are questions of human nature and experience, and themes/topics covered include the individual and society, reason and faith, the meaning of love, Russian identity, existentialism, time and utopianism. The module takes in broad currents of thought, such as the debate between Slavophiles and Westernisers, nihilism, anarchism and populism, and also individual thinkers such as Chaadaev, Herein, Chernyshevskii, Dostoevskii, Tolstoi, Solov'ev, Fedorov, Rozanov and Berdiaev. At appropriate points the module makes connections with Russian literature, as well as offering a brief outline of the European philosophical context. The module takes in a wide range of writings; much of the reading can be done in translation, but much can also be done in Russian, especially as there are some marvellous writers in this tradition.
The module is designed to underpin a solid introduction to Scandinavian culture and language in the first year of the Department’s single and joint honours degree programmes. It is meant to introduce the study of history and of various forms of cultural production, while demonstrating the interaction between these cognate disciplines. The module also aims to contribute to the students’ intellectual and personal development by explicitly posing questions about power, ideology, authority and identity.

Students will gain knowledge and understanding of:

Key developments in Nordic history and culture from the Viking era to the present day

Discipline-specific methodologies and relevant approaches to history, cultural history, literature, film and other forms of art and culture

The cultural specificity and constructedness of historiography and cultural criticism.

The module will provide a thoroughgoing, wide-ranging and stimulating introduction to the history and culture of the Nordic region. Taught in an explicitly interdisciplinary manner by a number of members of faculty from the Department of Scandinavian Studies, the module will invite students to reflect on the methodologies and approaches specific to different, cognate disciplines (such as History, Literary Studies, etc.), and to identify connections between them. A central concern is to emphasise the constructed nature of historical narrative, and to this end the module will be structured around a number of key dates, moving backwards and forwards in time to explore both historical causality and relevant cultural expressions of the sociological formations under investigation.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST676, 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.
Socialism has been one of the most influential ideologies of the modern era. Offering compelling arguments for economic reform and material redistribution, it has also provided its adherents with strong cultural identities and new ways of looking at the world. Yet the meaning of socialism has varied historically according to time and place, reflecting a very wide range of concerns and aspirations. In this module we trace the evolution and reinvention of socialist ideas as they spread from western Europe in the wake of the French Revolution to the rest of the world. This module is focused on ideas in the broadest sense, extending to Robert Owen’s reform program for industrializing England, Marx and Engels’ redefinition of socialism as the endpoint of class struggle, Edward Bellamy’s utopian novel on America of the future, Alexandra Kollontai’s rethinking of the Soviet family, Léopold Senghor’s vision of Africa revitalizing world civilization, and more besides. We will devote special attention to the challenge (and opportunity) that particular identities, above all the nation and ethnicity, have posed to socialism, an ostensibly universal approach to human affairs. The reasons for socialism’s apparent decline since the 1980s will also be considered.
This module, which builds on content from modules MIE I and MIE II, will help students to develop a business plan for investment in a biomedical startup company. Students will form teams at the start of the module before identifying a novel technological innovation for an unmet medical need, which will form the basis of their theoretical spinout company.

For the business plan (written coursework), students will explain the need for their medical innovation, the market size, commercialisation pathway and financial forecasting. Teams will also deliver a pitch (oral presentation) to a panel of stakeholders summarising their innovation/startup.

The aim is that students will exit the module with a greater understanding of what makes a scientifically and financially competitive medical innovation, along with an understanding of the key steps required to attract investment in their innovation.
This module aims to equip students with the knowledge and skills to devise an injury prevention programme to reduce the risks of participation in sports. You will learn about the fundamental principles of sports injury and illness prevention, and the inherent risk factors in different sports, as well as the management of the common and the unique injuries that occur across a variety of different sports.
This module will cover 2 separate areas of perioperative practice, with the first 6 chapters outlining the specific perioperative implications and challenges posed by the oncology patient presenting for surgery, and the final 2 chapters focusing on perioperative pain management. Cancer incidence is rising, with more oncology patients presenting for operative procedures, so this population of patients will represent an increasing proportion of our perioperative workload in the future. Pain is a key concern of patients undergoing surgery, and an integral component of perioperative care, so as such it warrants inclusion in this program.
This module introduces key concepts relating to risk, and how it should be managed in situations including a high degree of uncertainty or change. The module covers the human dimension of decision making in uncertain environments, including psychological traps and team dynamics. Risk is explored and the relationship between risk and margin. Failure is investigated including project, system and business dimensions, including the reputational impact of failure. Lifecycle models are investigated along with the means of selecting and tailoring lifecycles to suit the business and technological context.
This module will introduce students to a broad range of periods and styles in Latin American cinema, and to concepts in film theory. It will explore thematic questions of nationhood, politics, gender and sexuality, as well as questions specific to cinematic and visual representation.
Systematic reviews use robust methods to identify and examine existing research reports on a given topic and to produce accessible, reliable and useful syntheses or maps of research, often for policy or practice audiences. Students will learn the principles underlying all systematic reviews, and the ways that they vary – from different types of research question through to methods for synthesising both quantitative and qualitative findings. Students will apply tools that aid review production and apply methods to formulate review questions, identify research, classify and appraise studies, and plan syntheses of findings. They will apply their learning so as to critically appraise existing review reports
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges.They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges. They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
The course’s main objective is to introduce students to social science research. To do so we will focus on how we use facts and observations to make and evaluate statements about the world and the forces which appear to account for human interactions. What will become quickly evident is that academic discourse and scientific debate is more involved and cumbersome than everyday reasoning.
Over the course of the ten weeks students will learn how to fruitfully use data to make inferences about the world. We will spend a considerable amount of time on various threats to valid inferences and how one can overcome them. The second part of the course is focused on experimental designs, lab, field, and natural experiments. Students will be familiarised with the gold standard for internal validity and will see how we can use such approaches to answer relevant real-world questions.
Rather than providing an in-depth theoretical treatment of these topics this class strives to inspire and enthuse students for the scientific endeavour. A number of practical exercises will help to contextualise some of the more abstract concepts and theories.
This course will instruct MPhil Stud students in the preparation for their thesis, which they will start writing in their second year. The course will address questions to do with the content of particular students' theses, as well as general advice about the structure and planning of thesis preparation. Students will be expected to write, distribute to the class, and orally present, two pieces of their own thesis research each term.
The aim of this module is to equip pharmacists with key research and evaluation skills to initiate, design, and conduct pharmacy research projects. Pharmacists completing this module will develop a critical understanding of: how to identify research and evaluation projects; define/refine research questions from initial ideas; design studies using appropriate research methods; data collection, data management and data analysis. Through development of a research proposal, pharmacists completing this module gain insight into the practicalities of conducting research, including meeting local research requirements, and engagement with local research experts and networks is strongly encouraged. Pharmacists are strongly encouraged to identify an area of research in collaboration with relevant individuals or teams in their workplace.

This module is completed by pharmacists on the advanced professional practice route of the MSc in Advanced Pharmacy Practice (MScAPP) and can also be studied as a stand-alone short course. It is usually completed in six months, though pharmacists on the full MScAPP programme for over a year will complete this module over a longer period.
The module provides the opportunity to undertake an individual laboratory research project of 12 weeks duration (including writing the assessed report). You will conduct a programme of original research in the laboratory of a member of academic staff in the Department of Neuroscience, Physiology and Pharmacology (NPP) or in one of the laboratories of our associated Institutes. You will write up your project a scientific report to include a substantial account of related published work and of the methods used as well as a description and discussion of the results obtained.

You can apply for projects through the NPP portal, selecting 5 potential supervisors from a list After considering your academic details, if a supervisor is interested in your application, they will contact you by e-mail with a view to arranging a meeting/interview. Alternatively, you may apply for projects with supervisors based at UCL but not listed on the portal but must consult with the project tutor before undertaking such a project.

After taking this module you will have:

Carried out a research project on an offered subject/topic, or an alternative agreed with the supervisor,
	Gained experience in laboratory research, including the design and implementation of experiments, related to the pharmacological sciences.
	Learned to analyse experimental data.
	Used relevant literature to inform the design, analysis and interpretation of the experimental data obtained.
	Written a clear and knowledgeable dissertation, including an account of the background of the area of research, the methodology used, the results obtained and discussion of the conclusions that can be drawn from the results in the context of the current knowledge available from the literature.
A research project designed for those final year MSci students on the Neurosciences programme whose major stream is in the Faculty of Life Sciences. A range of project titles will be offered within the Faculty to complement the taught material in such streams. Under supervision, students will carry out original experimental and/or modeling work. They will then write a dissertation critically analysing and presenting their results. Students will also be expected to defend an oral presentation of their work.
This module builds upon the knowledge acquired in core modules such as asset pricing and portfolio management but from a practical perspective. The objective is to apply the knowledge acquired to the real role of private bankers or wealth management professionals, focusing not only in risk management or  portfolio performance but on the skills needed to build trust with high net worth customers.

The specific emphasis of this module will be on how to develop and grow client relationships that lead to an increase in the assets under management for any private bank or WM institution by identifying clients financial needs and delivering returns while being able to manage risk accordingly.

Risk free rates, equity risk premium and markets efficiency will be covered from a practical perspective, to understand how today’s Wealth Managers deal with current challenges.
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 explores the ethics of artificial intelligence in the context of autonomous technologies that involve the transfer of control and governance from human beings to robots and other intelligence systems. Normative and behavioural theories of ethics are used to explore the implications of artificial intelligence in the areas of liability associated with ownership of AI, agency and privacy, biases, malicious and harmful use of AI, and the rights of artificially intelligent beings.

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

Demonstrate knowledge of the legal and ethical liability arising from the ownership and control of AI.
	Identify the behavioural and psychological effects of the interaction between human beings and intelligent systems and appraise their morality from the viewpoint of agency and privacy.
	Understand how AI can enhance biases related to, for example, gender and suggest measures for eliminating such biases.
	Propose ways of preventing and controlling the malicious and harmful use of AI.
	Use concepts and theories of ethics to present credible arguments about the rights of artificially intelligent beings such as robots.
This module offers a modern survey of major statistical methods, along with their applications to real world problems ranging from finance, insurance and marketing to the movie industry and sports. The statistical concepts and methods include data visualization, descriptive statistics, probability theory, normal and T distribution, sampling distribution, confidence interval, hypothesis testing, and regression analysis.
The module introduces tools and techniques appropriate to starting a new venture based on the individual founder and founding team’s knowledge, skills, network and personal vision. This includes tools to:


	identify a suitable arena for developing a venture and how to enter and work within that arena
	
	
	undertake “customer development” to identify unmet customer needs and formulate hypotheses about how to meet those needs in a feasible way
	
	
	use Lean Startup techniques to achieve validation for a start-up idea, especially around problem-solution fit
	
	
	develop a targeted value proposition and business model
	
	
	attract and develop a founding team
	
	
	create a compelling pitch deck for potential investors
Computer-assisted surgery (CAS) is a growing field in which computer software and hardware technologies are deployed to increase the safety, accuracy, and effectiveness of surgical and other interventional procedures. This module aims to introduce key concepts in CAS from a theoretical and practical perspective. Students completing the module are expected to demonstrate an understanding of the mathematical/computational basis, practical application, and clinical context of topics including image segmentation, image registration, visualisation of anatomical structures, instrument tracking, system calibration and usability.

A video description can be found at the UCL Media Central.
The aim of the study abroad module is to familiarise the student with the learning of engineering in a foreign culture.
Research Methods in Medical Education will provide you with a foundation in the knowledge and skills required to conduct research in the arena of medical education including qualitative and quantitative research methods.

After taking this module, you should be able to select appropriate qualitative and quantitative research methods to explore educational research questions.  You will be able to critically appraise educational research, including your own.

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark
This is a course of advanced mathematical methods for students of Physics and Astronomy or other sciences who intend to proceed further with theoretical studies. It assumes a good understanding of basic mathematics and forms a natural precursor to the third year mathematics course. The emphasis is not on rigour, but on providing a good practical understanding of a selection of topics and the vital basics required for continuing theoretical work.
Digital Textual Studies allows to take a macroscopic view and employ “distant reading” (Moretti, 2000), assessing literary corpora of a scale that no researcher could read in their lifetime, as a complementary tool to the tried and tested “close reading” of individual works. Building on technologies from traditional corpus and computational linguistics, this module will introduce students to Digital Textual Studies, including technologies such as e.g. stylometry, authorship attribution, tracing of literary influences etc.

 

The aims of this module are to expand and complement students’ range of interpretative skills by digital methods for literary analysis, furnish them with the necessary foundations, and to spur their imagination about the intersection of literary studies and computational analysis. It will employ a ‘hands-on’ approach, which will involve (team-based) coding. No previous experience is needed, just openness and willingness to learn. Students will employ their skills and imagination to develop their own student-led digital projects, using literary texts from their background discipline(s).

 

After successfully following this module students will:

Have been engaged in research-based teaching and learning,
	Have acquired new skills and become acquainted with new tools approaches for textual analysis,
	Be able to conduct student-led small-scale digital projects on their own,
	Be able to theorise “the digital”.
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module deals with educational improvement and the ways in which different forms of leadership can contribute towards the development and enhancement of student learning through staff development and institutional growth. Its focus is on the responsibilities that senior staff have for ensuring that the organisation’s human resources are effectively managed, led and developed.  Issues studied include staff recruitment and selection, induction, professional development, mentoring and coaching, wellbeing and improving performance within the workplace.
Students following this module will design and conduct their own small-scale research project, demonstrating a sound understanding of methodology, research methods, and ethics in relation to their work. Content focuses on the development of research skills in investigating some aspect of provision for children, or of children's lives. This will enable an understanding of methodology, including the collection, presentation and evaluation of data. Ultimately this module will lead to the development of the student as a researcher and the ability to relate their own study to an existing field of evidence.
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences.  The course covers career development in Italy, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note-taking and debates as well as other related topics. These areas will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module is designed to provide students with a comprehensive introduction to mergers and acquisitions in an international and cross-border context, with a focus on the law in the United Kingdom, the EU, and the United States. In particular, the module aims to (i) explore the legal framework that governs mergers & acquisitions; (ii) discuss a wide range of specific policy and legal issues surrounding acquisition transactions; and (iii) provide an overview of how the acquisition process is handled in practice. Among others, the module examines the drivers and players behind M&A transactions; basic acquisition structures; key features of takeover laws and regulations; deal flows; and various issues related to domestic and cross-border corporate control transactions.
The module begins by providing students with a grounding in the role of theory in social research. This includes discussion of models of theory development, the relationship between theory and data, critical approaches to theory. Following this, students will develop advanced knowledge in two areas of research. The areas students will be able to choose from will include discourse analysis, narrative research, ethnography, critical enquiry, online research, advanced quantitative analysis, advanced mixed-methods research, and video analysis. Theory will be a prominent aspect of how these areas are engaged with.
This module will introduce students to statistical coding in clinical trials, from the trial design stage up to analysis and reporting. The students will develop a coding mindset and learn the principles of coding regardless of the software. In the module, the three main software packages used in clinical trials will be exploited: R, STATA and SAS.    

Students will have the opportunity to put their learning into practice using examples from ICTM clinical trials, preparing them for a career as an applied statistician or as a methodologist in clinical trials.

The aim of this module is to generate your confidence in using a range of statistical software to inform trial design and to prepare, manipulate and analyse clinical trial datasets. You will learn how to produce tables and figures to clearly and appropriately display clinical trials results to facilitate their interpretation.  

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

Understand the fundamentals of the different programming languages
	Design simulations to inform trial design
	Manipulate datasets to produce results
	Clean datasets in appropriate ways in preparation for analysis
	Analyse data to obtain outputs from statistical software
	Produce figures and tables that display the results of analyses clearly and appropriately
This module is compulsory for students on the Statistics for Clinical Trials route of the MSc Clinical Trials.

Field, Andy, Jeremy Miles, and Zoë Field. Discovering Statistics Using R,2012, 1426.

Bittmann, Felix. Stata: A Really Short Introduction. Felix Bittmann. 2019.

Wicklin, Rick. Statistical programming with SAS/IML software. SAS Institute, 2010.
For BA/BSc Geography (International) students only. The aim of this module is to allow students to reflect on the progress they have made on their final year dissertation.
We constantly leave 'digital traces' in our daily lives, both in online and offline worlds; for example our posts in online social networks. Often, this information is associated to specific geographic locations. Examples are GPS trajectories collected using mobile devices or geolocalised posts in online social networks. This data can be collected, analysed and exploited for many practical applications with high commercial and societal impact. This course will provide an overview of the theoretical foundations, algorithms, systems and tools for mining and for discovering knowledge from social and geographic datasets, and, more in general, an introduction to the emerging field of Data Science. The module aims to equip student with the foundations as a data analyst/scientist to be able to analyse a wide array of social and geographic data in the future.

Lecture topics will possibly include: introduction to key concepts of data mining; an introduction to computing in Python; spatial network analysis for urban planning/design; mobility analysis and modelling; and an introduction to machine learning techniques on social media and sensing data with real-world case studies and applications.

The course will usually consist of approximately 10 lectures and 10 practical sessions.

Please note that the module description is subject to change due to staff changes.

References

Anaconda (2022). Anaconda website. https://www.anaconda.com/products/individual

John V. Guttag (2013). Introduction to Computation and Programming Using Python. MIT Press 2013. Chapter 2&3

McKinney, W. (2012). Python for data analysis: Data wrangling with Pandas, NumPy, and IPython. " O'Reilly Media, Inc.”

VanderPlas, J. (2016). Python data science handbook: Essential tools for working with data. " O'Reilly Media, Inc.".

 

 
This module begins with a one-week immersive field class in a European city focused on methodological experimentation in social research. It builds on aspects of the second-year courses ‘Methods in Human Geography’ and ‘Urban Geography’. The field class starts by introducing and experimenting with a range of techniques for attending to the social life of cities. These include note taking, observation, participation, photography, and video recording. After returning to UCL, we will then work together with you to explore how the research material that we have gathered can be analysed and drawn upon to develop original and valuable social scientific accounts of everyday life in cities. This culminates in a series of ‘web essays’ that use our field materials to explore a specific aspect of social life in the city that we visited together. The fundamental ambition of this course is to build our skills in responding to the importance of things that might easily go unnoticed.

Students will leave this course with skills in:

Team working and creative research design
	The comparative evaluation of social research methods
	Project management and interdisciplinary reviewing
The dissertation provides the opportunity for students to undertake independent research and writing to complete a stand-alone project based on their individual scholarly interests. You will develop ideas for a dissertation topic in the spring term and submit an outline description of your proposal early in the summer term.

You are assigned a supervisor who aligns most closely with their research interests and will discuss the proposed topic in a half-hour viva with your primary and secondary supervisors, who will pass the title as acceptable or suggest revisions. Two further 45-minute meetings with your primary supervisor take place over the summer before submitting the dissertation (12,000 words) at the end of August.
This module provides students with an introduction to Digital Signal Processing and Signal classification. Students will explore sampled data systems, the z-transform, aliasing and the sampling theorem, analysis of random signals, digital filters, and multirate processing and adaptive filters. The aim of this module is to help students understand and apply mathematical and engineering principles and tools, to the analysis, performance assessment and evaluation of digital signal processing systems.

By the end of the module students should have a thorough understanding of:

Fourier analysis
	Z transforms
	Convolution
	Probability & statistical analysis
	Optimization methods
	Application of Z transforms
	Application of Fourier analysis
	Communication channels
	Noise in communications systems
Urban Health: Reflections on Practice (DEVP0044)


This module focuses on the ways in which cities and planning that shape them are gradually acknowledged as important determinants of population health. Land use, housing, infrastructure, transportation, and public participation are central for our understanding of the ways in which health is shaped by urbanisation processes. Based on compulsory modules 1 and 2, this practice module will engage the students with urban health experts and projects in cities in the global south and north (Term 2, 3) dealing with the effects of urbanisation on both physical and mental health. The module will translate the knowledge and methodologies into “real case” practice in collaboration with existing partners, organisations and initiatives in the field of urban health.
The module consists of a pre-clinical part, which will take place over a 6-day period at the beginning of the course. Lectures will be given and clinical cases presented by the students will be discussed. The content of the module involves didactic lectures, clinical skills seminars, problem based learning, clinical sessions sedating patients in small groups with nitrous oxide/oxygen under the direct supervision of experienced and qualified mentors. Lectures will cover basic sciences, as well as pharmacokinetics and pharmacodynamics of drugs. On-going contact with lecturers during and after the course on a mentor basis will be encouraged. Training in Basic Life Support is also offered as part of the course.
This is a core introductory module for Masters students studying Endodontics, Prosthodontics, Conservative Dentistry, Periodontics, Oral Surgery, Oral Medicine and Special Care Dentistry. This module introduces students to basic science and research methods.
This module represents the final outcome assessment of the DDent and is designed to test all the knowledge and skills acquired throughout the programme.
This module continues to oversee the learning progression through increasingly independent supervised clinical practice, raising the integrated academic knowledge and clinical skills base to specialist level. Case-log assessments are geared towards balancing the case-mix and case-load to meet diversity and richness requirements for specialist training. Opportunities are provided to manage the diagnosis and treatment of increasingly complex clinical cases.
This module further develops learning through supervised clinical practice to raise skills towards those attributable to a specialist level. Learning progression is again continuously monitored to allow further tapering down of clinical supervision to encourage independent decision-making. Case-log assessments ensure that the case-mix and case-load exhibit an appropriate level of diversity and richness. Integration of academic and clinical learning is continued through presenting case conferences and topic discussions on selected learning-rich cases and topical clinical issues. The module also recognises the need to consolidate and hone diagnostic and treatment planning skills through supervised assessment of complex clinical cases.
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.
The dissertation is an extended piece of work that reflects students' own research interests. It enables students to formulate their own questions on a particular topic and to pursue independent research.
It offers students greater space and time to examine primary sources and texts (including archive material) and to analyse a particular field in much greater depth than is possible in course essays.
The dissertation is designed to develop and test research skills, including the ability to respond to the existing academic literature on the topic and the identification of a relevant problematic.
Furthermore, students are expected to explain their methodologies, demonstrate their ability to select and evaluate evidence, and present a systematic, coherent and original argument.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

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

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
The course discusses a range of materials with an emphasis on understanding the relationships between their structure, composition and physico-chemical properties.

MODULE AIMS

Understand challenges in the development of products (pharmaceuticals and conductive solids) based on organic solids, differentiate various types of molecular crystal forms and propose a strategy to fully characterize them and understand structure-property relationships for selected compounds.
	Understand the requirements of the energy market and match the requirements to specific energy storage and conversion methods. Understand the fundamental materials properties that underpin the optimal operation of electrochemical energy storage and conversion devices. Obtain an overview over current materials of interest and Understand the strategies to design new materials.
	Describe modern thin film deposition methods and their applications in scientific research and technology. Understand the chemistry behind each technique. Understand key characterisation techniques for thin films. Propose strategies for deposition of a given material, highlighting the advantages and disadvantages of the proposed method.
TEACHING AND LEARNING METHODS

Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours.
The aim of this module is to apply fundamental concepts of physical chemistry to systems which explore the interfaces between phases. The factors influencing electron transfer between a species in solution and a solid electrode will be quantified. Rates and types of reactions at surfaces will be explored. Soft matter is a subarea of condensed matter that studies physical states whose structural forces makes them sensitive to thermal fluctuations. These include: most liquids, colloids, liquid crystals, polymers and the majority of biological materials.

MODULE AIMS

Students should be able to:

Discuss the kinetics of electron transfer at electrodes using different models
	Explain how solution diffusion influences reaction rates
	Describe how electrochemical techniques can provide information on electron transfer reaction mechanisms, kinetics and mass transport
	Explain the terminology used to describe surfaces and surface energetics
	Discuss the thermodynamics and kinetics of adsorption
	Describe and distinguish various models of surface reactivity
	Discuss intramolecular forces in soft-matter and self-assembly
	Discuss interactions among colloidal particles
TEACHING AND LEARNING METHODS

Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours. Workshops will then provide the opportunity to work through question sets and for further interactive learning.

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 course provides an insight to the latest methods, technologies and practical approaches implemented in Earthquake Engineering for designing and assessing the built environment. The course covers state-of-the-art design and assessment approaches recommended in codes and guidelines such as FEMA P-58, FEMA 445, FEMA 273, NEHRP, PEER, Global Earthquake Model (GEM).

Learning Outcomes

Overview of Seismic Design of Structures to EuroCode 8
	Seismic Design of Steel Structures (e.g. Moment Resisting & Braced Frames)
	Elastic and Inelastic Response Spectra
	Modal and Response Spectrum Analysis
	Performance Based Earthquake Engineering (PBEE)
	Performance Based Seismic Design (PBSD) & Assessment (PBSA) of Structures:
	Probabilistic Seismic Hazard Assessment (PSHA)
	Nonlinear Structural Analysis Modelling
	Seismic Fragility & Vulnerability Function Derivation
	Seismic Damage Assessment
	Seismic Loss Assessment
This module critically analyses mobile media, situating them within the broader theoretical, historical, socio-cultural and practical contexts of communicating, creating and accessing media content. The module critically analyses how mobile media participate in shaping our ways of being, feeling and moving in the world from intimate everyday interactions to large-scale political changes. Introducing key theoretical approaches and current issues, the module asks how power works in mobile media through themes such as mobility and access, surveillance and disinformation, privacy and self-tracking, safety and social justice, and formations of gender, race and sexuality.
Known as Summer Institute, this is a five-week intensive residential programme of training to support participants’ preparation for school. The experience begins with four weeks’ training in London. It culminates with a one-week event where the full cohort comes together in Leeds to complete this component of their initial training.
This module, which is delivered through a mixture of lectures and small group seminars, aims to develop students' understanding of key debates and theories relevant to planning practice. The course is structured around key questions and dilemmas facing UK planners and considers the field as a professional, peopled process.
In this module you will be introduced to the field of project management and particularly the front-end and client-facing stages of projects. You will learn the fundamentals of scope management and techniques of requirements engineering particularly through a digital engineering lens in the built environment as well as other capital project industries. The module aims to provide you with a grounded theoretically understanding of systems thinking and techniques for defining, negotiating with stakeholders as well as validating and managing requirements for digital engineering. You will learn the legal, contractual and procurement-related implications of digital engineering and BIM and how to manage them. Through this module you will develop the intellectual and practical managerial abilities to apply systems engineering approaches, manage requirements and create digital briefs, compliant to the UK policy, around Building Information Modelling (BIM)-based digital delivery.

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

Understand theories and literature streams of project management
	Understand systems thinking theories
	Understand how digital affects scope, requirements and configuration management
	Outline stages of change control (such as request, review, assessment, decision etc.)
	Appreciate ownership of digital models and issues such as copyright, licenses and IP
	Understand non-traditional procurement routes for digital engineering, such as early contractor involvement (ECI), partnering and alliancing
	Understand international developments with regards to procuring with BIM, such as Integrated Project Delivery (IPD) for Virtual Design and Construction (VDC)
This BASc module is meant to be an introduction to the theoretical concepts required for Year 2 computer science courses. However, the course also provides a stand-alone introduction for students interested in the theory of computation and its links with logic and language theory. The first part of the course will focus on mathematical logic and the second part will address the fundamentals of computation, automata, and language theory.

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 logic: Syntax and semantics of propositional logic;

· Logical equivalence, logical interpretation, and algebraic reasoning;

· Boolean Algebra and Induction;

· Language theory and syntax;

· Automata;

· Fundamentals of Computation (classes of languages, models of computation, computability, complexity).

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

• Recall the definitions of the logics and logical systems presented in the course;

• Understand the mechanisms of proof systems presented in the course;

• Understand and use correctly terms and notation commonly used in elementary logic texts;

• Be able to discuss automata theory;

• Translate logical formulas into English;

• Write logical formulas expressing ideas given in English;

• Construct proofs using proof systems presented in the course;

• Be able to discuss models of computation;

• Discuss computability;

• Translate simple natural language arguments into logical symbolism.
This module will introduce the students to the main issues that are going to be addressed in the course, and thus give a critical overview of ideas about historic urban environments. It provides therefore an underlying theoretical framework and also makes reference to significant case studies which illustrate the issues involved. The perspective provided will look both at the situation in London and the UK in detail, as well as exemplars from around the world, looking at past and present cases.

The module aims to provide students with a wide-ranging perspective on how architects, urban designers, planners, urban researchers, geographers and other disciplines have articulated concepts and theories about architectural and urban environments within cities, whether that happens to be in developed western countries, rapidly growing economies, or poorer developing nations. In doing so it also introduces students to the kinds of issues and approaches and questions they will need to tackle when it comes to design-based research in other modules on the course.
This is an advanced political philosophy module that explores a range of normative questions about crime and punishment. Potential topics include normative theories of criminal punishment, techniques of criminal punishment, theories of criminalisation and their applications, and the normative principles underpinning proposals for reforming contemporary criminal justice systems.
Students should have taken at least two introductory political theory modules (such as POLS061 and POLS0064, or POLS006 and PHIL0007, or equivalent modules) prior to this module, as the module will build on foundational political theory knowledge.
This is a UCL shell module for students on the BA History with Year Abroad or the BA History with a European Language degree programmes. This module will represent module or modules to the value of 30 UCL credits taken at students' study abroad host institution.
This module is taught in the spring term, students will each choose two sets of seminars, each five weeks long, from a range of options, each taught over five weeks. These options will explore specific authors, periods, movements or thematic concerns of related works of literature or films, for example, Psychoanalysis and Modern Culture, Chance and the Avant Garde, Queer Literature and Theories, Metafiction and the Novel After 1945, The Literature Machine, Contemporary Fiction, or Contemporary Poetry.

Each option is assessed by a 3,000-word essay submitted towards the end of the summer term.
This module is taught in the spring term, students will each choose two sets of seminars, each five weeks long, from a range of options, each taught over five weeks. These options will explore specific authors, periods, movements or thematic concerns of related works of literature or films, for example, Psychoanalysis and Modern Culture, Chance and the Avant Garde, Queer Literature and Theories, Metafiction and the Novel After 1945, The Literature Machine, Contemporary Fiction, or Contemporary Poetry.

Each option is assessed by a 3,000-word essay submitted towards the end of the summer term.
This module connects students’ prior learning in Education Studies specifically to policy and research relating to the role of the teacher. Drawing on both policy and academic literature from the UK and from elsewhere in the world, the module examines key themes, issues and debates, including teacher recruitment, training and retention; the measurement of teacher quality and effectiveness; and the teacher’s role in achieving social justice. The module will include discussion of the role of teachers in high-, middle- and low-income countries. Students will develop their ability to critically analyse education policy and to write for academic and policy audiences. The module is particularly likely to be of interest to those considering a career in teaching or in education policy.
Aims: This module aims to enable students to apply economic principles and models to understand the role of money and banking in the economy, and to critically evaluate current debates on the role of government and the future of regulation in the banking sector.



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



Prerequisites: ECON0013: Microeconomics and ECON0016: Macroeconomic Theory and Policy (or equivalents).



Assumed knowledge: Students coming into the module should be comfortable working with standard microeconomic and macroeconomic models, similar to those covered by BSc Economics students in second year. In particular, they should have developed an understanding of the concepts and implications of Pareto efficiency and market failures. Moreover, they should be familiar with Central Banks’ inflation targeting and money creation by commercial banks.
One term only.

The Jewish eastern European encounter was among the most significant in the history of the European diasporic encounter. This course provides a comprehensive introduction to the political, legal, religious, cultural, and social ramifications of this encounter. It offers in-depth analysis of the emergence of Jewish autonomy and of the variegated cultural life of Jewish communities. It reflects on religious diversification including heretic and dissenting challenges to communal hierarchies and on the scope and limits of social, cultural and legal integration, as well as on the dramatic consequences of the partitions of Poland. It offers insights into the trajectories of formerly Polish-Jewish communities in Russia, the Habsburg Empire, and Prussia, as well as the impact of mass emigration. The emergence of very large Jewish communities and the impact of emigration from Eastern Europe in the late 19th century will include a reflection on the echoes of Eastern European Jewish culture in the Americas and in Palestine/Israel. Jewish political mobilisation in the 20th c., the impact of antisemitism and anti-Jewish violence, and the catastrophe of the German occupation and the Holocaust will be discussed as well as the attempts to rebuild Jewish life aftter the war and under communism. The seminars will allow for in-depth analysis of textual source material provided in English translation. In case of sufficient interest, an excursion to visit the Polin Museum for the History of Polish Jews in Warsaw will be organised.
This is a module for students who have successfully completed Bulgarian Level 1. Students who complete the course successfully will attain a level of competence in Bulgarian which will enable them to communicate effectively in a wide range of situations. The course value is 0.5 of a course-unit. Students registered for other degrees may take just the comprehension component.
This module is for affiliate students attending for one term only. Please see the 30-credit full-year version, HIST0021, 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 Administrative Office: history-ug-enquiries@ucl.ac.uk.
This module is a compulsory part of the MSc in Transformation Leadership. The purpose of the Project Concept is: (i) To briefly outline a proposal for a research project in Transformation Leadership, explaining the purpose and importance of the research and identifying previous work that has been done that is relevant to that project. (ii) To demonstrate awareness of research ethics and the need for ethical approval. (iii) To describe how the research project could be successfully completed (a project plan), including the tasks anticipated, the relationship between the tasks and an assessment of any risks involved. Classes will be held to assist students in choosing an appropriate topic and to guide them in the general research process (including data protection and research ethics).
This module is the second part of a three-part minor, entitled, Engineering Design for Society. This part of the minor provides students with in-depth practical design experience that straddles theory and practice to deepen students’ creative problem-solving capacities in ways that are sensitive to societal contexts and real-world complexities.


The module is structured around the early stages of the engineering design process and will explore how engineers can engage with and respond to societal concerns through a variety of iterative techniques. The learning journey in this module will move from the identification of needs, through engagement with the user community to proof of concept and future scoping.  In the process, students will deepen their understanding of responsibility, learning how to apply this knowledge to their design practices through research and creative problem solving.
 
The world of imperial Rome, which stretched from the Forth and Clyde at one extreme to the Farasan islands of the southern Red Sea at the other, is the common heritage not just of Christendom (Catholic and Orthodox) but also of Islam. An understanding of Roman society thus provides fundamental background to much of medieval and modern history. This survey module serves to explain the main outlines of the social, political, economic, and religious history of the Roman world under the rule of the emperors from the creation of the new régime by Augustus (c. 31 BC) to the establishment of Christianity and the separation of the eastern and western empires at the death of Theodosius (AD 395).

The module examines the nature and limitations of the historical tradition and looks beyond it to the other sources of information for Roman life in this period to explore topics including: the system of imperial administration; the development of an imperial economy and the reasons for its failure to develop further; the nature of town-life, the question of ‘Romanization’, and the extension of citizen rights; social and religious change, before and after the troubles of the mid-third century AD; the causes and extent of the transformation of the empire in the fourth century, as marked by Christianization, the marginalisation of paganism, and the introduction of settlers and mercenaries from outside the empire’s boundaries. In doing so this module also ventures beyond the classroom to exploit the holdings of the British Museum as illustration of the plentiful but scattered evidence about everyday life beyond Rome and below the level of the ruling élite. As an epilogue the reasons for the collapse of the western and the survival of the eastern imperial systems are considered.
The Engineering and International Development module will introduce the concepts of development and help students assess the role of engineering in the development process by engaging with theory and research. It will explore the relationship between engineering, education and community in contexts of poverty and inequality. Although the focus of development work is typically on low- and middle-income countries, the focus of this module is to develop within students a mindset that is applicable to any community-led sustainable development project.

Learning Outcomes – Upon completion of this course you should be able to:

Define the term ‘international development’;
	Identify some of the major drivers and constraints (including societal, economic, institutional and environmental) that must be considered when developing sustainable infrastructure;
	Identify common reasons for both success and failure in international development projects.
This module offers students who are interested in second and foreign language education the opportunity to develop a critical awareness and thorough understanding of key issues related to sociolinguistics and sociocultural theory as they impact on the classroom. After considering fundamental issues such as the 'social turn' in applied linguistics and TESOL, the module will focus on a range of topics, including multilingualism and multilingual learners, the notion of the native and the non-native speaker, speech communities and communities of practice, scaffolding and collaborative dialogue, language variation, and language and culture that are core to M-level study in the Applied Linguistics and TESOL (ALT) group. Connections will be made to personal experience and professional practice in second language education and second language policy.
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges.They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This module 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 for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges. They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
In this module students will gain first-hand experience of professional practice through a series of workshops and a 150-hour project with a partner organisations. The aims of those activities will be to: Provide them with a broad understanding of professional practice within or outside the criminal justice and security sectors (e.g., workplace culture, organisation structure, management style and commercial awareness). Encourage the development of transferable skills (e.g., CV writing, project planning, time management, technical communication). Prepare them for lifelong learning through independent project work and student-led e-learning activities.
The main aim of the module is to equip students with the tools required to study real-world phenomena in a rigorous and quantitative way. It will show how quantitative concepts can be represented formally and provide an introduction to quantitative reasoning. In addition, the module aims to foster an intuitive understanding of uncertainty and to ensure that students are able to describe and interpret data arising in the study of crime.
The module firstly aims to provide students with an understanding of the history, philosophy and relative strengths and weaknesses of quantitative, qualitative and mixed methods research techniques in psychology. The first part of the module will focus on this debate. The second part of the module will introduce some of the key techniques of qualitative research, including Thematic Analysis, Grounded Theory and Interpretative Phenomenological Analysis.  In the third part of the module, students will be introduced to the philosophy and examples of mixed methods research in psychology. In the final part of the module, students will be taught how, and will get an opportunity, to conduct qualitative / mixed methods research. Students will conduct a qualitative lab report, demonstrating their practical understanding of the ideas in the course.  To demonstrate their theoretical understanding, particularly of the first part of module, students will complete an essay.

Objectives: 1) To be able to articulate the relative merits of qualitative, quantitative and mixed methods research, 2) To be able to demonstrate a knowledge of the history and theoretical / philosophical foundations of qualitative and mixed methods techniques, 3) To be able to conduct and write up a qualitative analysis.
Through the course, students are expected to develop knowledge and understanding of: - how current emotional states and motives affect the construal of social reality - experimental designs in social cognition, affect and motivation - theoretical issues in motivation and social cognition - how the social reality impacts emotion and motivation. This module examines the interplay between basic cognitive processes, affect, and motivation in the construction of social reality. It also aims to introduce students to the affective and motivational components of social cognition. It reviews knowledge about how the current states, feelings, and goals of the social perceiver affect judgment and behaviour, as well as how the social context affects the individuals’ ways of thinking, feeling, and regulating their behaviour. In particular, the module entails an examination of effects associated with mood, embodiment, approach-avoidance motivation, self-regulation, ego depletion and social factors that impact motivation and affect, such as power, status, social exclusion and minority status affect the emotion and motivation.
The major component of the MSc programme is the research project. This is a lab-based scientific research project. Projects are in general supervised by an academic member of staff in the Department of Pharmaceutics, but industry and hospital based projects are also likely to be offered. Students are provided with information on the staff members available to supervise them and the likely projects available in Term 1, through research “open days”. In Term 2, students will take a series of research skills workshops designed to equip them with the key lab skills they need to perform project work. Students will also be asked to make a selection of 3 – 5 preferred supervisors towards the middle of Term 2, and supervisors will be allocated in the final weeks of the term taking into account student preferences. Each project is unique and usually complements the particular research activities of the supervisor. Laboratory work (undertaken in the supervisor’s laboratory) is undertaken between May and August. Students are expected to develop their own research ideas and experimental series in discussion with their supervisor, and complete a comprehensive literature review to supplement their work. Results are written up and submitted as a dissertation and presented in an oral presentation in late August/early September.
This module focuses on the principles of pharmaceutical care and the core knowledge and skills required of a general level pharmacy practitioner. The practitioner is required to apply these to arrange of patients reflecting the scope of general pharmacy practice. In order to achieve this, practitioners will be required to apply a range of clinical and scientific knowledge to solve common, medication related, problems. Drug therapy for a number of common diseases states and associated surgical conditions. A particular emphasis will be placed on minimising the risk associated with medication use. This module incorporates the first stages of the pharmacist prescriber training pathway. Practitioners are expected to spend atleast 600 learning hours studying for this 60 credit module. This includes learning sets, assessment, work-based activities and private study. There are three elements to the programme, academic, work based and assessment.
Outline and Aims:

This module aims to: introduce students to new concepts in quantum physics which underlie much of Modern Physics (including Medical Physics) and Astronomy and Cosmology; approach the frontiers of understanding in Modern Physics (including Medical Physics) and Astrophysics and Cosmology; introduce students to experimental physics in the university context.

Teaching and Learning Methodology:

This course is delivered via weekly lectures supplemented by a series of problem solving tutorials and additional discussion.
Research design is among the most important parts of the research process. Because management research draws on multiple social science traditions and methods, it can be particularly daunting for research students to design new research projects. This module will provide research students (MRes/PhD) with core principles of crafting and aligning research objectives and research methods. It will provide an overview of contemporary approaches to research design across management disciplines, including experiments, surveys, archival studies, simulations, and qualitative methods.
The module will provide students with a deeper appreciation of the theoretical and practical issues associated with financial decision analysis and stimulate a critical evaluation of methods used in this subject area. The module will introduce students to techniques used in advanced investment appraisal, measuring risk and evaluating uncertainty in decision making. These include relevant costs, management of working capital, advanced discounted cash flow analysis, expected values, sensitivity analysis, linear programming, real options and decision trees. The module will encourage students to consider the importance and impact of financial decisions and the characteristics of sound financial decision making.
Drug Discovery is the key to translate basic research and science into translational medicine and consequently new therapeutics for patient benefit.
This module will provide you an overview of the scientific and pharmacological basis for the discovery and development of novel therapeutic agents in inflammation and respiratory diseases. It will provide the foundation for understanding key features of drug targeting and development focussing on respiratory diseases including lung cancer, COVID-19, asthma, pneumonia, tuberculosis, chronic obstructive pulmonary disease and idiopathic pulmonary fibrosis. This module will be delivered by academic researchers and pharmaceutical experts who will address development methodology in the context of the current unmet clinical need. 



 The module comprises a combination of flipped-lectures, lectures, tutorials and independent reading.
This optional module is aimed at students for whom a deeper understanding of anatomy will be an advantage in their career, such as those planning a career in sports science, clinical trials, biomaterials, regenerative medicine or public health.



Unlike traditional medical anatomy courses which focus on structure detail, our course is mainly interested in function. You will learn important anatomy concepts using the renowned Acland’s video atlas of Anatomy, 3D anatomy atlas Visible Body and TeachMeAnatomy online application. Real-life case scenarios selected to illustrate the relationship between anatomy, function and disease will be studied interactively in small group tutorials using a sophisticated Picture Archiving Computerized System that allows each student the opportunity to recreate the imaging facilities of a hospital-based radiology department in their own laptops.  



This course aims to:



introduce and demonstrate the use of medical and anatomical terminology
 introduce the principles of identification of anatomical structures in medical images
 help you develop an understanding of gross anatomy
 help you to demonstrate clinical application of anatomical knowledge
By the end of this course you will be able to:



describe structures using appropriate anatomical and medical terminology
 identify structures on medical images in health and disease
 identify structures on anatomical illustrations
 evaluate applications of anatomical knowledge to clinical situations
Notes: 

This module runs across Terms 1 and 2
	This module is usually taken together with the 'Beginner's Latin for Research' module. It can also be taken together with Intermediate Latin at King's College London.
Each week these additional classes illustrate a specific genre of source and students are required to translate passages prepared in advance. This part of the module teaches students how to translate medieval sources, with an emphasis on the basic skills: using a standard classical Latin dictionary; using medieval or Renaissance Latin dictionaries; individuating the first things to look for when translating a sentence; the importance of knowing how to tune the effort to the needs (sometimes understanding the sense is enough, at other times a carefully articulated translation is essential).
Module Description/Content

This module provides the opportunity to undertake a review of published literature on a specified topic with one-to-one supervision by a UCL academic. Guided by your supervisor,  you will search literature databases, read and critically evaluate published work and present a written report of the work drawing on perspectives you will have examined in the pre-requisite ‘Conducting literature reviews for health professions education projects’ module. The topic will be one of your own choosing, and could be the one for which you developed a literature searching protocol during the pre-requisite module, but this need not be the case and you are free to pursue a different area of study for your Report.

Delivery Method:

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

The participant will complete a 10,000-12,000 word Report.
The module introduces the probabilistic method, a powerful approach with many applications in combinatorics. The basic idea behind the method is that to prove that a combinatorial object with certain properties exists, it suffices to show that a random construction produces such an object with positive probability. The main topics covered in the module are the following: the basic method, linearity of expectation, alterations, the second moment, large deviations and the local lemma. Each of these topics will be presented along with applications in several different areas in combinatorics. The course will cover additional topics that will vary from year to year, including correlation inequalities, martingales, and various more intricate applications of aforementioned methods.
The course is designed for very advanced level students requiring the language for professional purposes.
It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This is the dissertation module for the MA Educational Leadership (Teach First).
The course is designed for very advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language country, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for very advanced level students requiring the language for professional purposes.

It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences.  The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note-taking and debates as well as other related topics. These areas will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
The course is designed for advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject.

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

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module will provide a critical understanding of both the international and European regime of refugee protection.

The 1951 Convention relating to the Status of Refugees is now 70 years old. At the end of 2019 the UNHCR reported that the number of people forcibly uprooted by conflict and persecution stood at 79.5 million worldwide - the highest level ever recorded and an 11 million increase in the last two years alone . In the last 5 years, 4.5 million people sought refuge in Europe alone, while over 100,000 of them died trying to reach safety.

Against this background, international debates continue regarding the nature of the protection that refugees should be granted, the role of the international community, and the obligations of receiving countries towards refugees.
This module focuses on the major international debt finance transactions entered into by investment banks, multinational corporations and, increasingly, international funds and other alternate credit providers, often referred to as “the ‘shadow banking’ sector” who play an active role in the critically important global debt financial markets which have been developed in London, New York and Tokyo and, more recently, in Hong Kong, Singapore and Frankfurt.  It is designed to provide an in depth understanding of the legal structures used in these transactions and the complex legal and regulatory issues that arise
This module will provide a critical understanding of both the international and European regime of refugee protection.

The 1951 Convention relating to the Status of Refugees is now 70 years old. At the end of 2019 the UNHCR reported that the number of people forcibly uprooted by conflict and persecution stood at 79.5 million worldwide - the highest level ever recorded and an 11 million increase in the last two years alone . In the last 5 years, 4.5 million people sought refuge in Europe alone, while over 100,000 of them died trying to reach safety.

Against this background, international debates continue regarding the nature of the protection that refugees should be granted, the role of the international community, and the obligations of receiving countries towards refugees.
This module focuses on the major international debt finance transactions entered into by investment banks, multinational corporations and, increasingly, international funds and other alternate credit providers, often referred to as “the ‘shadow banking’ sector” who play an active role in the critically important global debt financial markets which have been developed in London, New York and Tokyo and, more recently, in Hong Kong, Singapore and Frankfurt. It is designed to provide an in depth understanding of the legal structures used in these transactions and the complex legal and regulatory issues that arise
This module will introduce you to entrepreneurial practice in business. You will learn about the skills and approaches needed to successfully implement your own entrepreneurial ideas and projects, and we will discuss new entrepreneurial enterprises in the field of contemporary publishing. We will consider core areas of business management which a successful entrepreneur must be able to negotiate, including publishing finance, project leadership and relationship management. We will also consider the legal dimensions of developing properties and brands and, in the second half of the module, look at some of the practical tools and technologies that can assist entrepreneurs today.
Description 

This module is intended to act as a foundation in information science for those without a formal information background, covering theories and models of the broader information science domain. It introduces the nature and value of information, the multidisciplinary characteristics of the field, and methods for the systematic study and inquiry of information structures, behaviours and applications. It focuses on traditional and contemporary information topics covering both technological and social aspects, including information architecture, modern information retrieval, visualisation, security, information seeking and human information behaviour, information society and ethics.

Learning outcomes

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

Be able to understand the key concepts and issues of the academic discipline of information science, and to recognise the relevance and practical application of these concepts and issues to professional practice.
 To develop solutions on key topics of information science by delivering written reflections, designs, illustrations and answers to specified problem questions on the topics of Information Theory, Information Organisation, Information Architecture, Information Retrieval and Seeking Behaviours, Ethics, and Security.
Compulsory for: MSc Knowledge, Information and Data Science

Optional for: MA in Archives and Records Management, MA/MSc in Digital Humanities, MA in Library and Information Studies, MA in Publishing
Health improvement aims to improve health and wellbeing, prevent the causes of preventable disease, disability and mortality, and reduce inequalities. In this module you will examine the theory and practice of health improvement for the wider socio-ecological environment, as well as specific conditions and health behaviours, from a contextualised, interdisciplinary perspective. You will learn about interventions, services, and policies using real-world examples from high-, middle-, and low-income countries, including action on the wider determinants of health, public health media campaigns, legislative approaches, screening and early identification of disease, and individual behaviour change. Finally, you will develop skills in communicating with the public and the media about health improvement. This module will include guest lectures from academics with different disciplinary backgrounds, practicing public health professionals, and expert citizens.

Aims: 

The aim of this module is to give students an interdisciplinary understanding of the theory and practice of health improvement in public health.
This module explores how past experiences of conflict and mass violence are remembered through different cultural forms and across distinct global contexts. We examine the various spaces and genres through which violent pasts become public history – from the museum and memorial, to the television documentary and Hollywood film, to the war tour, battle re-enactment and eyewitness testimony – allowing students to compare contemporary manifestations of cultural memory with those from previous eras. We focus on the tensions between myth and historical scholarship in popular understandings of war; the economic and political forces that shape how past violence is remembered or forgotten; and the increasing involvement of professional historians in truth, justice and reconciliation activities that respond to the legacies of violent pasts. Students will be challenged to engage with major debates that currently preoccupy the field, such as the problems of representing violence and atrocity, the didactic role of remembrance, and the case for forgetting. The workshop aspect of this module enables students to apply their theoretical understandings to specific remembrance contexts in various ways: by comparing, connecting and contrasting the insights they draw from specific case studies; by engaging with public history practitioners and critics as guest seminar presenters; and through on-site learning events held at key sites and institutions. Students will be given the opportunity to observe, participate in, and/or critique at least one major piece of public history relating to the remembrance of conflict and violence as part of their coursework assessment.
This module explores medieval history through the study of material culture, both artefacts in museum collections (such as the British Museum and the Wellcome) and surviving medieval buildings in London (such as St Bartholomew the Great). Taking a thematic approach, it considers the principal social, political and cultural characteristics of the late Middle Ages (c.1000-1500).
This course offers an overview of technologies used to create artworks and cultural objects, from early modernity to the present. These might include but will not be limited to print technologies, still and moving image--photography, video, televised media - and mechanical and electronic projection devices. From paints, prints, daguerreotypes and celluloid strips through electromagnetic signals to bit steams, you will be introduced to the materiality of communication. Challenging the traditional genealogies of media, we will explore the media’s material histories, affordances, and the limits of their use. This class provides a foundation for a profound understanding of the methods and materials used by the makers, at different times and in a multitude of locations, and under consideration of social and technological contexts.
This course aims to develop students’ critical engagement with the ways in which gender and generation both influence, and are influenced by, experiences of forced migration across a range of geographical contexts. The module will include topics from the following: feminist and gendered approaches to the study of forced migration; gendered causes and experiences of forced migration; safety and danger in refugee camps; children and forced migration; men, masculinities and forced migration; the role of ‘the personal’ and ‘the political’ in refugee status determination; gendered representations of asylum-seekers and refugees; gender, trafficking and border control; and gender and durable solutions. The policy implications of gendered analyses of forced migration will be highlighted throughout.

The course aims:

To develop students’ understanding of the historical development of feminist and gendered critiques of and contributions to Refugee and Forced Migration Studies as a field of academic study and practice, especially since the 1970s
	To understand the heterogeneity of lived experiences of displacement, including in contexts of individual, family- based and mass displacement; in the global South and global North; and in spaces including refugee camps and urban contexts.
	To understand the gendered implications of different ways of representing and responding to forced migration
	To evaluate the advantages and limitations of feminist and gendered ‘lenses’ in academia, policy and practice, including vis-à-vis developing a “special” or “particular” focus on women, children, and LGBTI persons.
	To engage critically with key debates regarding the gendered underpinning and implications of concepts such as protection, vulnerability, risk, agency, structure, consent
	To engage critically with stakeholders’ stated aims of promoting social change, female empowerment, gender equality etc.
This is the dissertation module for the MA Sociology of Education programme. The Dissertation is 15,000 words and will be submitted on a topic negotiated between the student and their tutor. It is intended that the writing of a Dissertation will offer an opportunity for the student to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis as well as (in most cases) related empirical work, on a topic of direct interest to them.
Planning for Education and Development (PED) provides an international perspective on the ways in which education is planned within and between governments, non- and inter-governmental organisations, and the private sector, especially in the context of low- or middle-income countries/contexts (LMICs). The module considers a range of strategies that put “ideas into action” to address contemporary challenges within education, including social justice and equity, improvements in learning, educational efficiency, and sustainability. Upon completion of the module, students will be able to (among others) critique planning techniques and models and their underlying assumptions within global, national, and local contexts, as well as understand decision-making processes in education.

 
This module is exclusively for Urban Development Planning course students. It runs over three terms. The module will explore the challenges of urban planning and governance in the context of real cases, typically one in London and the other in a city of the Global South. This module includes sessions in which students will become familiar with and diagnose specific planning and / or governance challenges, as well as analyse or develop proposals designed to promote more socially just urban development processes and outcomes. The module will also impart skills relating to mixed-method research design and delivery, working in teams, facilitation, negotiation, action learning and interviewing.
This module is exclusively for Urban Economic Development course students. This is a composite module over three terms. It consists of three principle elements as follows: 1. A UK based case study over the 1st and 2nd term: a systematic study of a development initiative in the UK (preferably in London), including its objective, delivery mechanisms, effects and impact, and lessons learnt. 2. Themed workshop(s) in the 1st term. 3. Overseas practice engagement in the 3rd term: a week-long (excluding travelling time) engagement, proceeded by individual and group preparation activities (including lectures, private reading of case material, group discussions and seminars), and followed by group discussions and presentation, and finally the production of individual and group reports.
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 MClinDent in Oral Surgery.
This module will provide advanced understanding of clinical neurology and neurosurgery aimed at practicing doctors. This will supplement the learning from basic modules on MSc Clinical Neurology via distance learning and will include sections on advanced neurology, neurosurgery, neuro-rehabilitation, neuro-otology and neuro-ophthalmology. The module will include interactive online lectures and face to face lectures held in March-April every year at UCL Queen Square Institute of Neurology.
Summary

The module covers: Nutritional requirements during childhood; epidemiology of childhood obesity, consequences of childhood obesity (psychosocial issues and medical complications), interventions to prevent and manage obesity; management of eating disorders; evaluation of healthy lifestyle programmes and public health policies focusing on healthy lifestyles. It also discusses epidemiology of breastfeeding; interventions to increase prevalence and duration of breastfeeding; association between obesity and physical activity and measurement of physical activity in young children, and relationship between physical activity and nutritional requirements

Learning Objectives and Outcomes

After taking this module, you should be able to:

1. Describe policies, requirements, and practices relating to promotion of healthy nutrition in childhood

​Describe physical activity levels across childhood and recognise age-appropriate activities from infancy to adolescence with appropriate nutritional support
3. Discuss the epidemiology and outcomes of obesity in childhood

Describe influences on normal growth and development, understanding how to assess and monitor growth during childhood
	Describe and begin to develop effective interventions for the promotion of optimal nutrition, physical activity and obesity in childhood.
Who is this module for?

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

Teaching and Learning Methods

Teaching is delivered face-to- face over five days.

Assessment

This module will be assessed by a 3000 word project write up

Selected Reading List

This module's reading list is updated annually and is based on current journal articles and topics covered.
The aim of the module is to introduce and discuss four important and diverse areas of inorganic chemistry and to lay the theoretical and practical foundations for advanced courses in some of these topics taken later.

MODULE AIMS

Relate and discuss the differences between the chemistries of the lanthanides and actinides. Account for the differences between these chemistries and those of the d-block elements. To understand their commercial applications.
	Deduce synthetic routes to organometallic compounds. Account for reactivities in terms of kinetic and thermodynamic factors. Describe some applications of organometallic compounds.
	Understand the origins of the spectral features (bands) arising in both electronic and vibrational spectra and appreciate the nature of the information available in such spectra.
	Understand a band structure of a material from a first glance, and deduce the potential applications of the material.
TEACHING AND LEARNING METHODS

Lectures: The topics will be introduced through a blended delivery of asynchronous videos with online activities, and support hours. Workshops will then provide the opportunity to work through question sets and for further interactive learning.

Self-study: In addition to timetabled hours it is expected that you engage in self-study in order to master the material. This can take the form of practicing example questions (additional questions available on Moodle and past exam questions) and further reading in textbooks and online
This module provides an introduction to the techniques of design within the context of urban design. It involves the development of technical and communication skills, aesthetic appreciation of design, site planning and an understanding of the design process.
This module is taught by project work. Tutors will be available to discuss work with students during the designated studio periods. There will also be introductory lectures, seminars and tutorials focusing on specific issues and project presentations and reviews.
The module aims to provide students with skills in graphic communication, site analysis, site planning, design appreciation, group working and creative problem solving.
The aims of the module are to:
• provide you with an opportunity for in-depth reading, reflection and critical discussion around key concepts and themes in British, European and global urban regeneration;
• help you develop a deeper knowledge of practices and theories associated with the subject matter, through active seminar discussions centred on your presentations.

The learning outcomes for the module are to:
•develop a broader understanding of the scope of urban regeneration worldwide, taking advantage of the range of academic, professional and geographical experience of the students on this course
• improve capacity to construct and present a robust, meaningful and well-evidenced argument quickly and effectively.


The module is taught through individual student presentations in support or in opposition of propositions drawn from key urban regeneration issues, followed by critical discussion of the strengths and weaknesses of each argument. You will use evidence from published research findings (academic papers), your own research and case studies to back up your arguments.
Developing on key themes introduced in 'Foundations of Citizen Science' (term 1) and the practical
experience gained through the concurrent module 'The Practice of Citizen Science' (term1-2), this
course will develop your familiarity with the organisational, political and ethical considerations of
citizen science projects by exploring people, policy, power, along with risk and failure. Successful
projects are underpinned by good communication, recruiting the right team members, continued
evaluation, and progressive adaptation; you will learn how to ensure complex citizen science projects
are designed and managed for the best possible outcome, understand how outputs are used to
shape policy, and gain the skills needed to assimilate results and evaluate projects to inform next
steps and future work.
BARC0077 is designed to impart skills in the development of site-writing as a form of critical spatial practice. Critical spatial practice (Rendell, 2006) defines an approach to site-specific practice comprising projects which critique the sites into which they intervene, as well as question their own disciplinary limits. Site writing (2010) is a textual mode of critical spatial practice which considers situatedness and positionality in relation to writing, specifically in terms of voice, style, word and page, and explores how voice and textual strategies can be adopted as ways of responding to sites.
In the social sciences, we try to understand the behaviour of individuals in collective settings. In such settings, the best course of action for the individual often depends on the actions of others. For example, the decision to dress formally or informally for a dinner party depends on how we think others will be dressing. Game theory is the formal analysis of decision making in such interdependent situations in which an individual’s best course of action depends on the actions of others. This module presents a non-technical introduction to non-cooperative game theory.
This module outlines basic neuroanatomy and measurement of the brain. You will learn the principles underlying the anatomical organization of the brain and the functional segregation of higher cognitive functions, starting from the cellular level (synapses, action potentials) and working up to a more detailed consideration of the major anatomical divisions. Major functional circuits will be outlined, with an emphasis on their anatomical organization and connectivity.

Assessment: Two one-hour unseen written exams.
‘Teaching and Learning in Medicine 2’ will enable you to be able to plan and facilitate interactive and engaging small and large group teaching sessions. Alongside this you will learn about course and curriculum design. Alongside developing your understanding of teaching and learning you will give you a detailed introduction on how to set up and conduct small-scale qualitative research projects in medical education.

After taking this module you should be able to recognise and overcome barriers to learning, recognise how groups of learners function and learn how to maximise learning potential in a variety of settings.

This module is assessed through a 3000 word coursework assignment carrying 100% of the final mark
Module Description

It’s hard to find a history of modern Italy that does not include the famous and famously apocryphal words of the statesman Massimo d’Azeglio: “Now that Italy has been made, we need to make Italians.” Whether or not the words were ever uttered, they seem to have struck a chord – one that that continues to resonate, in part because it points to the problem of origins essential to nation building. Who made Italy, if not Italians? Who are Italians, if not the people of Italy? This module is an introduction to the entanglements of these two questions in the long nineteenth century. It covers core themes and developments in the history of this period through an investigation of significant historical documents and/or cultural products.

The module will cover a range of topics, which may be subject to variation and may including the following:

Theories of nation-formation
	Regional cultures and the making of the Italian South
	The “questione della lingua”
	Literature and literary history
	History of science, technology, and medicine
	Pedagogy and children’s literature
	Opera and theatre
Outcomes

By the end of the term, you will have:

Gained knowledge of major episodes and themes of the Risorgimento, Unification and post-Unification periods in Italy, as well as key historical documents and cultural products.
	Improved skills in textual analysis and academic research and writing
	Gained proficiency in reading a range of genres and registers in Italian
Module delivery

There will be one two-hour meeting per week, consisting of teacher-led lectures and seminar-style discussions between students, as appropriate to the weekly topic. Please come to class prepared to discuss all required readings, typically one or two academic articles or book chapters and/or primary texts of equivalent length.

 
This course investigates the world of bodily health, sickness and medical care in early modern Europe through the study of medical books. Topics covered include contemporary theories of the body, health and sickness; disease and ill health (incl. the plague); medical economies; cures, drugs and pharmacy; surgery and anatomy; reproduction and childbirth; and gender and medicine. Along the way, we will also briefly explore the world of the early modern book production and use. A number of ‘hands-on’ sessions will be held at the Wellcome Library.
Power and politics in global health introduces you to the ways in which global health is influenced by power, explores case studies, and provides analytical tools for examining the politics of global health. Starting from an understanding that health is influenced by structural, social, legal and political inequalities, you will be introduced to a range of methods, frameworks and tools to better understand global health decision-making. The module focuses particularly on how global health issues, ideas and institutions are shaped by politics and invites you to think about how the global health landscape can be negotiated and changed to promote health for all.

After taking this module you should be able to:

Interrogate and explain the role of power and politics in global health at a conceptual level.
	Explain and interpret key substantive issues and case studies.
	Discuss the interaction of national and global health priorities.
	Critically evaluate global health issues from a political perspective.
The module is compulsory for students on the MSc/PG Dip Global Health and Development, and is open to any other UCL MSc/PG Dip students, Taster course students and Short course students.

You will have lectures, tutorials, and learning will be supported by Moodle.

Selected reading list:

 

Buse K, Mays N, and Walt G (2012) Making Health Policy. Open University Press.
	McInnes C, Lee K, Kamradt-Scott A (2014). The transformation of global health governance: competing ideas, interest and institutions. Palgrave Press.
	Packard, R. History of Global Health: Interventions into the lives of others
	Burgess, R.A. Rethinking Global Health: Frameworks of Power. Routledge.
	Büyüm, A.M., C. Kenney, A. Koris, L. Mkumba and Y. Raveendran (2020). Decolonising global health: if not now, when? BMJ Global Health, 5(8): e003394.
	Benatar S. (2016). Politics, Power, Poverty and Global Health: Systems and Frames. International journal of health policy and management, 5(10), 599–604.
In the light of controversies about ‘collective memory’, this course examines diverse legacies of the Holocaust in Europe. It focuses on: different patterns of war-time involvement in the ‘Final Solution’; experiences of post-war ‘return’ or displacement; the politics of history in eastern and western European states; justice and trials; narratives of the past among perpetrators and victims; public and hidden legacies for subsequent generations; rituals of remembrance and sites of memory; and the implications of population mobility and a transnational cultural sphere for an alleged ‘Europeanisation of memory’. Examples are drawn from across Europe, highlighting particularly the Third Reich successor states (Austria, East and West Germany) and the divergent cases of France and Poland, to explore the significance of different war-time and post-war contexts and experiences. The course provides some research training in evaluation of primary sources.
This module offers participants the opportunity to re-think education and learning from a historical perspective and engages with enduring debates in education policy and practice. International perspectives on education, social change and inequality over the past two centuries are addressed. The range of topics include colonialism and national identity, education and the economy, youth and leisure, labour and social movements, literacy, the state and education, and childhood and social welfare. In addressing these issues, the module draws upon themes such as justice and fairness in education as well as inequalities relating to class, gender, race and disability. A range of primary historical sources will be utilised, for example, documents and archives, literary, biographical, archival, visual and material evidence. History of education has a long research tradition which connects to both the study of history and education as well as drawing upon other humanities and social sciences.
In this module, you will learn from a theoretic and empirical point of view, how economists study gender and ethnicity in the economy. This includes considerations of the education system, the labour market and the role of the state. The module will use applications of microeconomic theory and modern empirical methods to establish the facts about the effects of gender and ethnicity differences in the economy and to evaluate policies designed to address these effects.

This module will be delivered using a flipped learning method using a mix of synchronous and asynchronous materials and engagement opportunities. This module is the only one in the current BSc Economics programme to explicitly study the effects of gender and ethnicity in the economy.
This module provides an overview of a range of complex neuro-otological disorders that affect the lateral skull base, including disorders of facial nerve function. This includes identification of the range of pathologies and their clinical manifestation; understanding of the utility of investigations in such disorders; elucidation of the management of these disorders and how this has evolved, particularly in the last decade. Typically this course relates to adult disorders but some paediatric conditions will be taught.

This is an optional module in the MSc / PG diploma Advanced Audiology: Otology and Skull Base Surgery pathway.
This module follows on from Making the Media: III – Documentary Film. It provides a contrasting experience of popular cinema, beginning by studying a sample film in a specific genre [indicative genres: horror; crime; rom-com; sci-fi; western; super-hero]. It moves on to group work to develop a single scene from a chosen genre. Indicative skills-building will include, at a more advanced level: Scripting, Storyboarding, Filming (camera movement, angle, distance, framing)  Acting/directing, Sound recording, Editing (image, sound, transitions, titling) post-production, after-effects, green-screen and simple CGI. 

NOTE: this module belongs to: 

PATHWAY 1: Critical Media with Film – an emphasis on theory, but with a throughline of practical work in film-making running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in film up to advanced level. 

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules. 
This is a project-based module taught with a combination of lectures, tutorials and community events. It applies the theoretical concepts of spatial planning to a real life project designed and produced in collaboration with community organisations and neighbourhood groups in London. The module provides students with the skills to build evidence, prepare strategic and development management policies and support community engagement for inclusive and sustainable urban development.
Design as a Knowledge-Based Process provides the basis for students to consider their role as practitioner by introducing theories of design as a knowledge or evidence-based process. It provides a range of concepts that suggests how the nature of the design process itself may become the object of research, and develops skills of critical reflection by examining these via discussion and debate. Students are asked to think reflectively about what they do as practitioners by being asked to consider design as a knowledge domain with a particular knowledge base - rather than simply in terms of a tacit community of practice.

This module introduces theories of design as a knowledge- or evidence-based process and provides a range of concepts that suggest how the nature of design may itself become the object of research. The course explores contrasting perspectives in architecture, theories of scientific knowledge, linguistics, social theory and theories of technology, via student debate on issues of design practice, the nature of collaboration, machine intelligence and creativity. As a whole, the module is intended to get students thinking reflectively about what they do as practitioners, by asking them to consider design as a knowledge domain with a particular knowledge base – rather than simply in terms of a tacit community of practice.

This module is divided into two complementary components: the first comprises a series of lecture/seminars and the second comprises group tutorials in academic craftsmanship. The seminars are intended to stimulate a critical, philosophically grounded approach to design, while the group tutorials provide an opportunity to hone key skills in postgraduate academic research.
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 is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0059, 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 Transformation Leadership Research Project module continues the research project that was started in the Transformation Leadership Project Concept module, which is therefore a pre-requisite. This is a major individual research project.

Its purpose is two-fold:

To demonstrate that the author is capable of conducting an extended programme of independent research
	To provide the transformation management community (in particular any organisations sponsoring students on the programme), with a practically applicable piece of work
This module aims to ensure that students possess knowledge of the analytical techniques used in mathematical modelling.
You will be introduced to advanced methods for evaluating and forecasting meteorological and hydrogeological hazards.

Topics include: analysis of climate and meteorological hazard variability, statistical and dynamic modelling of meteorological hazards; forecast verification; flood estimation; droughts; and catastrophic slope failure.
This laboratory-based course will give a hands-on introduction to imaging, nano-manipulation and fabrication techniques for nanotechnology. Students will have access to a range of state-of-the-art instruments including scanning tunnelling microscopes (STM), atomic force microscopes (AFM) and high precision electrical measurements. The emphasis in this course is on practical work but it will also cover the use of computational and modelling tools.

The course will be delivered mainly in the 9th floor nanotechnology laboratory suite in the Roberts building. Room 904 is the nanoprobe laboratory in which experiments on scanning probe microscopy will be conducted. In addition, extra two sessions (one in the London Centre for Nanotechnology cleanroom and the other for paramagnetic spin resonance experiments) will be carried out to further broaden students’ knowledge/experience in cutting-edge nanotechnology laboratories.

The course consists of a number of experiments grouped into either characterisation on the nanoscale or fabrication methods for nanoscale constructs:

• Contact and non-contact imaging of features on the nanometre scale using the atomic force microscope

• Characterisation of force/distance curves in atomic force microscopy

• Characterisation of the surface of a graphite sample at the atomic scale using scanning tunnelling microscopy

• Spectroscopy of semiconducting surfaces using scanning tunnelling microscopy

• Investigation of tip induced effects in AFM imaging

• Fabrication of metal micro-bars and resistance characterisation in cleanroom

• Electron paramagnetic resonance studies of various spin systems and simulation
In architecture, research and practice go hand in hand, with ground-breaking design inspiring great research and vice versa. This three-month programme allows you to develop your own research and/or design to an advanced level, ready to push new boundaries and change normalised modes of working either in academia or industry. You are allocated an individual tutor who works with you to define an appropriate mode of research and submission, which may take the form of a physical or drawn piece, a personal exhibition or a written piece that could be extended into a conference paper or journal article. Many students on this programme work with their tutors to clarify a PhD proposal.

Architecture and engineering have a history where research and practice work in partnership, many great practices have grown as a result of fundamental research and where many research projects arise from ground-breaking design. This is especially true during periods of economic inactivity when recent modes of working are called into question and new modes (sometimes based on rediscovered historical precedent) are established. This module introduces you to architecture as a research discipline. It can be taken part time and offers UK based students an accessible and financially feasible route to a higher degree. This programme will give you, as a design student the opportunity to explore the possibility to go on to become a PhD student.
Core to design effective rehabilitation and assistive paradigms is the broad concept of designing interactions which take a broad inspiration from concepts such as effective computing, creative and interaction design, human information processing, conceptual models, task analysis and contextual enquiry, social computing, serious games and robotics. The cognitive process will also be explored, these include: attention and motivation, task engagement, memory and memory problems, retrieval, organisation, concrete versus abstract thinking, cognitive and learning strategies, errorless learning, motor control, instructional routines, learning trails, transfer and self-regulation routines. This module aims to develop a student’s understanding of the challenges, techniques and set of activities aimed at rehabilitation and improvement of functional capability of people and their inclusion in the society. Social and cognitive rehabilitation measures are particularly extensive. However, the main aim of social and cognitive rehabilitation is to reintegrate victims in the work environment. Social rehabilitation can involve the adaptation of homes to the needs of the victims and even the provision of a car or of financial aid to purchase one. Rehabilitation and assistive technologies are therefore designed to assist those in need of developing social skills, facilitate group integration to gain confidence, comfort and support that will be transferable in their communities.
The aim of this module is to introduce you to the concepts of perioperative medicine, which are outside the remit of the traditional surgeon, anaesthetist, physician and perioperative practitioner. Specifically, you look at the global and national epidemiology of surgery and how this affects patient outcome, explore key documents looking at surgical outcome, learn about pre-operative risk assessment and discuss shared decision making. Additionally, you will familiarise yourself with online distance learning, and how this course will function.
This core year 1 module will provide you with an introduction to social science research and an understanding of the principles underlying social science research. You will explore what it means to do research, how research projects are designed and how previous knowledge helps researchers create a framework for their scholarly work. The module will draw on approaches to research from sociology, psychology and anthropology so that you have a well-rounded understanding of research in different social science disciplines. You will explore a variety of research designs inclusive of both quantitative and qualitative approaches and will use this to question how they might reflect different paradigms. In addition, this module will reflect on ethical issues in research and ‘researcher positioning’ and will provide you with study skills that you can take forward for your personal and working life.
From Clause 28 in the UK and the gay propaganda law in Russia to the ban on trans* men and women serving in the US armed forces and the demonisation of homosexuality in the 2020 Polish presidential elections, the LGBTQ community has repeatedly been scapegoated by politicians seeking to appeal to conservative voters within their own states and increasingly across international borders. In analysing the role of non-normative sexualities and gender identities in global politics, the aim of The International Politics of Sexuality is to understand how and why queer subjectivities and identities are frequently constructed as deviant and threatening and how domestic and cross-border LGBTQ activists seek to challenge homophobic and transphobic politics and push for greater equality and respect. The module will focus on the post-communist region but also analyse cases from other parts of the world.
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges. They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction.



Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language.



Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts.



Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This module will introduce forensic science evidence derived from technological innovations to include digital evidence, detection and interpretation tools. New and emerging technologies and the capabilities that they offer forensic science and crime reconstruction processes will be introduced and the importance of interpretation, decision making and a consideration of ethics will be developed throughout the module.
This module will introduce you to key interpretation concepts within a variety of forensic biology topics, such as blood pattern analysis, forensic pathology, human DNA profiling, forensic microbiology, forensic anthropology, and wildlife forensic. You will learn how to interpret human DNA profiles and evaluate biological evidence within varied case contexts, culminating in the production of a written court report. The module will also explore emerging technological advances that have implications for the future of forensic biology and the interpretation of biological evidence.



On completing this module students will



Understand key interpretation considerations and processes within of a range of forensic biology topics
 Understand the fundamental principles of bloodstain pattern analysis
 Understand the processes of various human DNA profiling methods and be aware of the objective and subjective elements of generating a human DNA profile;
 Be able to interpret single-source and mixed human DNA profiles;
 Understand the fundamental principles of Forensic Anthropology
 Be aware of a range of considerations in the evaluation of biological evidence in criminal cases, and be able to refer to both case circumstances and published research to evaluate such evidence;
 Understand the basic approaches to providing written evidence to court and gain experience in writing a court report;
 Gain knowledge in emerging technological advances that have implications for the future of forensic biology and the interpretation of biological evidence.
This module equips students with the knowledge and skills needed effectively to evaluate crime reduction measures. Students will be introduced to evaluation theory, learn how theories can be applied in practice, and design their own process and impact evaluation plan. Finally, they will examine the concept of evidence and be taught techniques to appraise and synthesise evidence reported in multiple evaluations of a single intervention, as is undertaken in systematic reviews. Complementing earlier modules in the BSc programme, this module draws upon knowledge from various areas, including systems theory, crime pattern analysis, crime prevention, and research methodology. The module will be delivered over 10 weeks with 3 hours of contact time (lectures/tutorials) per week.
This is the dissertation module and is compulsory for all MSc students in the Department of Security and Crime Science. Students submit a dissertation on a piece of research no longer than 10,000 words.
This module equips students with the knowledge needed to understand and critically evaluate crime and security research, as well as the skills required to analyse and learn from data. Building on the PSM I module, students get to know the generalised linear model with various link functions, including linear, binary logistic, multinomial logistic, ordinal logistic, and count models. You can only learn statistics by doing statistics. This means that this course will focus on statistical inference, intuition, and interpretation. It will also teach students how to use the statistical programme R for statistical modelling. This module consists of main lectures, supplementary lectures, and tutorials. The main lectures cover statistical concepts and show what they mean and how to apply them to research questions. The tutorials help you put these concepts into practice using the statistical software R. Finally, the supplementary lectures provide deep dives into topics that are pertinent to applied data analysis (such as how to analyse surveys or missing data) and ethical research practices (such as “p-hacking” and pre-registration).
Democracy is widely viewed as an important ideal. In theory it should ensure that governments are responsive to the needs and desires of their citizens and that they are held accountable for their actions in office. On the other hand, as Winston Churchill is once alleged to have said, “the best argument against democracy is a five-minute conversation with the average voter.” Citizens are often depicted as apathetic, uninformed, inattentive, and easily led astray by demagogues and ‘fake news.’ In this course, we’ll find out whether they are really capable of fulfilling the duties that democracy requires of them, and if not, whether it matters and what we can do about it.

We will examine how people think about political issues, how they come to form those views, and how voters make their decisions at elections. Some specific questions we will try to answer might include: why are some people left-wing and others right-wing? Do citizens hold coherent opinions, and if not, does it matter? How does mass opinion change occur? Does the media affect people’s opinions? Why do some citizens support policies that seem to damage their own interests? How do voters form long-term attachments to parties, and do those attachments change over time? Is social class still relevant in explaining how people vote? When they vote, do voters hold politicians accountable for their performance in office? Do policies matter for people’s vote choices?
This 2 hour exam requires candidates to write short answers on 8 out of 12 topics, which will reflect the teaching on the Research Methods sub-unit.
Do animals have language? This interdisciplinary module surveys what is currently known about the communication systems of other species. The module aims are to (i) foster an understanding of underlying features of human languages and the abilities that underpin its use (ii) introduce background and skills needed to read and assess relevant research on animal communication (iii) develop critical reasoning skills to evaluate claims about the relationship between human language and animal communication.

Lectures include group discussion of primary research articles assigned in advance. In the final week students give in class presentations, requiring research on a species not discussed in class. The module is assessed by essay questions.

 
This research-based project allows final year BSc students to conduct original experimental research in the laboratory of a member of Biosciences academic staff or in one of the laboratories of our associated Institutes.

Students who are eligible for the module will be invited to submit applications for up to 5 projects, in order of preference. Supervisors of these projects will then select students to work with them based on prior academic performance and/or interview, e-mail, 'phone, Skype dialogue. With the agreement of the module organiser, students are also free to arrange projects with other members of staff who are not within the above scheme.

You will be introduced to contemporary research methods in a specific area of physiology and develop the ability to evaluate critically both theories and evidence. Your project will be written up as a scientific report to include a substantial account of related published work and of the methods used as well as a description and discussion of the results obtained. You will also be expected to defend a poster presentation of their project.

After taking this module you will be able to:

Plan and execute under supervision, an experiment or investigation, analyse critically the results and draw valid conclusions.
	Evaluate the level of uncertainty in your results, understand the significance of error analysis and be able to compare these results with expected outcomes, theoretical predictions or with published data.
	Evaluate the significance of your results in this context.
	Communicate both orally and in writing complex scientific ideas and the conclusions of an experiment, investigation or project concisely, accurately and informatively.
	Manage your own learning and to make use of appropriate texts, research articles and other primary sources.
	Demonstrate the competent use of specialised equipment, the ability to identify appropriate pieces of equipment and to master new techniques and equipment
By the end of the programme, practitioners should have insight into the complexities of the healthcare system and how to work collaboratively with multidisciplinary teams and service users to improve services, innovate and manage change. Practitioners will be required to complete a quality improvement project, working with others to plan, carry out, measure and evaluate a series of improvement interventions.

 This task will be written up as a written report with an accompanying abstract, and presented orally to a panel of senior pharmacists.
This module is an optional module aimed at students in the MRes in Quantum Technologies who will select a theoretical project. The aim of the course is to teach students advanced mathematical techniques in theoretical physics and computer science which underpin quantum technologies. Students will attend 3 strands, each of which delivered by a different academic

The course will be research-driven, and its content based on the active research within the academic’s research. The topics covered will cycle from year to year, allowing students within the PhD phase to audit courses that they are interested in, and allowing all research academics to showcase their research techniques. Examples of topics will include: advanced quantum information theory, quantum optics, superconductivity theory, complexity theory, quantum error correction, many-body quantum physics.
Outline and Aims:

This course aims to:

Give a detailed description of a many-body system under the influence of gravitational forces, with special emphasis on the structure of galaxies and stellar clusters.
	Present the basics of structure formation and evolution in a cosmological context, in order to understand the formation process of galaxies.
	Show the kinematic properties of stellar motions in the Milky Way galaxy, as a special case of a dynamical system under gravity.
	Explain the process of galactic chemical enrichment as a tool to understand the evolution of galaxies.
Teaching and Learning Methodology:

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

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

Indicative Topics:

The observational properties of galaxies and clusters
	The mathematical foundations of stellar dynamics.
	The Milky Way I: Individual motions
	The Milky Way II: The Collisionless Boltzmann Equation
	Evolution of dynamical systems
	Stellar clusters
	Galaxy dynamics applied to Disc and Elliptical galaxies
	Galaxy formation basics I & II
	Chemical Evolution of Galaxies
This module provides students with a capstone assessment in which to design, implement and conclude on the basis of their own substantive lab based research. Undertaking practical research, either within UCL IoO or at an overseas partner institution, students will conduct their research and interrogate their thesis which has emerged from a multi-layered development process.
The component provides an essential grounding in mathematical methods for all students enrolled in the Intercalated B.Sc. in Medical Physics & Bioengineering and also the IBSc in Mathematics and Computing in Medicine. A significant proportion of the course covers material that in previous years was covered in group tutorials, which proved to be a very important element of the intercalated programme. The component will provide students with sufficient knowledge in mathematics in order that they are at no significant disadvantage compared to 3rd and 4th year physics and electrical engineering students who also take the other courses which form the intercalated degree.
The aim is for students to understand the theoretical background, mode of operation and practical application of systems designed to image either anatomy or physiological function using ionising radiation. It will also introduce the student to the methods by which images can be processed and assessed, and to the basic principles of quality control. Topics include interactions of radiation with matter especially with reference to biological tissue, radiation sources, radiation detectors including current state of the art and future perspectives, interactions between components of an imaging system and their effect on image quality and system performance, image analysis and assessment, quality control.

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

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

Supervision: All of our supervisors are experts in their fields and happy to help you reach your full potential. The current list of supervisors and their research areas is subject to change and will be updated throughout the year, so do check it from time to time. Supervision cannot be guaranteed as there is a limit to the number of projects that one person can supervise effectively each year. Students are therefore advised to seek a supervisor as soon as possible in the first term.
The course is designed for very advanced level students requiring the language for professional purposes.
It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts, i.e. in the student’s main degree subject (e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material).  Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module helps to place educational settings in the context of education policy, considering how it is made at local, national and international levels. It considers trends and influences on policy-making and implementation, including: globalisation and national economies, central-local relations, relationships with ‘partners’, markets, bureaucracies and networks as methods of coordinating policy and practice in education systems
This module provides an overview of key fundamentals of a broad range of theory, practice, policy, conceptual and research issues in relationship to leadership in education. On successful completion students will be able to:

Review and apply concepts, theories and models that relate to the learning of adults, students and organisations;
	articulate the relationships, conditions and constructs that support research-policy-practice mobilisation;
	appreciate how the development of a learning community and learner-centred leadership can be promoted and critically analysed;
	explore how leadership is exercised in response to inequalities, cultural, class, ethnicity, gender, mobility and diversity challenges.
The module aims to develop a critical awareness of national policies in early childhood education and the effective leadership of them. The engagement with current debates and issues, theories, research and leadership practices will promote a deeper understanding of leading policy and practice in early childhood education. There will be an opportunity for students to critically examine leadership practices within early years contexts and early childhood education.
At the end of the module, students should demonstrate a comprehensive and conceptual knowledge and understanding of national policies in early childhood education, leadership theories, research and practice. A critical awareness of effective characteristics for early childhood leadership and a critical evaluation of leadership in early childhood education.
The course is designed for very advanced level students requiring the language for professional purposes.

It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in Italy, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note-taking and debates as well as other related topics. These areas will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module is a study of the use of trusts in the modern world of private estate planning and commercial transactions.

This is an advanced trusts course and students must have previously studied the common law of trusts in order to enrol. Students with an interest in commercial law and litigation will enjoy this module, and so will those who want to take an advanced private law course.

The module has been designed to sit alongside the modules on Restitution of Unjust Enrichment and on Commercial Remedies, and students can take all three of these in conjunction without any significant repetition of material.
International law of foreign investment is a field of public international law that primarily addresses the treatment of investment by States, and settlement of disputes between investors and States.

The module comprehensively addresses international law of foreign investment protection. This field of international law is expressed in international treaties and customary law obligations and largely implemented through investor-State arbitration, disciplines and structures the manner in which States treat foreign investments and investor. This module introduces the student to the more important aspects of the discipline, including its scope, content of the substantive obligations and exceptions, procedure of investor-State dispute settlement, and conceptual questions raised by the relationship between investment law and other fields and values in international law.
This module is a study of the use of trusts in the modern world of private estate planning and commercial transactions.

This is an advanced trusts course and students must have previously studied the common law of trusts in order to enrol. Students with an interest in commercial law and litigation will enjoy this module, and so will those who want to take an advanced private law course.

The module has been designed to sit alongside the modules on Restitution of Unjust Enrichment and on Commercial Remedies, and students can take all three of these in conjunction without any significant repetition of material.

 
The course is a required module for all new doctoral students registered in DIS and for MRes students, with some activities for continuing students (years 2, 3 and above). It is designed as a foundation for research study in DIS.
More than 75 years after the liberation of Auschwitz and the end of the Holocaust—the systematic mass murder of six million European Jews, as well as homosexuals, communists, Roma and Sinti, and other victims during the Second World War—the subject still generates extensive discussion and controversy, in intellectual circles as well as in the wider world. Drawing on classic scholarship as well as recent historiography in the field, this module will survey the origins and implementation of the genocide, from the establishment of the Nazi state through to the implementation of the ‘Final Solution’. In addition to Nazi policy, we will explore victims’ experiences of daily life in ghettos and camps through surviving diaries, chronicles, memoirs, and other texts. We will also tackle some of the questions that still challenge our understanding of the Holocaust today, such as: What was the role of ‘ordinary’ Germans and other local civilians in the implementation of the genocide? Was the Holocaust unique? What are the politics of memory and commemoration?
This course explores the contribution of humanism and republicanism – especially in Florence – to the political thought of the European Renaissance. It focuses on the letters of Petrarch; Leonardo Bruni’s orations and History of the Florentine People; Niccolò Machiavelli's Prince, Discourses on Livy, and Florentine Histories; and Francesco Guicciardini’s Dialogue on the Government of Florence. Students are encouraged to read these texts closely, to connect the ideas in them to their authors’ political and intellectual contexts, and to relate their understanding to the main interpretations of Renaissance  humanism, republicanism, and early modern political thought more generally, in modern scholarship.

There are no formal prerequisites for the course, but some familiarity with early modern intellectual history, particularly political thought, is strongly advised.
Dissertation for those on the MA Philosophy programme only.

CLASSES RUN IN THE AUTUMN TERM BUT STUDENTS WILL BE WORKING WHOLE YEAR.
Module description

This is an intermediate Dutch language course. Topics cover current affairs, debates and cultural issues in the Low Countries. Language tasks in this course require a more sustained presentation of information and argumentation, in both speaking and writing. There are additional conversation sessions with a student language assistant. Students are expected to take increasing responsibility for identifying their own strengths and weaknesses and for taking remedial action as appropriate. By the end of the year students should be able to express opinions on specialist topics and will be able to apply more complex grammar and higher registers of vocabulary in both speaking and writing, equivalent to CEFR level B2, which is the requirement for studying abroad in the Netherlands or Flanders.

The course is assessed by a two-hour desk exam and an oral exam, as well as a portfolio of homework tasks and in-class tests.

Students need to acquire a copy of the Routledge Intensive Dutch Course (Routledge 2006). Further study material will be handed out in class and made available on the course Moodle pages.
Social Development is increasingly defined as an approach which attempts to put ‘people’ and social equity at the centre of development initiatives across all sectors. According to the Copenhagen Declaration , social development should encompass both social and economic policies “…that empower people to maximize their capacities, resources and opportunities”. However, the (rather vague) terminology of ‘people’ fails to reflect a reality made up of heterogeneous groups and individuals with multiple, intersecting and changing identities. Moreover, different groups and individuals may have conflicting interests and aspirations, and the relationships between them are characterised by unequal power.

Therefore, putting people at the centre of development implies inherent tensions, and social development is confronted by key challenges in achieving equitable and socially just development. Promoting people’s participation and fostering equitable social change requires reflective practice and dialogue to negotiate development interventions.
The clinical training programme will take place over a two-three month period. It will be complemented by the preceding theoretical lectures where aspects of clinical training e.g. complications, airway and cannulation skills will be covered. Another three lecture days will take place in the second teaching block, after the clinical placement. One day will be spent on simulation training in the management of medical emergencies. Clinical cases presented by the students will be discussed. As well as didactic lectures, the content of the module includes problem-based learning, clinical skills workshops and clinical placements. During the clinical placements, students will sedate patients under the direct supervision of experienced and qualified mentors. They will get practical training in pre-sedation assessment, administration of titrated intravenous midazolam, administration of nitrous oxide/oxygen and safe patient recovery and discharge. Students will need to keep a logbook of all cases observed and undertaken during the course. On-going contact with lecturers during and after the course, on a mentor basis, will be encouraged.
This module is compulsory and needs to be taken by all students completing the MClinDent in Oral Surgery.
Your dissertation or report thesis is an important element of your programme for both MA in Advanced Educational Practice or MA Education (Advanced Practice) students.

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

If you started on the Programme in January (Spring term), it is possible to take the module in the Calendar year format, starting in the Spring term instead.
This module addresses the relationship between effective learning and teacher activity. It aims to challenge and extend thinking and professional practice through examination of learning theories and their evidence base, including learning from participants' own experiences. It aims to 'walk the talk' so that participants experience in practice some fundamental teaching and learning principles explored by the module. These include: teaching for active learning; teaching for self-directed learning; teaching for collaborative learning; and teaching for learning about learning. Assessment tasks include both group inquiry and individual reflective essays.
Aims:
Introduce the students to the basics of machine learning while giving class-based examples of applications to areas of domain specialisation.Learning outcomes:

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

Understand elements of the fundamental concepts and mathematical basis of machine learning; apply practical machine learning software in order to perform data analysis tasks.
Content:

General theory and mathematical foundations are presented in lectures while practical applications are presented in classes.

The module includes:

An introduction to machine learning tasks (unsupervised, supervised, reinforcement).
	Mathematical foundations (linear algebra, calculus, probability, statistics).
	Supervised Learning: including an exploration of some of the following: linear and polynomial regression, logistic regression, Naive Bayes, kernel methods, SVMs, decision trees, ensemble learning, neural networks, Gaussian processes.
	Unsupervised Learning: including an exploration of some of the following: PCA, manifold learning, k-means, Gaussian mixture models, EM algorithm.
Requisites:

To be eligible to select this module as an optional or elective, a student must: (1) be registered on a programme and year of study for which it is formally available; and (2) should have experience of rudimentary programming and an awareness of standard results in fundamentals of linear algebra (vectors, matrices, eigenvectors /eigenvalues etc.), elements of probability theory (random variables, expectation, variance, conditional probabilities, Bayes rule etc.), elements of statistics (sample statistics, maximum likelihood estimation etc.), and calculus (real-valued functions, derivatives, Taylor series, integrals etc.). Results from these areas will be used, often without proof, throughout the module.

Self-assessment test:
Students should take the self-test available here, to assess their ability for this module.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen practical project, you will gain in depth knowledge, understanding and practical experience of their chosen research topic area, in addition to:

- Knowledge and understanding

- Research and development methods appropriate to the chosen topic.  

This module entails the completion of a 10,000 words dissertation on an area of research that you have chosen to study (either by picking from a list of topics or through networking with academics at UCL). Your research project must involve collection/analysis of original data or a systematic review.
This module will introduce the anatomy, development, physiology and function of skeletal muscles. Building on functional characteristics of muscles, the module will also give you a comprehensive overview of paediatric and adult muscle diseases including muscular dystrophies, mitochondrial diseases, muscle channelopathies, and idiopathic inflammatory myopathies. Translational research conducted at the UCL Queen Square Institute of Neurology and Great Ormond Street Hospital will be highlighted. Disease pathology, pathomechanisms, clinical research and latest therapeutic applications as well as clinical management of muscle disease are also a main focus of this translational module bridging clinical practice to scientific research. Masterclasses will help students to understand the use of imaging techniques, histopathology and electrophysiology techniques in the diagnostic work-up and in the context of clinical trials.
By the end of this module, you will gain an understanding of how normal muscle function is altered in various pathological conditions that affect muscles. You will be able to critically assess muscle function measurements used in the clinical setting as well as have an understanding about current research trends in paediatric and adult-onset muscle diseases. You will also develop writing skills and understand the principles of writing Patient Information Leaflets on muscle diseases through the assignment task students will need to undertake in the course of the module.
Aims:

To provide a sound overview over fundamental principles and practical examples of molecular engineering, including molecular design, molecular assembly and system functionality.

Learning Outcomes:

Upon completion of this module, the students should:

understand key molecular design features in macromolecules;
	apply principles of materials assembly to formation processes in industry;
	relate device function to molecular architecture;
	connect to current research topics in molecular engineering (connected curriculum) through practical examples in class, project-based research and interactions with researchers
Synopsis:

Molecular design – oligomers, polymers and biomolecules
	Molecular assembly – intermolecular forces, surfaces and interfaces, molecular self-assembly and self-organisation, molecular machines
	System Functionality – practical examples of molecular engineering in biomedical, environmental and energy applications
This is the dissertation module for the MA Digital Media: Education route. All students undertake an independent research project, which culminates in a dissertation of 20,000 words or a report of 10,000 words. This is a compulsory module for students taking the MA Digital Media: Education programme.
In this module, participants will be asked to consider their vision and to identify the prominent barriers to achieving this. Participants will then design and implement a piece of action research to overcome the barrier/s identified. They will conduct a literature review of the research around both the barriers and the interventions, consider the right methodology and write up their approach.
This module is based around the writing and preparation of an original research project in the form of a Master’s Dissertation. Students will be required to plan the research and dissertation from an early stage with ongoing development building on both the mini-project and taught courses developed through the year. The research topic will be defined under the guidance of the student’s dissertation supervisor with the support of the Programme Director. The aim is to produce a unique, individual piece of work consisting of two parts: 1) dissertation thesis; 2) a sythesised version of the thesis in a publication fomat.  These will consist of data collection, analysis and visualisation linked to policy and social science orientated applications.

Students may have an opportunity to collaborate with industry partners in the course of this module.
Provides students with an opportunity for in-depth reading, critical reflection and discussion around key themes and debates connected with Housing Development. This module is based on active small group seminar discussion. Reading material is structured around key themes relating to the core modules of the programme. The aim is to enable students to develop a deeper knowledge of forms, practices and theories of planning for housing and housing development, and to form an integrated view of the subject in relation to its key areas of knowledge.
Structuring and transforming data so that it provides meaningful information to heritage managers or the general public often requires skills to visually interpret, display and map data. Transformation of raw information requires an understanding of how data translates into heritage information, whether to reveal archaeological and architectural structures or art shapes and patterns. This requires an understanding of the specific material or engineering processes that are used to interpret data. This course will introduce the principles of effective data visualisation and information communication. Practical tools for engaging with data will also be covered. The role of these approaches within the heritage sector will be explored through several case studies.

This core module is taught over eight weeks during Term 1. Teaching sessions are held at varying times on Mondays and Fridays, except during the reading week. Supervised practical sessions will be held in Here East.
"Understanding a historic building is the first step towards decisions about management, repair and alteration." (Association of Local Government Archaeological Officers 1997, piii.) Although this statement refers specifically to historic buildings, it relates to all heritage materials and assemblies. In this module, you will developing your understanding of materials, mechanisms and evidence of deterioration and the interaction and effects of use and context on heritage materials and assemblies. You will learn about pathologies and diagnostics including monitoring, analysis and data interpretation, and use this knowledge to balance a complex range of social, economic and environmental factors that may affect the integrity of materials.

You will be learning about the range of techniques and tools that are available to be used, including condition assessment, risk assessment, environmental data monitoring and heritage documentation. We will be discussing their advantages and limitations and using a range of strategies to enable the understanding of deterioration issues and how to achieve this using resources available.

During this module, we will be based in Malta as part of a field trip for which the accommodation and costs of the flights are covered. We will be focused on a real case study provided by our partner Heritage Malta. You will have the opportunity to speak to local stakeholders and to present your findings to the staff and Board of Heritage Malta.
This module aims to give students hands on experience of all aspects of original scientific research, from the initial experimental design of the project to the practical experiments and analysis and written and oral communication of the findings. This module consists of an extended laboratory based research project. Students will select a project within their allocated field and be allocated an individual supervisor and carry out an extended research project. Within the specified research area, each student will be given hands on experience in experimental design, the relevant experimental techniques, data acquisition and analysis, together with guidance on the theoretical background underlying their project and the preparation of a dissertation based on their findings

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

Gain in depth knowledge of the theoretical basis underlying the selected research topic
	Understand the nature of good experimental design and design a plan independently
	Learn the experimental techniques applicable to the selected research topic
	Analyze original data critically and place it in the context of what is already known
	Practice the principles of advanced scientific writing in the form of a dissertation
	Gain hands-on, in-depth laboratory experience of an extended laboratory research project
In this 15 credit module students engage with the selected bibliographic references that underpin conceptual/technical/theoretical work in bio-integrated design, while being taught basic research methodologies and strategies by which they define a preliminary literature review. The main aim is that each individual defines a research topic that works in the context of his or her individual project.
ANAT0001 is an introductory module in human anatomy and developmental biology (embryology). It will cover topographical anatomy and development of the nervous system, cardiovascular system, respiratory system, digestive system, musculoskeletal system, urogenital system, head and face, and limbs. It will also provide an understanding of the basic principles of embryonic development and the formation of the major organs.

This module will prepare you for more advanced modules in anatomy and developmental biology that you may wish to pursue in the 2nd year. These include ANAT0004 (Human Anatomy and Embryology) and BIOL0013 (The Biology of Development). The module will be taught by lectures and a series of seminars covering more specialised research topics.

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

describe the principal structures of major human organs and systems;
	discuss the anatomical basis of the circulation and the nervous system;
	discuss the anatomical basis for actions such as breathing and digestion;
	describe the rudiments of embryonic development and the formation of the major organ systems.
Indicative lecture list (based on 2021-22 syllabus):

Introduction to Developmental Biology
	Fertilization and Cleavage Divisions
	Cells to Tissues
	Formation of the Body Plan
	Anatomy of the Nervous System
	Development of the Nervous System
	Neural Crest
	Anatomy and Development of the Digestive System
	Anatomy of the Respiratory System
	Development of the Mesoderm
	Anatomy and Development of the Cardiovascular System
	Musculoskeletal System
	Hox Genes and Body Patterning
	Anatomy and Evolution of the Limbs
	Development of the Limbs
	Anatomy and Development of the Head
	Urogenital System.
This module investigates two complementary topics: (1) theories of autonomy, as they have been developed by philosophers writing about ethics and the self, and (2) defences of free speech, as they have been developed (and criticised) by legal and political theorists. With respect to (1), we’re interested in what it means to be autonomous, how and why the process of desire-formation has a bearing on a person’s autonomy, and whether it is possible for someone to autonomous desire their own subordination. With respect to (2), we’re interested in what kind of conception of autonomy – and of the individual, as such – different theorists have invoked in seeking to defend free speech, and what kinds of theoretical justifications for free speech can be developed in light of different conceptions of autonomy. The insights into the nature of autonomy that we gain from thinking about the topics in part (1), will inform the critical inquiry that we carry out in part (2). Assessment is via a major essay, and there will usually be some kind of minor, reading-related tasks that you’re required to complete during the term. Classes are a mixture of lectures, small-group discussion, and whole group discussion. Representative examples of readings that we look at during the course are John Christman, “Autonomy and personal history” (Canadian Journal of Philosophy 21/1, 1991, pp. 1-24), and Susan Brison, “The autonomy defense of free speech” (Ethics 108/2, 1998, pp./ 312-39).

Philosophy Area B
Between 1912 and 1923, the relationship between Britain and Ireland was fundamentally reshaped by revolution, partition and independence. New political movements and war violence were central to these changes, including the First World War, the Easter Rising, the War of Independence, internecine sectarian violence and the Irish Civil War. The results remain with us to this day: the United Kingdom of Great Britain and Northern Ireland was established in this period as was the modern independent Irish state. This module will examine what forces led to such major change in Ireland and provide students with the background knowledge to write dissertations on this turbulent period. It will also examine the impact of the centenary of this pivotal era for Anglo-Irish relations. The Special Subject will prepare students to write dissertations on Irish history in the early twentieth century using a variety of written, visual and oral sources.
‘Animal history’ has emerged in the past decade as one of history’s most vibrant and active subspecies; it roves across number of other subfields (environmental history, the history of science, intellectual history, social history, among others); feeds extensively on other disciplines; makes unexpected leaps across time and space, and adopts new perspectives on major historical processes. However, animal history remains a very diverse, rather sprawling enterprise, in which key questions about periodization, methods, organizing concepts and theories, and objectives remain up for debate. Our seminars below are loosely organized around one such question: is there a coherent story we can tell about human-animal relations and ‘modernity’?

To that end, we will focus on the modern period, roughly 1750 to present. Beyond that, we will range very widely in geographical terms, and try to move beyond the Eurocentric (or Anglo-centric) perspectives that have sometimes hampered the field. Among the topics we will cover: animal symbolism and ideology; animals, food, and industrial production; the role of very old processes and narratives of domestication; the relationship between animals, nations, and state-building; colonial empires; conservationism, zoos, and changing ideas about wild animals; the extinction of species and ‘rewilding’; and whether the idea of ‘animal agency’ is useful for historians.
What is Judaism? Since Judaism has a history spanning more than three millennia and all five continents, it inevitably means different things to different people. The academic study of Judaism tries to answer the question by focusing on Jewish practice, tradition, and history with a variety of perspectives:

The definition of Judaism: is it a religion, culture, or ethnicity? Is it monolithic, essential, and static, or rather diverse, hybrid, and dynamic?
	What are the texts and practices that ‘define’ Judaism?
	What are the central concepts of rabbinic Judaism? How does rabbinic legal text and reasoning work?
	What are the places and shapes of Jewish worship?
	How do tradition and modernization make their mark felt in the history of Judaism, from Antiquity to the present day?
	How does Judaism interact with other religions?
	Which are the contemporary ways of connecting with the Jewish tradition?
This introductory course is open to first and second year students, and to affiliate students.  No prior knowledge of either Judaism or any Jewish language is required.
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 modules students should: 1. be able to give an account of the central linguistic issues in the history of the Greek language, including its relation to other Indo-European languages; 2. be familiar with basic linguistic principles and research methods, and understand how they inform our analysis of Greek of all periods, and of other languages; 3. be familiar with a range of primary sources and secondary literature, including the most recent thinking on theoretical issues; 4. understand the nature and limitations of the evidence available; 5. will have engaged in research on a topic of interest in the field and written a research essay based on a range of primary and secondary source.

Module texts: A selection of epigraphic and literary texts will be supplied in a course booklet.

 
This 30 credit report module is only available for those studying the MSc Engineering & Education programme.
This module will examine the challenges and opportunities for education estates in connecting with their local environments and contexts. Through case studies it will critically analyse how universities, colleges and schools can contribute to wider regeneration objectives, such as community development, entrepreneurship and cross- institutional network-building. It will focus on how educational environments can develop initiatives that, for example, can help reduce urban deprivation or respond to rapidly developing localities, through estates practices beyond the campus that aim to improve health and wellbeing, offer training and opportunities, and provide access to jobs and cultural resources.
This course focuses on the work of Jorge Luis Borges, who is widely recognized as the most influential writer in modern Spanish American literature. It seeks to comprehend the complexity of his writing, from the marginal aspirations of his early poetry in praise of Buenos Aires to the universality of his mature work. It considers a variety of genres, including poetry, the essay and the short story. Particular attention will be given to the literary, psychological and socio-historical elements that inform Borges’s writing. 

 

Recommended Reading 

El idioma de los argentinos  

Ficciones  

El Aleph  

Otras inquisiciones 

El informe de Brodie 

Poesía completa 

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

Suitable for: BASc students - Science Pathway (Y000 & Y001). Affiliate students may take ECON0015 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. The affiliate assessment will be different to the standard assessment and consists of a two hour online examination.

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

Assumed knowledge: We expect students to have some familiarity with the main concepts of microeconomic theory as follows: consumer theory, utility maximisation, demand for goods, labour supply, savings, risk; producer theory, input demands, cost, profit; supply and demand, economic equilibrium, competition, monopoly, oligopoly; welfare, Pareto efficiency, conflicts of interests, inequality; game theory.
We also expect students to be competent in calculus of one and many variables including differentiation, integration and constrained optimisation, to be comfortable with linear algebra including use of vector and matrix notation, and to have come across concepts of homogeneity and convexity.
The aim of this module is to create a suite of technical skills courses at Masters level that can be offered to incoming students and their tutors, to be taken as is appropriate to their chosen mode of study. Both computation and fabrication skills are included. The module has been established in order to rationalise and give credit for a range of skills offerings that are already in place.
The teaching days will provide a comprehensive introduction to the knowledge competencies of IPT-A for depression in adolescents and an introduction to the skills competencies, which will be developed more fully in practice tutorials. The course aims to enable students to deliver IPT-A competently and creatively and to act as expert resources to young people, their families and to professional colleagues, thus ensuring the development of appropriate care pathways for IPT-A referrals and informed young person choice as part of the CYP IAPT service transformation. The course has an integrated theoretical base, reflecting combined medical and interpersonal models of depression. It will aim to equip trainees to become skilled and creative independent IPT-A practitioners in the context of service transformation.
The module gives students an overview of bi-lingual and multi-lingual phenomena and theories of bi-/multi-lingual acquisition. A second aim is to understand the cognitive structures and processes involved when multiple languages are available to an individual. The course will also introduce students to the methods of psycholinguistics research, such as priming methodologies, reading and visual-world eye-tracking, Event Related Potential, etc. as these are applied in Bi- or Multi-lingual research.

The main module aims are:

To provide students with an overview of bi-lingal and multi-lingual phenomena and theories of bi-/multi-lingual acquisition. To provide an overview of experimental psycholinguistics methodology and to show how these methods are applied in bi-/multi-lingualism research.

The main module objectives are:

Understanding the fundamentals of bi/multilingual language development. Ability to read and understand primary literature in bi/multilingualism research Ability to evaluate competing claims about the nature of bi/multilingual phenomena. Ability to read and understand primary literature in psycholinguistics as applied to bi/multilingualism. Ability to evaluate outcomes of experimental bi/multilingual research as they bear on aims and hypotheses of researchers.
Description: Paediatric Neuropsychology Research Project

The aim of this module is to give students research experience in Paediatric Neuropsychology. They will undertake an original research project, critically appraise the existing literature on a topic, and present their findings orally. The module therefore focuses on the writing and preparation of (i) an original research article and (ii) a systematic review of the literature. Both papers constitute the Master’s Research Portfolio. Building on taught courses and help sessions through the year, students will be involved in the design, analysis and interpretation of data. The research topic will be defined under the guidance of the student’s chosen dissertation supervisor, with the support of the Research tutor. The aim is to produce unique, individual pieces of work that would be suitable for publication in specialist scientific journals.

It is designed for and only available to students who wish to follow the Master’s degree in Paediatric Neuropsychology (Applied or Clinical routes).

 

Learning Objectives and Outcomes 

After successfully completing this module, you should acquire: 

Significant knowledge of research methods and study design 
	Skills in data collection and data analysis 
	Skills to effectively present research data of paediatric neuropsychology orally and in writing
 

Who is this module for? 

This is a compulsory module for MSc in Applied/Clinical Paediatric Neuropsychology students. It is not accessible to other students.

 

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 research portfolio and a research portfolio presentation.
Managing environmental performance in the context of complex organisations and institutions requires a range of skills which transcend traditional academic and professional boundaries. In this module you will work as part of a team to deliver integrated outcomes on a project devised in partnership with an industry, government or non-governmental organisation. The projects are real. Successful project outcomes will be implemented by the partners in their on-going operations. Each project will utilise the tools of systems engineering and project management, together with knowledge of environmental systems and sustainability, to deliver valuable and useful environmental outcomes for the partner organisation.

Learning Outcomes

Apply systems thinking to a complex problem
 Integrate environmental performance with wider management, policy or organisational objectives
 Apply principles of environmental engineering and science to devise solutions to a complex problem, particularly in the context of international development (where applicable)
 Work effectively in a professional project team
 Present clearly defined outcomes to a project client
In this module you will pull together all the knowledge learned and skills developed over the course of the degree programme and produce an original piece of research or an engineering artefact. The dissertation is an opportunity to demonstrate the ability to formulate and investigate a question of relevance to the programme of study of Digital Engineering Management (either around organisations, projects or engineering), and to analyse and present the findings of that investigation. During the dissertation you will be the leaders of your research, working under the supervision of an allocated academic supervisor and supported by lectures on research design and seminars and complemented by independent project work.

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

Understand theories, concepts, ideas and constructs in the chosen area of research
	Critically analyse and evaluate knowledge and understanding in the area of research
	Identify relevant research methods and state a viable research question within the Digital Engineering Management in the built environment curriculum
This module aims to provide students with a deep understanding of sport and exercise performance at an elite level, including testing and training methods aimed at optimising performance in elite athletes and translational aspects of athletic performance to wider populations.

The content of the module gives a comprehensive overview of the most accurate and efficient evidence-based methods for performance optimisation, ranging from exercise testing, sport analysis, training strategies, injury prevention, ergogenic aids and coaching psychology.

Upon completion of the module, the student will be able to design a performance optimisation plan for an elite athlete with consideration of the multidisciplinary domains that influence performance. In addition to this, the student will also be able to translate the concepts of sport performance optimisation to the general and clinical populations, bridging the gap between elite performance and population health.
Aims - This module aims to provide a general background on fundamental statistical methods and applications in data science. It is intended for students registered on certain taught postgraduate degree programmes offered by the Department of Statistical Science, or jointly with other departments.

Objectives - On successful completion of the module, students should have an understanding of the fundamental aspects of probability and statistics sufficient to follow other taught postgraduate level modules in Statistical Science. Students should also be equipped to lead basic data analysis projects in industry and research. The module will teach students: how to use probability as a language to express uncertainty, ways of visualizing and preparing data for statistical analysis, estimation techniques in the context of applied data analysis problems, the role of algorithms in the computation of estimators, how to express uncertainty in estimation via confidence intervals and hypothesis testing, predictive analysis from the point of view of regression.

Applications - The statistical methods introduced in STAT0032 are very general, and they are used in almost all areas in which statistics is applied. In the module, we will discuss applications in the context of business, social sciences, and biology, among others.

Content - Exploratory data analysis: basic visualisation for data preparation and modelling strategy. Review of probability models, in the context of the different statistical methods discussed in the module. Hypothesis testing and confidence intervals: methods for assessing the uncertainty in the analysis. Regression: linear and non-linear methods for explaining outcomes. Point estimation, maximum likelihood and basic optimization: fitting generic statistical models. Dimensionality reduction: explaining the variability in datasets using fewer dimensions.

Key texts - Available from ReadingLists@UCL.
The Emerging Technology Review module is a group-based research module, and a compulsory part of the MSc Technology Management. The module requires students to work in groups of 3-4 and to critically evaluate an emergent technology, including:

Selecting a technology for the group to analyse
 Describing the maturity of the technology
 Evaluating the market potential for the technology
 Identifying barriers and risks to the technology’s exploitation
 Suggesting a roadmap for technology development
The students receive tutorials to prepare them for the work and present their findings in a seminar. They will prepare and deliver a 5000 words group report, present to an audience of tutors and the student cohort, and respond to questions about it.
The Dissertation module of the degree is based upon independent study. The total assessment for the award of the Master's degree must include a 60 credit Dissertation. In addition, you should note that although this is not a taught element of the course you are entitled to individual support for this element of your programme of study. You will be allocated a supervisor from the Institute of Education. The Dissertation is between 10,000 and 12,000 words.
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges.They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
During this course students will carry out supervised projects in the broad domain investigative decision making. The module aims to equip students with the knowledge and skills needed to carry out effective projects studying factors affecting decision making during the broad investigative process that occurs after a crime event. Building on their theoretical understanding of research methods, forensic psychology, judgement and decision making processes and investigative techniques, students will learn how to integrate the knowledge in these areas to achieve research and development goals. Students will design and carry out empirical investigations that are aimed at improving our understanding of decision making processes in the context of criminal investigations. After identifying a research question from a brief, students will design and develop a method to address this question. They will collect data and use a variety of methods to process, display and analyse the results. Students will learn how to interpret their results and how to communicate research findings in an effective manner. Finally, the study of decision making processes at various stages of the investigation will encourage students to consider innovative strategies for ensuring fairness and transparency in the investigation of a criminal event. This course will provide a foundation for carrying out a dissertation in the field of security and crime prevention. N.B. the module SECU0002 Forensic Psychology is a pre-requisite for this module.
The course aims to develop the students' ability to speak and understand, read and write Icelandic up to an advanced level and deepen their understanding of the grammar.
Conducting research in applied settings comes with its unique challenges and opportunities. It also requires skills that are distinct to those in academic research. Applied projects often have higher involvement from stakeholders, and they need to adhere to timelines and economic, practical, and legal considerations that are not set out with the research project in mind. 


 
  In this module we aim to equip you with the skills and practice to conduct applied research. We will discuss, learn about, and try out different research methodologies. Rather than perfecting each method, the goal of this module is to accustom you to trying out new approaches, and to give you confidence and flexibility in using novel approaches if a project requires them. 


 
  Apart from looking at different approaches, throughout the module, we will consider issues facing researchers in practice: How do I disseminate my findings? How do I approach new software / datasets / experimental designs? What do I need to consider when setting up and organising applied projects? 
  Aims of the module: 


 
   A comprehensive overview of qualitative research methods  
  
   Focus group methodology  
  
   Principles of evidence-based practice.  
  
   Meta-analysis of independent datasets.  
  
   Standardized assessment tools.  
  
   Evaluation of interventions.  
  
   Single case study methodology.  
  
   Qualitative data analytic methods (e.g., thematic analysis, IPA)  
  
   Service evaluation and clinical audit  
  
   Questionnaire design and methods  
  
   Dissemination of findings and measuring impact  
This module provides a comprehensive introduction to designing fMRI experiments and a basic introduction to analysing and interpreting the results. In parallel with the lectures, you will complete a mini-fMRI project of your own design that will involve designing and implementing the experiment, collecting approximately two hours of scanning data, analysing the results and presenting them in a short Journal of Neuroscience style paper. Each week will offer a1.5 hour lecture and a 1 hour practical session aimed at reinforcing the lecture material via hands-on experience with real fMRI data. The module is aimed at anyone planning to use fMRI in their own research.

Assessment: One 2000-3000 word written paper worth 100%
Expected content for 2022-23: This module outlines how people differ in terms of their personality and aptitudes, how we can measure these differences, and what the causes might be. Students are introduced to the subject as a specialised area of study within psychology, and the course examines a full range of theories, research and measurement techniques, and applied and research aspects of individual difference psychology. In particular, students are expected to be able to critically examine the nature versus nurture controversy in the development of individual differences. Students will study, compare, and evaluate major theoretical perspectives on personality and mental ability. The work of the most influential theorists representing the major "schools of thought" (or paradigms) in personality and ability will be examined. Relevant research evidence supporting or refuting the theoretical formulations will be reviewed, including recent evidence from the emerging field of cognitive neuroscience. Students will learn to appreciate the contributions and limitations of each individual difference paradigm, and how it has impacted on other areas of specialisation in psychology.
This advanced module is intended to provide students with the opportunity for a focused exploration of a variety of topics in political philosophy. In 2019-2020, the topic will be leadership, very broadly construed. We will consider political, economic, social, artistic, philanthropic, and cultural domains. Questions to be considered include:  What is it to lead? What is it to follow? Do all forms of social order require leaders? What responsibilities do leaders have, and to whom should they be held accountable? Does leadership require hierarchy? Does leadership require compromise? When are leaders legitimate? Readings will be a mixture of historical and contemporary meditations on these themes. They are likely to include Plato, Aristotle, Weber, Gandhi, T. Nagel, C.A.J. Coady, and O. O’Neill. 

Philosophy Area B
The aim is to build on prior coverage within the BSc Psychology with Education to provide students with an understanding of a) the ways in which psychological and neuroscientific research has informed educational practice, especially within the UK; b) how evidence-based approaches to practice might be extended in future; and c) the factors which affect the translation of research evidence into viable practice. The module seeks to:

Ensure that students have a coherent understanding of the applications of psychology and neuroscience to education
	Enable students to critically evaluate the main arguments regarding the application of research to educational practice, and the criteria by which its utility might be assessed
	Enable students to understand key instances of application within the broader context of educational provision, and the benefits and limitations of these.
By the end of the programme, practitioners should have insight into the complexities of the healthcare system and how to work collaboratively with multidisciplinary teams and service users to improve services, innovate and manage change. Practitioners will be required to complete a quality improvement project, working with others to plan, carry out, measure and evaluate a series of improvement interventions.

 This task will be written up as a written report with an accompanying abstract, and presented orally to a panel of senior pharmacists.
Outline:

The aim of this module is to introduce students to the most important astrophysical processes encountered in a wide range of nebular and stellar environments. A knowledge of these processes is an essential prerequisite for several subsequent more specialised 3rd and 4th year astronomy and astrophysics courses. The philosophy of the course is to start at the low density (nebular) limit, where microscopic processes must be considered individually and to then treat increasingly high density environments, working through to the atmospheres of stars; and finally to the interior regions where stellar nuclear energy sources are located.

Aims:

This course aims to provide an introduction to a range of important physical processes that operate in astrophysical environments, including the photoionization and recombination of atoms; heating and cooling mechanisms in nebulae and the interstellar medium; the formation of absorption lines; radiative transfer and energy transport, the equations of stellar structure and the Virial theorem; and fusion and other nuclear processes that operate in stars

Intended Learning Outcomes:

After completion of this course students should be:

Equipped with knowledge of the basic physical processes and astrophysical concepts that underline subsequent courses on the interstellar medium, stellar atmospheres and stellar structure and evolution.
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 introduces the basic principles and the process of materials selection in application- and market-driven scenarios. Structure-property relationship of engineering materials and its implication on materials selection will be discussed. It also highlights the forces of change (e.g. emerging energy and environment constraints) in materials selection and product design, and how novel materials and related technologies offer opportunities in developing innovative solutions to meet the global demand.
This module will be focused on the systematic study of phenotypes on a genome-wide scale, thus linking genetic variation to public health concerns.

Phenomics is critically important to provide traction for biomedical advances in the post-genomic era. This is why, we add to the knowledge accumulated during the previous modules (Genomics, Transcriptomics and Proteomics) by introducing up-to-date phenotype description and classification, adapted to the large-scale sequencing projects and processing of ‘Big Data’. Students will learn how to use and develop the Human Phenotype Ontology terms in clinical and research applications.
This module explores the theory, research and practice of nutritional epidemiology and public health nutrition across the developed and developing world. It is a core module for level 6. Topics addressed will include learning about the epidemiologic methods as related to public health nutrition, and about planning result-oriented public health nutrition programs, including but not restricted to:

Principles of epidemiology and evidence-based medicine

Public Health Nutrition Cycle

Food and Nutrition Policy

Dual burden of malnutrition

Agriculture, food and nutrition security - Sustainable food systems - Food waste

Health Inequalities and Food

The obesity epidemic across generations

Prevention and control programmes / management of: protein energy malnutrition, vitamin A deficiency, iodine deficiency disorders (IDD) control programmes, iron deficiency and iron deficiency anaemia in young children

Public health issues of over nutrition – The obesogenic environment

Micronutrient malnutrition; Food fortification: opportunities and challenges
This module will introduce the challenges involved in preclinical imaging along with an overview of current preclinical imaging methods (Optical, Magnetic resonance imaging, Nuclear medicine, Ultrasound), followed by detailed discussion of their application in different organs. 

The module is assessed by examination.
You will study the molecular basis of human metabolism and physiology in the context of Clinical and Public Health Nutrition. On completing this module, you should have a good understanding of the major body processes related to nutrition.

Topics include:

Important biological molecules, enzymes, co-factors and vitamins and their roles in human metabolism.
	Control of synthesis of macromolecules such as DNA, RNA and proteins.
	Metabolism of amino acids, lipids and carbohydrates and the integration of their metabolism.
	Micronutrient metabolism.
	Energy metabolism and its homeostatic control.
	Acid-base and fluid homeostasis and its importance in controlling metabolism.
	Functional foods.
	100,000 genome project.
	How nutrients can modulate gene expression.
	Nutrition and the life-cycle [from conception to old age].
The course is designed for advanced level students requiring the language for professional purposes. It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations and meetings. The course covers career development in the target language countries, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject. The course will enhance knowledge and use of linguistically complex structures (a variety of styles and registers from a range of authentic material). Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
This module will provide you with an opportunity to examine the bases for contemporary primary practice and to critically review recent developments in primary education in the UK and internationally. The ways in which theory and research in different disciplines (philosophical, historical, psychological and sociological) can inform and illuminate primary practice will be discussed.
Throughout the module, you will be encouraged to share and reflect on your varied experiences of primary education and to consider implications of session content for your professional practice.
The course is designed for very advanced level students requiring the language for professional purposes.
It comprises knowledge and understanding both of the structure of the language and its use in professional environments, such as presentations, meetings and conferences. The course covers career development in the target language country, business culture and conventions, negotiating and interacting, reading specialist texts (i.e. in the student’s main degree subject e.g. engineering), note taking and debates as well as other related topics. These areas will be related back to the student’s degree subject.

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

Various transferable skills will also be further developed.

For full module details please see the CLIE language modules site at https://www.ucl.ac.uk/languages-international-education/study/modules
Throughout its history, Italian cinema has shown a particular interest in the mixing up of fiction and reality through the production of films that combine documentary elements with fictive ones. This module will be focused on examples that move along the whole spectrum between documentary and fictional film. The lectures will provide the students with the historical and social background to the films and with a range of film-critical terminology that will be applied to the material introduced by the module tutor. Furthermore, various topics, such as the cinematic representation of power, the struggle for civil rights, the anthropological analysis of disadvantaged realities and the influence of media, will be investigated and discussed during the lectures and the subsequent seminars. 

Please note that some films contain graphic descriptions of violence. 
The aim of this module is to relate theoretical knowledge developed through the core courses of the programme to real-life situations. In doing so, the module will foster awareness of professional identity and of the purpose and role of the professional librarian; encourage a broad view of the professional skills as applicable to a variety of employment sectors; promote an understanding of the relationships between the other courses in the programme; identify pervasive trends in the profession; promote awareness of current social and political issues including equality, diversity and inclusion; and support a critical and analytical approach to professional activity. 

For full-time students, this module includes a 2 week work placement that takes place in late April/early May.
This module combines a survey of policy evaluation methods, including qualitative, quantitative, and mixed-method approaches, with a deeper discussion of the connection between a phenomenon, measurement, interpretation and, ultimately, decision-making.

Students will also engage with literature on how policy-makers use and interpret evidence and how this shapes their decision-making. This will be explored further through the use of case studies
The module will allow students to acquire the theoretical and practical principles of routine obstetric ultrasound in low risk pregnant women. The student will learn the basic principles of the ultrasound physics, ultrasound machine framework functionality and safety, principles of screening in obstetrics according with national and international guidelines. The student will spend time in the Ultrasound Screening Unit at UCLH scanning low risk pregnant women to learn how to perform a screening scan in pregnancy. The student will acquire competencies in first trimester nuchal screening, anomaly screening, growth assessment, maternal and fetal Doppler, cervical length assessment according with national (FASP) ad international guidelines (ISUOG).

Independent work will consist of background reading and case presentation of specific fetal anomalies that were observed during the clinical component.

E-learning will consist of directed learning via web-based lectures in the field of fetal medicine.
‘Research Methods for Social Epidemiology’ is a module that is designed to familiarise you with and develop research skills used in epidemiological and public health. In addition to the general concepts of research methods, practical aspects will be also emphasised. There will be a focus on critical appraisal of evidence in quantitative research and successful grant proposal writing. Apart from the quantitative element, there will also be an introduction to qualitative research methods.

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


	Compare and contrast qualitative & quantitative research methods in terms of theory, data collection and analysis
	
	
	Describe and understand strengths & limitations of epidemiological study designs
	
	
	Critique evidence surrounding a defined quantitative research topic
	
	
	Formulate a research question, objectives and hypotheses
	
	
	Define and justify a study design to address a particular research question
	
	
	Propose how to identify and take account of potential sources of bias
	
	
	State how issues of confounding and effect modification will be dealt with in their study
	
	
	Draw on the knowledge and skills described above to prepare a grant proposal on a standard proforma in response to a funding call
	

This module is compulsory for all students on MSc/Dip Social Epidemiology and MSc Dental Public Health programmes.

Subject to places being available, the module is also available for other postgraduate students from across UCL such as MSc Population Health, and MSc Global Health and Development. Spaces on this module are limited to 70.

Sessions are varied, with most involving a discussion, practical session, small group work or a computer-based practical. All course materials will be posted on Moodle. Some reading materials may be distributed in advance and you will be asked to read these prior to the session. Important announcements will be made in “News forum” on Moodle.
‘Health Related Behaviours and Cognitions’ is a module an overview of key health psychology theories and constructs and how they are applied. Topics covered in this module include a general introduction to health psychology and generic skills for postgraduate students, models of health behaviour, symptom perception, risk perception, habits, self-regulatory models and illness representations, smoking cessation, exercise and health, as well as diet/nutrition and health.

By the end of this module, you should have been provided with:


	A state-of-the-art overview of key health psychology theories and constructs
	
	
	An understanding of how these key theories and constructs are applied to explain and predict commonly studied health-related behaviours (including dietary consumption, exercise, and smoking)
	
	
	An understanding of how these key theories and constructs are applied to explain and predict health outcomes
	
	
	An overview of qualitative research methods.
	
This module is compulsory for all students enrolled on the MSc Health Psychology. Spaces are limited to 60.

Teaching will take place in the form of lectures.
In this module, we look more at the ‘politics’ of science communication, understanding that the act of science communication produces knowledge and social worlds at the same time. Looking at a series of real world case studies from science communication practice, we will reflect on the role of science communication in creating identities, knowledge and ways of being in the world, as well as to consider the factors that go into communicating science effectively for social change and social justice.
The course covers the dynamics of volcanic processes from theoretical and observational volcanology, and includes study of: effusions of lava flows and domes; explosive eruptions: phreatic, strombolian, hawaiian, vulcanian and plinian; magma rheology and dynamics; fracturing of volcanoes; eruption forecasting; hazard evaluation and mitigation.

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

effusive eruptive mechanisms;
	explosive eruptive mechanisms;
	eruption precursors and eruption forecasting;
	volcanic hazard evaluation and mitigation.
This module will provide you with an overview of the discipline of health economics, in-depth knowledge of economic evaluation and how the different methods are operationalised, and an ability to critically appraise economic evidence, and a broad understanding of the different healthcare financing systems globally.  These are all topics that are essential for effective healthcare management.

You will be introduced to a number of topics that will then be coupled with discussion questions that you will engage with to enhance your understanding and knowledge.  

Module Content:
1.    Introduction to the economics of health and health care (what it is, what makes it unique, important concepts)
2.    Introduction to economic evaluation (historical, need for it, comparative analysis, incremental approach, ICER)
3.    Types of economic evaluation (CMA, CEA, CUA, CBA, CCA, plus RoI and Budget impact, merits of each, and audience)
4.    Estimating Costs (identifying, measuring, valuing; sources; discounting, inflation, international prices)
5.    Outcomes (clinical, QALYs, monetary benefits; identifying, measuring, valuing; sources; DALYs)
6.    Applications of economic evaluations (clinical trials, decision analytic models, systematic review/meta analysis, checklists to appraise quality)
7.    New developments in economic evaluation (equity informed economic evaluation, use of RWE, rapid evaluation, beyond QALYs)
8.    Introduction to health financing (definitions, sources, types of systems, evaluation of effectiveness of health financing)
9.    Health insurance (theory, market failure, role of government, types of health insurance models: public/social, private, HMOs, PPOs)
10.  Priority Setting (rationing, evidence base, burden of illness, cost effectiveness thresholds, efficiency vs equity)
Business module, compulsory for students on MSc of Telecommunications with Business

The objective of this module is to deal with the application of theory to the practices encountered in the real life of a service operator.

It presents the best practice in operations and customer service across the industry.

Syllabus covers:

Managing Customer Experience (Retaining customers by effective relationship management:
understanding the needs of the 21st century customer;
 managing the customer experience both off-line and on-line.);
 Organisational Climate (The role of organisational climate and culture in successfully managing your internal and external customer relations.);
Customer Service Principles (Exploration of the relationship between QoS and network/service performance; service management; call-centre management; and service economics.);
 Customer Service and Network Management Systems (The principles of network management and service management; support systems, their architectures and economics; models such as eTOM and ITIL are examined.);
 Field Operations (The principles, processes and cost drivers of the operational aspects of providing customer service, including field force organisation and cost-quality trade-offs.);
 Network Planning (The principles of planning, dimensioning and capital budgeting of all network sectors, including the relationship with the business planning process.);
 ICT Project Management (Planning & designing ICT projects; project and programme management; project portfolio management; assessment and management of risk).
 Risk Management – theory and case studies of applying risk management by a Telco.
 Cyber security:
Cyber risk environment
 Categories of attack – DDOS, etc
 Mitigation techniques
Managing sales in a Telco environment
The content of this module explores ESOL theories and frameworks. This module has been developed for an international cohort. It will provide the theoretical foundations to enable further study in the field for students with little or no experience of classroom teaching.

In this module you will be:

Exploring and critically evaluating theoretical and research literature related to adult language and literacy acquisition and development
	Examining critically the methodologies, approaches and techniques derived from these theories
	Examining the impact of new technologies on the nature of language processes and pedagogies
	Analysing the processes involved in reading writing, speaking and listening and how this impacts on teaching
	Applying linguistic knowledge to developing reading and writing, speaking and listening skills at text, sentence and word level
	Applying accepted educational research methods to evaluate a theory of language or literacy acquisition
This is one of the core modules for the TESOL Pre Service MA programme.
Aim:

You will broaden your understanding of social science teaching in the wider context, especially related to Assessment for Learning (AfL).

Outcomes:

You will:

- learn how to assess social sciences in creative and innovative ways and support preparation for examinations;

- critically evaluate issues of formative assessment in social science and how schools use formative assessment to support learning;

- track students over time to understand more about their progress attainment.
Aims:

To introduce students to cutting-edge research methods in software engineering emphasising the close reading of research papers and the critical, yet balanced, evaluation of research ideas.Learning outcomes:

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

Identify research areas in software engineering, discuss their seminal problems and solution techniques.
	Critically review and discuss research papers in software engineering, and evaluate the strength of evidence.
	Understand how papers are reviewed and accepted at conferences and journals.
	Explain the variety of research methods used in software engineering and identify what research method is appropriate in what context.
	Students should also gain a good knowledge of a number of areas of research carried out in the Software Systems Engineering group.
Content:

This module will teach students how to conduct research in software engineering. It will introduce them to seminal papers and the cutting-edge research that UCL faculty are pursuing. The module will begin by discussing what research is from the point of view of software engineering. It will discuss finding, evaluating and formulating research ideas. This module focuses on helping students develop the skills and habits needed to closely read research papers.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 good standard of computer literacy and programming.
You will have an introduction to the disorders of consciousness, epilepsy and stroke. The topics include neurosurgical aspects, ischaemic vascular disease, haemorrhagic vascular disease, transient loss of consciousness and epilepsy, coma and sleep, neuro-rehabilitation. Learning is through online interactive lectures and will be facilitated through tutor and student interactions through the online forums.

On completion of the module, you will be able to apply the knowledge to form a differential diagnosis and plan management for stroke and common epilepsies. You will be able to better diagnose patients presenting with disorders of consciousness.
In this course, with basic knowledge of machine learning (ML) you will learn in-depth ML algorithms and data analysis focusing on recent techniques, such as deep learning with neural networks (convolutional and recurrent neural networks). Methods in supervised learning, unsupervised learning and reinforcement learning are introduced in the course as well as practical techniques and tips to effectively build and maintain codes for various applications. This is an intensive, practical course for people wanting to gain hands-on experience of modelling and analytic ML techniques.

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


	Be familiar with widely-used ML algorithms
	
	
	Create structured code for practical implementation and reproducible research
	
	
	Know the general approaches to optimize the models
	
	
	Understand how to build advanced ML models to solve supervised and unsupervised learning problem
	
	
	Understand how does reinforcement learning work, and how to implement it in practice
	
	
	Understand the mathematics necessary for constructing ML solutions.
	
	
	Work with a range of dataset, e.g. labeled data, clinical data, time series data, etc.
	
	
	Be able to design and implement various ML algorithms in a range of real-world applications..
	
You will learn though a combination of lectures, invited speakers, problem classes and group work.

Deep Learning, Ian Goodfellow and Yoshua Bengio and Aaron Courville

Deep Learning with Python, François Chollet
The course will cover a range of advanced statistical techniques and methodological approaches used in records research. In particular:


	More advanced regression techniques, including logistic regression and Cox modelling,.
	
	
	Methods for handling missing data with a focus on multiple imputation.
	
	
	Introduction to causal inference: This part will cover
	

	Association vs causation
	
	
	Potential outcome framework
	
	
	Causal diagrams
	
	
	G-methods
	
	
	Assumptions that underlie all causal inferences
	
By the end of the module, you should be able to:


	critically assess and use a variety of statistical methods and approaches relevant to electronic health records research;
	
	
	select appropriate methods to draw causal inferences from data sets;
	
	
	demonstrate an understanding of the principles and assumptions of the various statistical approaches and be able to critically evaluate these;
	
	
	design an appropriate analysis plan to address a specific research question;
	
	
	demonstrate knowledge and understanding to support the choice of appropriate statistical methods to answer a range of questions.
	
You will learn though a combination of lectures and computer-based practicals using Stata and R.

Kirkwood & Sterne (2010) Essential Medical Statistics. Malden, Mass. : Blackwell Science

Kenneth J. Rothman, Sander Greenland, Timothy L. Lash (2008) Modern Epidemiology. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins

Kenward, M. G., & Carpenter, J. (2013). Multiple Imputation and its Application. Chichester: John Wiley & Sons

Kenward, M. G., & Carpenter, J. (2007). Multiple Imputation: current perspectives. Statistical Methods in Medical Research, 16(3), 199-218

Hernán MA, Robins JM (2019). Causal Inference. Boca Raton: Chapman & Hall/CRC, forthcoming
Module Outline:

The aim of this module is to expand upon the concepts and supporting factual material introduced in first year inorganic chemistry and to explore the varied aspects of main group and transition metal chemistry. An additional aim is to develop both the theoretical and descriptive aspects of inorganic chemistry in order to provide a sound foundation for a wide range of third and fourth year courses.

Module Aims:

To provide an introduction to the use of molecular orbital (MO) theory as applied to heteropolyatomic molecules, as exemplified by p-block hydrides
	To provide an understanding of bonding in transition metal complexes, through the framework of ligand field theory
	To provide an understanding of crystalline solids in terms of structure types, and how crystal structure can be determined experimentally
Teaching and Learning Methods:

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

Tutorials: Your learning is supported by weekly tutorials lead by an academic staff member, the questions for which will be available on Moodle in advance. It is expected that you review the lecture material and attempt the questions prior to attending the tutorial. Tutorials are designed as an opportunity to receive feedback on your understanding of the module material, hence preparation is essential if you wish to derive the most benefit. Tutorial attendance is monitored and 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 (tutorial questions, additional questions available on Moodle and past exam questions); and further reading in textbooks and online.
Aims:

The module aims to develop modelling concepts and simulation skills to consider complex process design in the context of safety and sustainable process plant development.

Learning Outcomes:

On completion of this module, the students will be expected to be:

able to develop computational models for complex plant items;
	able to use contemporary simulation tools to modelling process behaviour;
	able to make informed decisions on process design based on conflicting and missing information in the context of safety and sustainable process plant development
Synopsis:

The following issues will be considered:

process systems engineering
	process modelling
	process synthesis
	process optimisation
	dynamic simulation
	control system design
Lectures, tutorials and e-learning resources will provide training in the techniques and tools required to carry out design projects applying advanced design concepts and computational tools. 
This module will introduce you to the civil engineering profession. In particular it will introduce commonly used tools, and the professional skillset and behaviours needed to be a successful civil engineer. Specific components will include: introduction to professional practice in civil engineering, critical thinking and problem solving, team working, ethics for engineers, sourcing information and technical literature, visualization, introduction to engineering drawing and sketching, introduction to AutoCAD, introduction to Geographic Information Systems (GIS), industry standards and professional conduct. All material will be discipline-specific to Civil Engineering. The aim of this module is for you to develop your awareness and knowledge of key professional skills required in Civil Engineering today. You will draw on these skills across a range of activities during your first year, including: Challenges, Scenarios A & B, and the Lampeter surveying field course. The course is delivered by lectures, drawing workshops and software practicals.

Learning Outcomes

Ability to self-appraise against a number of key development objectives, linked to the chartership process for civil engineers;
 Development of knowledge in the main topic areas outlined above;
 Development of software proficiency in AutoCAD and GIS;
 Improvement of communication skills through the development of proficiency in technical drawing and sketching.
Reading List:

ICE. Civil Engineering Procedure. 2015. 7th Edition. ICE Publishing: London.
Engineers are known as problem solvers, but it is also important to remember that any solution they design must make economic sense. Financial Aspects of Project Engineering addresses this challenge, examining the economic and financial underpinnings of project engineering. The aim is to explore a diverse range of analytical techniques and tools in financial and project management, as well as the most current, state-of-the art thinking in finance and economics, for application to engineering problems. The module features a real case-study project component. This, in combination with support from industry experts, ensures the module is grounded in the latest practical advancements.

Learning Outcomes

Understand the importance of finance and economics in engineering projects
	Demonstrate knowledge of financial decision making techniques
	Know something about the structure of companies
	Interpret a company's performance and status from its published financial accounts; balance sheet, profit
	and loss account and cash flow statement
	Prepare a project S-curve, budget and cash flow forecast
	Make allowance for interest payments
	Undertake how to undertake simple project planning using Gantt Charts, Critical Path Analysis and associated techniques
	Understand how to evaluate projects using techniques such as payback period and NPV
	Carry out a basic project risk analysis
	Demonstrate knowledge of life-cycle cost analysis
This is the practice-based dissertation module for the MA Digital Media: Production. All students undertake an independent lab-based design project, which culminates in a design portfolio including games, animation, visualisations and interactive experiences, incorporating evidence of the design process, the final artefact, and a practice-based dissertation of 6,000 words. This is a compulsory module for students taking the MA Digital Media: Production route only.
This is the dissertation module for the MA Education and Technology. This comprises a 20,000 word piece of independent research or a 10,000 words dissertation plus a functional interactive educational technology prototype. This module can also be facilitated for Distance Learners.
The module takes a theoretical and critical approach to five key issues in contemporary English education: multimodality and new literacies; the literary canon and the teaching of literature; issues of gender, identity and diversity; the teaching of writing (including the teaching or not of ‘grammar’); culture outside the classroom (culture, texts, social practices); creativity; and notions of communicative repertoire and how they relate to English teaching in the classroom. Over the course of the module, tutors will begin the process of introducing participants to the university library and its role in supporting study at Master’s level.  
 

Assessment: One Summative assessment (5,000 word essay).
This module will enable students to operationalise remotely sensed Earth observation data for informing decisions on environmental hazards arising from a changing climate, specifically in relation to (a) urban areas and (b) future urban sustainability. Firstly, the module presents an overview of the core concepts, methods and practices used to pre-process imagery underlying the discipline. Building upon this, the content focuses on advanced methodologies to extract meaning from Earth observation data and combinations of spatial data. It will examine and provide specific applied examples of achievable local, national and international policy modifications to incorporate spatial data and analytical requirements allowing data-driven optimisation of resources, maximising investment, environmental and sustainability outcomes. The module has a large practical component that is primarily taught in the R data science programming language but will briefly cover some specialist tools such as opensource geographic information systems software and cloud computing. Students will gain an operational knowledge of Earth observation data that can be drawn upon in future research or employment. The practical book for the module is available online for more detail on weekly content, however this can change annually: https://andrewmaclachlan.github.io/CASA0023/
This research module introduces students to methods of data visualisation within cities and the built environment, with a focus on 2D and 3D spatial visualisation using web-based technologies. The project is group-based, running as a series of workshops through term two, and group work in term three, culminating in a presentation of group outputs at the end of the final term. The module builds upon the taught sections of the course (CASA0005 Geographic Information Systems and CASA0013 Foundations of Spatial Data Science), creating connections between mapping, modelling, and visualisation, and giving the students an opportunity to create a powerful and coherent portfolio of visual content.

Module aims-
Learn to create visualizations from scratch; build confidence in understanding and manipulating spatial, attribute and spatio-temporal data.

Link GIS to programming and visualization techniques, particularly using web-based technologies.

Understand cartographic design principles; successfully apply appropriate visualisation methods for different data types and research questions.

Understand the advantages and design challenges of interactive visualisation methods; design relevant levels of user interaction for different applications and audiences.

Develop skills in communicating research outcomes using engaging and concise visualisation methods. Experiment with new research-led visualisation methods.

Provide students with a relevant intellectual toolkit for future research and professional development.
This module provides a broad overview of healthcare systems, services and technologies and their facilities. It includes a wide-ranging introduction to the cultural, economic, and health status of a society as the context for its healthcare facilities. It explores concepts of health needs together with health policy, service delivery patterns, and the built environment response. In addition, the module will also explore the needs of patients in physical health care settings. These issues provide opportunities to support the key elements to capital planning processes such as business case development, option appraisal and the interaction of the briefing and design process.
Research project module designed for MSc Biomedical Sciences students, a programme within the department of Biosciences, Faculty of Life Sciences. Masters projects span a very broad range of topics and use a wide range of model organisms such as mice, fruit fly, or zebra fish. Life sciences research is undertaken across a range of research departments and associated institutions. Links to these departments and information can be found on the UCL web sites.

Research Department of Genetics, Evolution & Environment - GEE

Research Department of Neuroscience, Physiology & Pharmacology - NPP

Research Department of Structural & Molecular Biology - SMB

Research Department of Cell & Developmental Biology - CDB

MRC Laboratory for Molecular & Cellular Biology - LMCB
This 15-credit module is designed for students whose principal discipline is not Biochemistry, but whose interests lie in the broad area of biological sciences. It is primarily a lecture-based module with tutorials and a dry lab practical on protein structures. The module covers key topics in protein structure and function. The depth of understanding of these topics that the students will attain will equip the student for final year studies in non-molecular based fields of biological science such as Anthropology, Psychology, and Physiology, or in some cases Human Sciences.

Building on the basic knowledge of biochemistry established in BIOC0001 students will study major aspects of modern protein structure and function.

Lectures will cover four main areas:

Basics of protein structural folding and bioinformatics
	Protein structures of haemoglobin, collagen and membrane proteins and how these relate to their function
	Enzymology (basics, two-substrate enzymes, reversible and irreversible inhibition, allostericism, regulation) and Endocrinology (pituitary, thyroid, steroids)
	Therapeutic proteins (antibody structure and function; other proteins, enzymes and peptides used in therapies)
Module Summary: This introductory optional module looks at some of the key issues and competences required within the built environment disciplines in context of quality and project management. The module takes a systems thinking focus, introducing concepts such as complexity through the lens of contemporary construction project management. The module explores the principles of procurement and contract selection and relates this to the strategic objectives of the promoter.

The aims of this module are to: 

Develop students’ awareness of core project management concepts relevant to the built environment including he project life cycle and the RIBA Plan of Work
	Introduce students to the commonly used methods of construction project procurement and contract
	Develop students appreciation of the complexity of construction projects through the application of systems thinking
	Introduce students to the standard methods of project evaluation
	Introduce students to the principles of design quality assessment through the application of standard methodologies
	Develop students awaress of benefits realisation management in the context of building projects
To provide the basic principles of bioprocess analysis and design. This will be achieved by first introducing students to the concept of whole bioprocess sequences and process flow sheets. Mass balance techniques for the key unit operations within the bioprocess sequence will then be taught.

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

Learn the fundamental principles underpinning the main bioprocess unit operations.
	Understand the principles of mass and energy balancing and how this is used in process analysis.
	Familiarise with primary separation processes and conduct mass and energy balances on these.
	Learn different methods of product release by homogenisation, conduct an analysis of selective release options and consider the impact of product release on subsequent unit operations.
	Understand the principle of chromatographic beds and beads function, be able to interpret adsorption isotherms and modes of action and conduct a mass balance analysis of chromatography operations.
	Familiarise with formulation and product dose forms suitable for biological medicines and with the definition of drug substance and drug product.
	Apply design principles and define process specifications for different biopharmaceutical process examples
This is a 30 credit design module in the MArch Bio-Integrated Design in which students will be introduced to the programme’s experimental design culture through a series of short projects.
Numerous seminars and workshops with invited experts in the field such as architecture, product design and material science, biology will underpin the students design explorations that will be done individually in the first weeks and in groups until the interim reviews. The projects are inherently design oriented, but they are also important to engage students with new research agendas in which they learn the basics of biological/ecological thinking, growth and lab protocols, speciation, bioreceptivity concepts, environmental and water dynamics, along with material considerations.
An introduction to related theory for the programme is given that relates to the work being undertaken by design thesis tutors, and related work in the field including industry context. A historical background to manufacturing principles and protocols is also given. Different agendas that might drive the design of components and assemblies is discussed such as: differing industry standards, economic constraints, technical specifications and international trade.
This course provides an introduction to the main exploratory multivariate techniques in use in archaeology, namely cluster analysis, Principal Components Analysis (PCA), Correspondence Analysis (CA) and Discriminant Analysis. Extensions of these techniques, such as bootstrapped or detrended CA will also be explored. The course concentrates on the use of these techniques: what types of data they can examine, how to interpret the results, the pit-falls in the use of these techniques and so on. Wherever possible, the details of the underlying mathematics will not be examined in any detail.

Aims of the course

A knowledge of the main multivariate statistical techniques used in archaeology.
 Practical experience of undertaking these analyses using the R statistical system.
 The relative strengths and weaknesses of the various techniques
Objectives of the Course 

Choose and apply the appropriate techniques for various data sets and questions you may encounter.
 Be able to interpret the results of your analyses and identify potential problems.
 Report on your analyses in a appropriate manner.
Teaching Methods

Teaching will be by a mixture of lectures and supervised practical sessions. Classes will consist of two hours per week. Practical classes will normally involve direct supervision for one hour, often followed by a further hour during which time the tutor will be available to help as you work through exercises on your own.

You will also be given data sets to examine during the week between classes which will then be discussed at the start of the following week allowing you to gain practical experience in analysis and interpretation.

This course is assessed by means of a total of 4000 words of coursework consisting of a single data analysis project. You will be expected to identify a suitable data set with associated problems.

https://www.ucl.ac.uk/archaeology/study/graduate-taught/courses/exploratory-data-analysis-archaeology
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.
Only for affiliate students at UCL in Term 1 only.

 The module is aimed at students who already have an upper intermediate knowledge of Russian. It solidifies knowledge of verbs of motion, and more advanced aspects of grammar, expands vocabulary to about 3000 words, and develops such spoken and written topics as “Work and Life”, “Family and Family Relations”, “Young People and Society”, ”Politics and Society”, “Economics and Society”, "Russian and Contemporary Global Issues" etc.. Articles from Russian newspapers, Russian news video clips, popular songs supplement the textbook. Equal emphasis is paid to speaking, writing, reading, and listening skills. There are regular tests and students are expected to use the on-line workbook to reinforce their knowledge.
This module is for 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 focus is on the deployment of ambiguity (plurisignation), metaphor-and-metonymy, irony, and other tropes in (artistic) texts, including semantic repetition and parallelism, paronymy, and sound-symbolism. The method is close reading in class of a small number of short texts in their original languages. This kind of reading is achieved by morpheme-by-morpheme glosses and detailed semantic and cultural notes and suggestions for further (especially secondary) reading.
All cell processes are regulated by signalling pathways. The correct regulation of cell processes is critical for the development and homeostasis of animals whereas dysregulation of these processes results in diseases as diverse as diabetes, schizophrenia and cancer. Taking advantage of the outstanding research environment at UCL, this course will consist of a series of lectures and associated journal clubs presented by research scientists of international renown. The lecturers will discuss the signalling pathways that regulate distinct cell processes such as such as proliferation, cell:cell communication, motility, differentiation, fertilisation and cell death. Each researcher will focus on their own research strengths to present an overview of the field, followed by a presentation of work from their own laboratory. The associated journal club will discuss a recent innovative piece of work related to the research area.

Indicative Lecture lists (based on 2021/22 syllabus)

Introduction to Cell Signalling
	Ras Signalling
	Insulin/IGF-1 Signalling in Growth, Metabolism and Ageing
	Inositol Pyrophosphate Signalling
	New Concepts in G Protein-Coupled Receptor Signalling
	Protein Degradation
	Wnt Signalling
	Prostacyclin Signalling in Heart Disease
	Inflammation
	Dynamics of Cell Cycle Transitions
	Stromal Immunology
	Vascular Endothelial Growth Factor (VEGF) in the Nervous System
	TGF-beta Superfamily Signalling: Mechanism and Function
	Signalling in Neuronal Repair
	Mechanical and Physical Signalling
	Cell Polarity
This module aims to introduce students to key areas in the field of psychology including biological, developmental and social psychology. You will learn about how psychologists conduct research in these areas, key models, theorists and theories across these areas of the field and how psychological models can be applied to understand and solve real world problems. This is a foundation module which will enable you to then build and further develop the depth and breadth of your knowledge and understanding of psychology.
This module aims to introduce students to key areas in the field of psychology including cognitive, clinical and humanistic psychology as well as conceptual and historical issues in the field. You will learn about how the field developed, key models in the field and how psychological models can be applied to understand and solve real world problems by discussing the field of clinical psychology. This is a foundation module which will enable you to then build and further develop the depth and breadth of your knowledge and understanding of psychology.
This module explores issues that are emerging in the 21st Century and why these may affect learning and teaching in formal educational settings.  The most significant challenges facing executive leaders of education settings in the current century are the provision of a curriculum which accommodates the need to develop learners to deal with the impact of globalisation and the need to review the learning environment to incorporate use of portable digital devices and artificial intelligence (AI). 
This module explores contemporary issues concerning access to legal advice, representation and ‘justice’ within the legal system including examination of the impact of Covid-19 on the delivery of justice.

The LLM Access to Justice module explores contemporary issues concerning public access to legal advice, representation and ‘justice’ within the legal system and the role of access to justice in mitigating inequalities and promoting social justice. We will explore the principle of access to justice as central to the rule of law, how unmet legal need can exacerbate inequalities, and how Covid-19 has impacted access to justice issues. 
This module explores contemporary issues concerning access to legal advice, representation and ‘justice’ within the legal system including examination of the impact of Covid-19 on the delivery of justice.

The LLM Access to Justice module explores contemporary issues concerning public access to legal advice, representation and ‘justice’ within the legal system and the role of access to justice in mitigating inequalities and promoting social justice. We will explore the principle of access to justice as central to the rule of law, how unmet legal need can exacerbate inequalities, and how Covid-19 has impacted access to justice issues. 
The topic for 2022/23 will be 'Science, Identity and Global Perspectives'.

Where, how, and why differing groups encounter and are defined by science matters. In this module we explore how science affects people’s lives in different ways and how different identities both shape, and are shaped, by science. Taking a global lens, we will explore how science and technology are co-constructed alongside the intersections of gender, 'race'/ethnicity, class, sexuality, disability, age and other factors that affect our life chances and our identities via a historical, sociological and political lens. For instance, what do assistive reproductive technologies (such as IVF) mean for how we understand gender and sexuality?  How are science museums ‘whitewashed’? What role has science played in our understanding of ablebodiedness? How has western science been shaped by colonial interests and identities? How have some non-western sciences developed to subvert and resist colonial rule. The module is interdisciplinary and will draw on a wide range of concepts from philosophy, sociology, anthropology, history, cultural studies, and STS.
Data centres and edge-computing form the backbone of Cloud systems. Data centres can grow to
warehouse-scale computers formed of hundreds of thousands of servers running most of our online
services and applications. Meanwhile edge-computing is aiming at performing data processing at the
edge of the networks, near the source of the data to support latency sensitive applications and
supports a wide range of technologies. This module will provide fundamental technical details on how
to design a Data Centre network from switch technologies and architectures, to network protocols,
topologies and interconnects while delving into advance solutions for future systems. Furthermore, the
module will use technical research papers from recent years in top venues to the topics of edgecomputing
as well as hands-on python based labs to simulate edge-computing systems.
Research on nanostructures has revolutionized the field of optics and optical devices. This course will focus on unique optical properties of structures with dimensions smaller than the optical wavelength. From the fundamental principles to the latest advances in research, the course will explore light-matter interactions on the nanometer scale, size effects in small objects and the use of nano-structures in modern optical devices. The aim of the course is to provide an introduction the diverse field of nano-optics.
This optional Year 1 module introduces students to some of the key issues affecting the contemporary global education context. The module focuses particularly on Robert Arnove’s notion of education as being a “dialectic between the global and the local” (2007), by stressing the ways in which formal education systems represent local needs, cultures and histories while also reflecting wider global influences. Some of the key issues discussed include: the impact of global testing regimes; the rise of ‘internationalisation’ strategies in schools and universities; and the tensions and opportunities afforded by increasing multiculturalism, both in the UK and elsewhere.
This module aims to give you a basic understanding of acoustics, the physical principles of operation of the auditory system, the science behind the measurement of hearing function, and an introduction to psychoacoustics. A dual approach is taken, sometimes stressing the biophysical principles, and sometimes taking a more abstract approach in how to characterise the signals and systems so prevalent in hearing science.

Essential Maths and Physics Revision: You will be expected to have a working knowledge of basic maths and physics up to GSCE GRADE A. It is not in the remit of this Module to review or teach elementary maths and physics.

This is a compulsory module in the MSc / PG diploma Audiological Science, Audiological Science with Clinical Practice, and the Advanced Audiology: Audiovestibular Medicine pathway.
This module will provide an intermediate experience of film documentary, building on the short film-making in the Year 1, Term 2 Making the Media module. This module will provide an introduction to the history of documentary film, kino-pravda and cine-verite and to contemporary theories and practices of documentary rhetoric and art in the age of Youtube and “fake news”. Students will research, script, shoot and edit their own short documentary film.

NOTE: this module belongs to:

PATHWAY 1: Critical Media with Film – an emphasis on theory, but with a throughline of practical work in film-making running through Years 2 and 3. This pathway will follow the theory modules and all the practice modules in film up to advanced level. 

PATHWAY 3: Media Practice – an emphasis on design in both Film and Games/VR/AR/XR, with options in critical theory to complement this. This pathway will follow all the practice modules in both film and games up to advanced level, along with selected theory modules.
This module examines a number of different perspectives on the economy of cities and regions as these apply to a number of salient trends and features of cities and urbanisation – urban form and structure, specialisation and diversity, agglomeration, suburbanisation, gentrification, the housing crisis, inequality, deindustrialisation and the rise of the creative economy etc.

The module is designed to produce an understanding of:
different perspectives on the economy of cities and regions;
key historical and contemporary developments in the economy of cities and regions;
basic empirical methods for describing the economy of cities and regions;
the relationship between planning, urban policy and urban economies; and
how the various trends and processes in the different subjects covered may vary internationally.
This module will provide an overview of research methods approaches for the arts and sciences

Sessions will consist of interactive seminars combining research lectures and group discussion. Topics will include an initial lecture on ‘Mixed methods approaches in arts and sciences’ and then specific lectures focusing on innovative methodologies from different disciplines, for example:

ethnographic and sociological methods
	creative methodologies
	historical and archive-based methods
	systematic reviews and meta-analysis
	health, cognitive and clinical psychology assessment
	neuroscientific approaches
	biological techniques
	epidemiological and statistical approaches
	ecological and systems-based approaches
The module will include guest lectures from specialists in different disciplinary approaches and group discussions focused on set reading each week.

This module is taught on the UCL EAST campus in Stratford.
In his famous book The Age of Extremes: The Short Twentieth Century, 1914–1991, Eric Hobsbawm describes the disastrous failures of state communism, capitalism, and nationalism. Nowhere was the tragedy of the twentieth century more apparent than in the Balkans. What initiated as the dawn of an age of liberation from old Empires and catching up with the rest of the continent turned into a century of wars and violence between new nation states or within them coupled with their perpetual if not increased lagging behind the rest of Europe. This course will combine a chronological and thematic approach in order to explore the political, social, cultural and economic factors affecting such an outcome. It will look at foreign influence as well as domestic agency with the aim to unravel the great changes and lost opportunities of the recent dramatic history of the Balkans. Dominated as it was by conflict and oppression the twentieth century in the Balkans was also the time of great transformations and brilliant achievements of many Balkanites, whose trajectories will be illuminated both in lectures and reading.

There are three mutually interrelated aims of the course: 1. To acquire a body of knowledge relating to the history of the Balkans in the twentieth century, including an understanding of key historiographical debates; 2. To develop a nuanced understanding of broader concepts and methodologies relevant to the study of history; 3. To develop a variety of analytic and research skills, including the structuring of complex arguments, the assessment of secondary literature and historiographical debates, primary source criticism, and map skills. While our aim is to give the student a framework for understanding the totality of modern South-East European history and culture, students with an interest in a specific country will be able to set that subject against a broader Balkan (and European) background and submit coursework on their country of choice.
This module focuses on the history and development of Hong Kong cinema from the 1950s to the present day. We will investigate and explore the historical development of Hong Kong cinema from socio-political, cultural, economic, and industrial angles, focusing on various popular genres (including melodrama, wuxia (swordplay film), the crime film, period action drama, romantic comedy), different film movements and modes of production (including the Hong Kong New Wave), aesthetics, and the impact that local, regional and international markets have had. We will analyse films by key directors including Tang Shu-shuen, Allen Fong, Tsui Hark, John Woo, Ann Hui, and Johnnie To, and assess how their films also help us to critically analyse Hong Kong’s history, society, politics and culture. We will pay special attention to how momentous historical events, including the 1967 riots, the signing of the Sino-British Joint Declaration in 1984, and the 1997 handover impacted Hong Kong cinema and how filmmakers negotiated these events in their films. We will also focus on the languages of Hong Kong cinema, how the consistently evolving Hong Kong identity and city is represented in cinema, the political status of Hong Kong cinema, and Hong Kong cinema’s relationship to the concept of “Chinese” cinema. Critical approaches to film studies will also be assessed, including genre theory, formal film language, auteur theory, censorship studies, and reception studies, which students will be able to apply to other film related courses.  
The module introduces students to the history of the United States and the Cold War. It starts by highlighting the US role in the “global” Cold War that impacted a range of geographical locations around the world. It continues by emphasizing the “local” impacts of the Cold War in the domestic sphere. Throughout, though, the module emphasizes the intertwined nature of the period’s global and local features, demonstrating how the Cold War provided opportunities for the United States to shape the world, but also for the world to shape the United States.
This description relates to the full year version of the module. Only the topics and content that is taught in Term 1 will be covered in this module.

Overview:

This module provides an overview of the consideration required to connect a prime mover to loads which, for example, might be generators, compressors or hydraulic pumps. Additionally, the module provides an introduction to the application of Reliability, Availability and Maintainability (RAM) to an engineering system.

The main aims of the module are:

To provide students with the skills necessary in the design and selection of components in a power train.
	To explain and discuss the factors affecting the performance of hydraulic and pneumatic systems.
	To provide students with mathematical tools needed in the design and critically assess some of the major factors affecting the performance of a power train system and the coupling between a prime mover and its load.
	To provide an introduction to the use of RAM analysis, applied to an engineering system by way of a project.
	To introduce students the methodologies of duct sizing and fan matching in HVAC systems.
Topics covered:

Topics covered in this module include:

Gears and Ancillary Services
	Reliability, Availability and Maintainability (RAM)
	Shaft, couplings and clutches
	Duct sizing and fan matching
Learning outcomes:

Upon completion of this module students will be able to:

Design and select components in a power train.
	Design shafts for static and fatigue loading and select an appropriate type of coupling.
	Design friction clutches and distinguish friction materials and mating surfaces.
	Evaluate reciprocating compressors.
	Size ducts and select fans.
	Design and analyse a hydraulic and pneumatic power system.
	Optimise system performance through Reliability, Availability and Maintenance analysis.
This module studies the historical development of the theory and practice of translation through an investigation of the role of key individuals and texts significant to literary translation from the ancient tradition to the present. Each session will explore the creative tension between translation and reception studies by examining historical engagements with translation and discussing their relevance to modern thinking around literary translation. The module is taught by specialists from a range of departments, including the Centre for Translation Studies, English, Greek and Latin, Hebrew and Jewish Studies, School of Slavonic and East European Languages, and School of European Languages, Culture and Society. Sessions vary annually subject to staff availability. Example topics include:

Translation in ancient India and China
 Translation in ancient Rome
 Translation in the 12th century: an introduction to the first renaissance in Europe
 Rabbis, Languages and Translation in Late Antiquity
 Latin as a language of translation in Elizabethan England
 Gadamer, Hermeneutics and Translation
 The Notion of the Translator's Visibility: Pushkin's novel in verse Eugene Onegin in English
 Lost in Translation
This module is open to students within the Centre for Multidisciplinary and Intercultural Inquiry and Greek and Latin. Students from other programmes may contact the convenor to enquire about availability.
For the Certificate in Advanced Aesthetic Dentistry, you will be expected to register and complete the following modules, DENT0003 - Science and Properties of Dental Composites and Ceramics DENT0004 - Interdisciplinary Clinical Dental Aesthetics.

The programme’s objective is to provide dental clinicians with the theoretical background and the clinical skills to incorporate aesthetic elements into their daily patient care, within traditionally sound restorative principles. With the current technological and research advances, dental restorations meet the requirements of biocompatibility, function and longevity, contributing also in the patient’s overall well-being.
This module is for half-year affiliate students only. Please see the 30-credit full-year version, HIST0811, for the full module description.
Please be aware that you will only be covering half of the module content described in the full module description (content covered in Term 1 or Term 2, depending on your time with us).
If you require any further information, please contact the History Taught Programmes Team.
In this module we explore the theme of popular protest in modern Britain from the Riot Act (1715) to the Notting Hill Race Riots (1958). In Term 1, we analyse the manifold causes of ‘riot’ during a period of industrialisation, democratisation, warfare, and imperialism. We consider the extent to which the ‘crowd’ in Britain was an agent of historical change and whether there was an appreciable modernisation of protest over the ‘long’ nineteenth century. In Term 2, we turn our attention to the machinery of the state. We analyse how protest was contained and how British protestors fared against the forces of order. Here we critically assess the theory of ‘social control’ and we trace the development of policing and penal justice. Throughout the course there is an emphasis on source analysis and student-led research. Students are taught the techniques of ‘history from below’ and are encouraged to engage with primary source material via both digital repositories and archival centres.
This module provides an academic foundation in support of graduate nursing professionals acting as Surgical First Assistants during surgical interventions. 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, enhanced communications, microbiology and infection control and operative surgical techniques. Students will gain an appreciation and understanding of team dynamics, complex systems and the tenets of safe professional practice, as well as an overview of both legal and ethical aspects of surgical care.

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 the module assessment.
This module provides an academic foundation in support of nursing professionals assisting in the practice of anaesthesia for surgery. The module expands on an existing professional practice syllabus, to provide the student with an opportunity to explore a number of professional subject areas including, the legal, ethical and clinical governance aspects of anaesthetic practice, the preoperative preparation of patients undergoing anaesthesia, including an understanding of the mechanisms of action of anaesthetic drugs, and techniques regularly used in the operating theatre suite. Students will gain an appreciation and understanding of team dynamics, complex systems and the tenets of safe professional practice associated with modern anaesthesia.


Students will be required to produce documented evidence for professional development throughout the module by the writing of a professional practice portfolio, which will form the module assessment.
This module equips students with learning about the many possible ways of combining the results of studies in a systematic review. Course sessions will address:

Types of synthesis: landscapes/debates and stages/methods
	Framework synthesis and meta-ethnography
	Statistical meta-analysis
	Mixed-methods synthesis
	Interpreting synthesis results
This first year module will provide students with an understanding of international differences across a range of important policy-relevant areas, from family life to employment to political engagement, and the key factors that underpin these differences. It will focus in detail on the UK to explore how it has changed (and remained stable) over time, exploring the factors that underpin this and their consequences, particularly in terms of public policy.

The module will introduce students to different ways of thinking about and assessing evidence, including consideration of practical issues to do with how data is collected, how different phenomena can be measured, and the issues that emerge when comparing data from different sources. The evidence considered in the module will be predominantly but not entirely statistical in nature.
The economics of education applies the principles of economics to the analysis of education and education policy. This course is designed to give an overview of the field of the economics of education to students who are new to the discipline, whether or not they have prior economic training.  

The module first introduces human capital theory and its application to estimating rates of return to education are examined. It then moves onto the demand for education and education supply by providers (both state and private). The main criteria for evaluating policy – efficiency and equity – are applied throughout the module, and to different stages of education.  

Our aims for this module are as follows: 


	to enable students to understand basic economic principles and their application to education (including human capital theory and signalling); 
	

	to provide an economics perspective on education policy for students who have little or no prior knowledge of economics; 
	
	
	to enable students to understand the most important concepts in the economics of education literature, including the education production function; 
	
	
	to provide students with an overview of the most recent empirical evidence on effective policies in education from an economics perspectives; 
	
	
	to explain the role that education plays in promoting social mobility. 
This module aims to introduce students to the main political economy issues that have driven the process of European integration from the aftermath of WWII to an uncertain present. In this course, we will investigate the European economic integration by revealing the interactions between economic efficiency and socio-political interests. To do so, the module first provides a historical and institutional background on the early formation and later evolution of the European Union. It will then cover in more details specific EU policies and areas of interest related to both macroeconomics (monetary and fiscal policy, with a focus on crisis times) and microeconomics (trade and competition in the single market, distributive issues, labour market and welfare policies). Throughout the course, students will be guided to apply and relate theoretical knowledge from alternative schools of thought (neoclassical economics versus critical political economy) to explore different angles and appreciate the complexity of EU economic policy-making.

 

CLASS FORMAT:

The course will be taught through weekly one-hour lectures (pre-recorded, via LectureCast) plus weekly two-hour seminars (synchronous, via Zoom). Seminars will be highly interactive, involving presentations and discussions of lecture topics. Each seminar will be followed by a synchronous online QA session to address students’ queries on the week’s topic.

 

COURSE PREREQUISITES:

Students must have taken and passed Introduction to Microeconomics and/or Introduction to Macroeconomics, or equivalent.

 

MAIN READINGS:

Baldwin and Wyplosz (2019) The Economics of European Integration, McGrawHill.

Stiglitz, J. (2015) Rewriting the Rules of the European Economy, WW Norton.
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges.They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production, which are taught in conjunction. Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language. Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts. Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
This module is for students who have successfully completed Level 2 of the target language. The modules Comprehension and Production are taught in conjunction. Students who successfully complete these modules should be able to function effectively and with confidence in an extensive range of academic, professional and social situations, and also to have gained a metalinguistic perspective on translation issues. Students will gain a more advanced understanding of the target language in its authentic spoken and written forms using materials from a wide variety of topic areas. They will learn to extract the required information and record it accurately and coherently in English. They will learn to manipulate the spoken and written language in any situation with appropriate, accurate and elaborate use of lexis and grammatical structures in a wide variety of contexts and registers. They will become confident in to seeking, providing and refining opinions and information in sustained spoken and written interchanges. They will learn to speak and write with increasing confidence and accuracy about key issues relating to life and culture in the region(s) where the target language is spoken.
This module is for students who have successfully completed Level 1 of the target language, or who can demonstrate equivalent competence. The module consists of two components, comprehension and production,  which are taught in conjunction.



Students will work with a wide range of authentic spoken and written materials from predictable topic areas and gain skills in extracting required information from them and recording it accurately and coherently in English. They will manipulate the spoken and written language with appropriate and accurate use of lexis and grammatical structures in a variety of contexts and registers and speak with confidence and accuracy appropriate to this level about many aspects of life and culture in the region of the target language.



Students will gain an understanding of translation by discussing problems of specific translations from and into the target language and tackle a range of texts.



Students will progress their knowledge and active use of more complex grammatical structures and a wide range of vocabulary.
In this module, students will have the opportunity to build on the knowledge gained in Year 1 to consider clinical interventions and competencies needed to work with parents, babies and young children. This module is first in a series of two modules that will introduce students to different clinical interventions presented chronologically, starting with those aimed at expectant parents, to those for parents and infants, as well as parents and young children, both in groups and individually.
Outline:

The course aims to provide an introduction to the use of machine learning in the context of physics data handling and analysis. Topics: Fundamental concepts in machine learning and modern statistics such as bias-variance, overfitting, regularization and generalization. Advanced topics in supervised and unsupervised learning: ensemble models, deep learning, neural networks, clustering and data visualization.

Aims:

After taking this course, students should:

understand the key concepts of machine learning;
	know how to create clear, reliable and maintainable code;
	be able to utilize machine learning and artificial intelligence techniques to analyse datasets such as those that arise in level-6 laboratories and level-6 and level-7 projects.
Teaching and Learning Methodology:

The course is taught via lecture and interactive practical sessions. All of the session time in the course will be devoted to hands-on practice on the computers.

In addition to timetabled lecture hours, it is expected that students engage in self-study in order to master the material. This can take the form, for example, of practicing example questions and further reading in textbooks and online.
This module is a laboratory-based research project. You will conduct a short programme of original research in the laboratory of a member of academic staff in the Department of Neuroscience, Physiology and Pharmacology (NPP) or in one of the laboratories of our associated Institutes. You will write up your project a scientific report to include a substantial account of related published work and of the methods used as well as a description and discussion of the results obtained.

All BSc students wishing to do a laboratory project must have successfully progressed with an overall mark of at least 60% iBSc - students must have successfully completed year 1 and 2 of the MBBS programme.

You can apply for projects through the NPP portal, selecting 5 potential supervisors from a list After considering your academic details, if a supervisor is interested in your application, they will contact you by e-mail with a view to arranging a meeting/interview. Alternatively you may apply for projects with supervisors based at UCL but not listed on the portal but must consult with the project tutor before undertaking such a project.

After taking this module you will have:

Carried out a research project on an offered subject/topic, or an alternative agreed with the supervisor,
	Gained experience in laboratory research, including the design and implementation of experiments, related to the pharmacological sciences.
	Learned to analyse experimental data. (
	Used relevant literature to inform the design, analysis and interpretation of the experimental data obtained.
	Written a clear and knowledgeable dissertation, including an account of the background of the area of research, the methodology used, the results obtained and discussion of the conclusions that can be drawn from the results in the context of the current knowledge available from the literature.
This module is a laboratory-based research project. You will conduct a short programme of original research in the laboratory of a member of academic staff in the Department of Neuroscience, Physiology and Pharmacology (NPP) or in one of the laboratories of our associated Institutes. You will write up your project a scientific report to include a substantial account of related published work and of the methods used as well as a description and discussion of the results obtained.

You can apply for projects through the NPP portal, selecting 5 potential supervisors from a list After considering your academic details, if a supervisor is interested in your application, they will contact you by e-mail with a view to arranging a meeting/interview. Alternatively, you may apply for projects with supervisors based at UCL but not listed on the portal but must consult with the project tutor before undertaking such a project.

After taking this module you will have:

Carried out a research project on an offered subject/topic, or an alternative agreed with the supervisor,
	Gained experience in laboratory research, including the design and implementation of experiments, related to neuroscience.
	Learned to analyse experimental data.
	Used relevant literature to inform the design, analysis and interpretation of the experimental data obtained.
	Written a clear and knowledgeable dissertation, including an account of the background of the area of research, the methodology used, the results obtained and discussion of the conclusions that can be drawn from the results in the context of the current knowledge available from the literature
This course provides an introduction to business and entrepreneurship. It introduces strategies to assess the potential of a new business concept and thus improve the likely success of high-impact ventures.
The aim of the course is to give an understanding of strategies for the assessment of a new business opportunity along with techniques for effective business planning to secure the necessary resources (including finance).
The course introduces frameworks to assess and to mitigate key risks to new ventures including those relating to personnel, markets and technologies.
The course will draw on a range of case studies mostly from high-technology ventures to illustrate the challenges of creating high potential enterprises.
Description 

This module provides an essential introduction to theory and practice for information processing methods in medical imaging and computing, including the latest developments in machine learning and deep learning medical image processing. The focus of the module is on the registration and segmentation of medical images, alongside an overview of how biomarkers derived from image processing can be used to test scientific hypotheses or applied in clinical contexts. The module also includes a primer on deep learning, which provides a foundation for understanding deep learning approaches to image registration and segmentation. This module assumes a good prior knowledge of basic linear algebra (e.g., matrix arithmetic), calculus, and probability theory, and competent programming skills in Python or Matlab. 

Module format 

The module comprises conventional lectures, which incorporate interactive discussion elements, and computer laboratory sessions, where the practical elements outlined during the lectures are put into practice, running code to register, segment and statistically analyse medical images.
The purpose of this module is to describe the issues presented by medical devices from biological, medical, engineering and materials perspectives, as well as discuss available solutions and current research.

Available to students from MEng Biomedical Engineering and MSc Physics and Engineering in Medicine: Biomedical and Medical Imaging.

Aims & Objectives

To understand the characteristics of different materials used in medical devices.
 To understand the differences between tissues, cells and synthetic materials.
 To be able to describe the differences between chemical and biological behaviours of different materials used in medical devices.
 To be able to describe the properties of bone and biomaterials.
 To be familiar with the medical devices used in treatments of various diseases.
 To be able to explain in detail biocompatibility and tissue engineering.
 To understand in detail the issues associated with orthopaedic implants.
 To be familiar with prosthetic devices.
 To be familiar with medical device regulations.
This module will firstly introduce the need to develop new and more advanced preclinical imaging methods then present some of the advanced biomedical imaging methods that are under development and discuss how these methods are validated and implemented in the preclinical environment.
Overview:

The individual project aims to develop independent research and project management skills and to improve technical writing and critical analysis ability. Students conduct an individual piece of research over an extended period of time and produce a coherent body of work to a deadline.

Guidance is provided by an academic supervisor but it is expected that the work and effort are driven and managed by the student. The practical and experimental skills learnt are dependent upon the type of project chosen.

The individual project may cover any subject so long as it contains sufficient academic content and is relevant to marine engineering. Projects may be practical or theoretical. The project topic is usually selected by the student from a list of projects suggested by members of academic staff or industry partners. Students may also suggest their own project topic subject to the approval of the MSc Programme Director and provided a member of staff is willing to supervise that project.

 

Learning outcomes:

This module involves a major research project: planning, monitoring progress and adapting the plan to the changing situation are necessary skills.

The individual project forms a significant personal workload requiring well-developed self-study and independent learning skills. Students are required to produce a work plan and this is reviewed at monthly intervals with the project supervisor.

Students are expected to exercise initiative and take ownership of the project.

Students are expected to actively learn new theories, concepts and methods as part of their research project as this typically involves an in-depth investigation of an engineering topic. The purpose of the individual project is to achieve this knowledge in the specialist area of the project. Critical analysis is seen as a key component of the thesis. Research projects frequently take the student beyond just their own discipline.
Overview:

The individual project aims to develop independent research and project management skills and to improve technical writing and critical analysis ability. Students conduct an individual piece of research over an extended period of time and produce a coherent body of work to a deadline.

Guidance is provided by an academic supervisor but it is expected that the work and effort are driven and managed by the student. The practical and experimental skills learnt are dependent upon the type of project chosen.

The individual project may cover any subject in the field of Naval Architecture. The project can be experimental, numerical and theoretical and has to contain sufficient academic content. The project topic is usually selected by the student from a list of projects suggested by members of academic staff or industry partners. Students may also suggest their own project topic subject to the approval of the MSc Programme Director and provided a member of staff is willing to supervise that project.

Learning outcomes:

This module involves a major research project: planning, monitoring progress and adapting the plan to the changing situation are necessary skills.

The individual project forms a significant personal workload requiring well-developed self-study and independent learning skills. Students are required to produce a work plan and this is reviewed at monthly intervals with the project supervisor.

Students are expected to exercise initiative and take ownership of the project.

Students are expected to actively learn new theories, concepts and methods as part of their research project as this typically involves an in-depth investigation of an engineering topic. The purpose of the individual project is to achieve this knowledge in the specialist area of the project. Critical analysis is seen as a key component of the thesis. Research projects frequently take the student beyond just their own discipline.
Environmental law is a complex and fascinating field of study, as well as being of extraordinary practical importance. This module provides a foundation for advanced study in environmental law, as well as an advanced introduction to the topic. It examines different foundational ideas, perspectives and methodological frameworks for studying environmental law in a global context. It also explores particular examples of laws applying to complex environmental problems.

Advanced Foundations of Environmental Law will equip postgraduate taught students with key skills for critically analysing different bodies of environmental law globally.  Students will learn about the complex nature of environmental problems (temporally, geographically, scientifically, and socio-politically), such as air quality, climate change, and biodiversity loss.  Such polycentric problems often have no obvious legal or jurisdictional home, and there are rich bodies of law that are relevant, and concomitantly, a range of potential analytical approaches to studying them.  
Environmental law is a complex and fascinating field of study, as well as being of extraordinary practical importance. This module provides a foundation for advanced study in environmental law, as well as an advanced introduction to the topic. It examines different foundational ideas, perspectives and methodological frameworks for studying environmental law in a global context. It also explores particular examples of laws applying to complex environmental problems.

Advanced Foundations of Environmental Law will equip postgraduate taught students with key skills for critically analysing different bodies of environmental law globally.  Students will learn about the complex nature of environmental problems (temporally, geographically, scientifically, and socio-politically), such as air quality, climate change, and biodiversity loss.  Such polycentric problems often have no obvious legal or jurisdictional home, and there are rich bodies of law that are relevant, and concomitantly, a range of potential analytical approaches to studying them.  
Specialism grouping no teaching
Digital data, predictive analytics and engineering solutions are transforming the efficiency and effectiveness of humanitarian crises response, preparedness, and anticipation. Humanitarian, disaster risk reduction, and development actors are increasingly relying on data to drive their decisions. Over the last decade, the amount of data collected and used by humanitarians grew exponentially which helped organisations run humanitarian operations more effectively. This module introduces students to a range of engineering and data-science methods that are currently used in humanitarian action and human welfare. This module covers the fundamentals of data-driven engineering solutions and digital data science in the era of big data. Students will be learning about the application of digital data, their limitations, and ethical considerations of using them in humanitarian and development contexts. 
Policy and operational decisions in public and private sectors are informed by evidence. This course will set out some environmental drivers of policy decisions (e.g. adapting to climate change; natural capital issues; flooding) that depend on earth sciences data and knowledge and will expose students to examples of how this evidence can be communicated and used in decision-making. The course will allow students to learn how sustainability and risk issues are being accounted for in policy and operational work. The students will choose from a set of problems and undertake an independent project to explore issues raised in lectures and tutorial sessions at greater depth. The module may require students to be willing to look at some subject matter outside of the Earth Sciences domain.

By the end of this module students will:

gain detailed knowledge of evidence-policy cycles;
	understand how earth science knowledge can influence policy and operational decisions affecting environmental risks and natural capital.
Business module, compulsory for students on MSc of Telecommunications with Business

This module examines the environment in which ICT and telecommunications businesses operate and develops an understanding of strategic and business planning.

The syllabus covers:

Macro Economic Models and analysis (We explore some generic models of Global and UK economies; the dynamics of economic change and the relevance to ICT and telecommunications.);
 Strategy and the business Environment (A look at Business tools for strategy development and business planning; we explore current strategic issues and their impact on the corporate strategies of network and ICT operators.);
 Principles of Marketing and Product Management (The generic principles of marketing, including marketing intelligence, segmentation and targeting. Product and portfolio management, pricing, competition analysis and competitive positioning
 ICT Services, today and tomorrow (An examination of today’s services (e.g.Internet, e-commerce and entertainment. A review of the main strategic, economic and competitive issues confronting the global communications industry)
This module addresses one of the most challenging issues facing all societies - the 4th Industrial Revolution (4IR) and the increasing deployment of Artificial Intelligence (AI) in all sectors of economic, political and social life: issues that are, at present, not addressed in any other module offered within the Institute. The overarching aims of this module are to:

explore the Work-AI-Learning nexus at a conceptual level;
	address the changing relationship between work, technology and skill as a result of the increasing deployment of AI in workplaces and societies at a practical level;
	consider the implications of the above changes for learning in different contexts.
The module has been designed to taken by anyone, irrespective of the MA on which they are enrolled

Participants will be able to:

understand key terminology in discussions about work and technology, such as Fordism, Post Fordism, and technological determinism and shaping.
	understand the importance of developing a historical perspective on the technological change and its implications for work.
	appraise critically the relationship between technological change and its implications for skill and learning in the contexts of education and work.
Aims:

 To demonstrate the knowledge, understanding and skills to design and justify an inclusive, subject or context specific learning programme that meets the needs of a defined group of learners.

 To understand how technology impacts on teaching and learning opportunities and on curriculum design.

  

 Outcomes:

 Trainees should be able to:

  Apply methods and techniques they have learned during the module, consolidating and extending knowledge to enhance teaching and learning in their professional practice.
 
  Apply theories of curriculum design in their professional practice to enable inclusive learning.
 
  Make further use of critical incident analysis to evaluate and improve their practice with reference to curriculum design and implementation.
 
  Apply up-to-date knowledge of their subject/context area.
 
  Engage with issues relating to cultural diversity, gender, multilingualism and social deprivation and reflect on how these impact on teaching and learning in their subject specialist/context specific areas.
 
  Engage in an online learning community to explore e-learning opportunities, to exchange ideas and share practice within this community.
 
  Use critical reflection and feedback from others, including peer groups, to evaluate and improve their own practice: this to draw on current research and scholarship.
 
  Plan for their own professional development and monitor the progress made.
 
  Demonstrate continued development in literacy, language, numeracy and ICT as laid out in the minimum core curriculum.
Aims: To provide students with the mathematics to take them from GCE A level standard to that required for the remainder of the following degree programmes.

Suitable for: Compulsory for 1st Year BSc Economics and Geography (LL17), BA Philosophy and Economics (VL51) and BSc Politics, Philosophy and Economics (4V86) students on the Economics and Politics concentration. Also available to BA European Social and Political Studies (R990) students (compulsory if taking the Economics Specialisation route).

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

Assumed knowledge: A thorough knowledge of single-variable calculus.
This module takes the form of an intensive 3-day masterclass that will provide you with a detailed update and discussion of the current scientific understanding of auditory processing disorders, language and cognition and their interaction across the age spectrum within both a scientific and clinical context.

To provide a scientific understanding of auditory processing in individuals with an auditory processing developmental or cognitive disorder.
 To provide the theoretical knowledge required to assess, investigate and manage patients with a range of hearing/listening complaints in the presence of auditory processing, language, cognitive disorders and hearing loss.
 To provide an understanding of the specific needs of both children and adults with these disorders, with some illustrative case studies.
 To provide an update on relevant current research in basic neuroscience and translational clinical applications.
This is an optional module in the MSc / PG diploma Advanced Audiology pathways.
The clinical training programme will take place over a two-three month period. This is preceded by theoretical lectures where aspects of clinical training i.e. complications are covered. Another three lecture days will take place at the end of the six-month period. Lectures will be given and clinical cases presented by the students will be discussed. One day is spent on simulation training in management of medical emergencies the following year usually in April or May. The content of the module involves didactic lectures, clinical skills seminars, problem based learning, clinical sessions sedating patients in small groups under the direct supervision of experienced and qualified mentors. On-going contact with lecturers during and after the course on a mentor basis will be encouraged. Students will keep a log book of all cases observed and undertaken during the course. For clinical training students will go to two accredited community clinics where they will get practical training in: Pre-sedation assessment Administration of titrated intravenous midazolam Administration of nitrous oxide/oxygen.
This module is only available for students of the Eastman Dental Institute studying the MSc Sports Dentistry.
This module builds on the restorative clinical knowledge and skills learnt in the two modules of Year 1. By encouraging skills in photography, diagnostics and restorative techniques students would develop an enhanced acumen in managing cases considered to be difficult restorative cases, with competence and confidence.

The module develops skills in building worn dentition with a basic and sound application of occlusal considerations, the limitations of dental materials and insight into the aesthetic considerations of restorative dentistry. Assessments include the production of case studies which further develops self-directed learning and confidence.

This module is a compulsory module for students studying the MSc in Restorative Dental Practice (3 year programme). Students in their 2nd year of study will need to undertake modules DENT0143 and DENT0144.
Aims:

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

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

Work individually developing a major project.
	Plan and coordinate development activities.
	Make realistic work commitments.
	Present the work done effectively to a deadline.
Content:

Overview:

There is no set syllabus: students identify their chosen project area and are allocated a supervisor who is a member of academic staff. The supervisor provides support and guidance. The project runs from immediately after the examination period (May/June); students are responsible for organising themselves and their work, with advice from their supervisor. Students are expected to meet with their supervisor on a regular basis, as agreed with the supervisor. Some projects are done in conjunction with other departments of the College, others are done in conjunction with external organisations. In all cases at least on supervisor must be from within the department.

Project report:

The main report documents the results of the project. The deadline for submission is normally the first week of September;

Formatting details:

The dissertation text (defined as everything except title page, table of contents, references and appendices) should typically be between 30 and 100 pages in 12 point type and 1.5 or double spacing. The total dissertation length (main text together with appendices) should under no circumstances exceed 120 pages. Students should place their code in an online repository and provide access details to it in their dissertation. Writing the dissertation is LaTeX is optional, but strongly recommended.

Requisites:

To be eligible to select this module, a student must be registered on a programme and year of study for which it is formally available.
This module will introduce the anatomy and development of the peripheral nervous system and its physiology and function. It will give you an overview of clinical presentation, diagnosis and treatment options as well as updates on ongoing clinical and basic research trends in peripheral nerve diseases. Lectures are supplemented by masterclasses on how to utilize and interpret techniques in histopathology, electrophysiology and live imaging (MRI).

This module aims to give you an understanding of the anatomy and function of the peripheral nervous system and to provide a comprehensive overview of the clinical and scientific aspects of diseases affecting the peripheral nerves.

By the end of this module you will understand the anatomy, development and functional characteristics of the peripheral nervous system. You will be able to describe and explain the clinical presentation of the several conditions affecting the peripheral nervous system. You will be able to understand and interpret neurophysiological and neuropathological assessments in peripheral neuropathies. Through practical demonstrations, you will be able to recognize diagnostic criteria using tissue histology and clinical assessment data. You will be also able to critically evaluate the validity of disease models for the development of future therapies and clinical interventions.
This module provides students with an understanding of how broader governance processes for the urban scale can deliver more sustainable and inclusive outcomes, including an appreciation of the role of different policy instruments and policy integration. The module also aims to develop critical awareness of the politics and governance mechanisms shaping more sustainable and inclusive cities, through a theoretically-informed exploration of issues and debates surrounding environmental and urban policy at local, national and international scales. The module explores the substantive yet contested role of public participation to explore the opportunities and challenges of more inclusive forms of policy-making and the implications for sustainability.
This module which is composed of lectures and seminar group discussions examines the different approaches to and systems underlying planning in different national contexts. It covers a number of analytical themes and concrete challenges that potentially are common to different national planning approaches and systems but also seeks to draw out the contingencies of various national planning systems.
The module aims to provide understanding as to how to specify and recommend bioprocess options and upgrades, whilst being aware of the sensitivity of the overall costs required to implement changes in key process parameters. The module focuses on how to specify a flowsheet and the constituent unit operations for a complex bioprocess example and determine its economic feasibility. The use of engineering tools such as process flowsheets and mass balances together with economic analyses to recommend new processes are demonstrated.

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

Specify a major item of process equipment
	Interpret engineering drawings used in equipment procurement
	Perform economic analyses of the process and determine sensitivities to process changes
	Evaluate cost effectiveness under different scenarios
	Recommend a process that is technically feasible and economically viable
	Determine the types of data needed to specify unit operations and processes
	Develop process flowsheets and mass balances
The course addresses the challenge of the safe delivery to patients of biopharmaceuticals and in particular injectables. The aim of the course is to familiarise students with current validation methodology using leading edge developments with expert speakers in a workshop format. Particular focus is given to development of concepts of Critical Quality Attributes (CQAs), Critical Process Parameters (CPPs) and Quality by Design (QbD).

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

Assess new process concepts and judge key issues to be addressed before regulatory acceptability for manufacture will be achievable
	Collect the information required and validate a process and the resources requested to manage the implementation of a stage leading to full validated status
	Communicate with validation experts
	Understand what is required by the regulatory authorities for compliance including future direction of the regulations
	Understand the implications of validation for process development
	Familiarise with current validation practice across the bioprocess industry
	Understand the role of validation and quality control in ensuring public protection
	Develop communication skills including prepare a validation plan
This module seeks to develop your understanding of the nature of disputes which typically arise on construction projects and the legal, contractual and procedural methods available to resolve those disputes, including litigation, arbitration, adjudication and mediation.

Aim:

To develop your analytical and critical understanding of contractual disputes and claims in the construction industry and your knowledge of the different dispute resolution mechanisms available to resolve the disputes.

Learning Outcomes:

To develop an understanding of how and why disputes arise in the construction industry.
	The develop an understanding of the types of claims which typically arise in the construction industry and their key characteristics.
	To develop an awareness of the legal, contractual and procedural remedies available to resolve such disputes under the standard forms of contract.
	To understand the key features and advantages/disadvantages of the different dispute resolution methods.
	To develop an appreciation of the commercial realities of dispute resolution in the construction industry.
The module Urban Inequalities and Global Development takes a critical look at ‘the urban’ in the context of development, globalization, and climate justice. As the majority of the world’s population has moved to urban areas, cities are an important site for the analysis of inequality and social justice. In cities across the world, rising inequalities manifest in processes of spatial exclusion and marginalisation, as well as in barriers to basic social goods such as dignified housing, safe water and sanitation, and infrastructure.  

The module will explore how these global processes are impacting differentially on people and through case studies. It will also present key issues confronted by development practitioners in order to bridge the gap between theory and practice for those interested in working in this field. Finally, the module will look at alternatives, by analysing how municipalities, activists, and civil society organisations can co-produce more just and democratic cities. 
The module is structured so that in Term 3 and through to the end of the course, students take their thesis project to a final high level of resolution. This is a continuation of Architectural Design Thesis Initial Projects.

Taking this module should help students develop innovative architectural concepts; facilitate the manipulation of these concepts and place the concepts in a design context.

The module will encourage the physical fabrication of designed elements where appropriate and support presentation of work by students in a seminar/crit setting as well as preparing them for the final portfolio review and examination.

On successful completion of the course, each student will gain an advanced understanding of, and significant abilities in:
• Graduate level ways of working.
• Understanding of innovative architectural concepts.
• Understanding of and skill in manipulating these concepts in a
design context.
• Understanding of and skill in physical fabrication of designed
elements where appropriate.
• Skill in presentation techniques in a seminar/crit setting and in
portfolio preparation.
• Using a range of creative communication methods and media,
deploying multimedia and written/graphic skills.
• Referencing the work of others.
• Managing a project and working in a team

Students will continue working on their Design Thesis in order to submit it in September. Intensive tutorials and seminars will continue in Term 3 and throughout the summer. There is a major public crit (open jury) at the start of July when the final feedback is given. Once students have submitted their design thesis they will then start work on their exhibition. The exhibition opens at the end of September to coincide with the exam board and is used to showcase their work undertaken in this module.
This design module builds directly upon the design research module in Term 1 by allowing the students who – having worked to carry out initial graphic based investigations and research – are now able to develop their own design proposals for reusing or reshaping a piece of historic architectural heritage, or else for producing a broader design strategy for an urban environment. The site for the project module will most likely be a continuation of their Term 1 research into sites located in Euston or Mayfair, or else, if agreed with the module leader, they might instead choose to translate and develop their proposal to address a building or district in another city of which they possess sufficiently in-depth knowledge.

In this sense, this module is also deeply interested in examining examples of approaches to architectural heritage in other cities around the globe. The work undertaken by the students for this module will hence form a complement to the project work they began during the previous term. The module will involve the students in learning to use emerging techniques of digital and physical design and fabrication as and when it is relevant to further their design explorations. Part of the module will include an individual verbal presentation by the student about their design project.
Module description 

The module will focus on classical Middle Egyptian which remained in use from ca. 2000 BCE through to the Roman period. The module introduces students to the hieroglyphic script and familiarizes them with a basic working vocabulary of Ancient Egyptian language. It focuses on classical Middle Egyptian which remained in use from ca. 2000 BCE through to the Roman period. The course provides training in the fundamentals of Middle Egyptian grammar, the mechanics of Egyptological transliteration, and the translation of monumental inscriptions and simple texts. The archaeological context of inscriptions will be discussed as one part of the frame for interpreting and understanding ancient communication.

Module Aims 

On successful completion of this module a student should:

• have a solid command of hieroglyphs

• be familiar with the fundamentals of Middle Egyptian grammar

• be able to read standard monumental formulae

• recognise a basic working vocabulary in Middle Egyptian

• be able to transliterate and translate short prepared passages in Middle Egyptian

Learning Outcomes 

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

• knowledge of basics of Middle Egyptian grammar and hieroglyphic script

• ability to apply taught methods (grammar) to empirical data (ancient writings)

• understanding + critical awareness of the context and scope of written evidence

• written and oral skills in analysis and presentation of language-related matters

• critical understanding of methods for analysing ancient writings

Further information is available here https://www.ucl.ac.uk/archaeology/study/undergraduate/courses/introduction-ancient-egyptian-language
This module explores basic injuries and health matters affecting performance. Lectures are on health screening and promotion, health literacy and preparation for performance. In dance science lectures, you will be introduced to dance physiology, metabolic factors and nutrition and an overview of dance-specific injuries and their prevention. In music science, you will learn about instrumental ergonomics and music physiology.
This module is also available for the Distance Learning PGCert.
This module introduces students to the major poets and themes of the Russian poetic tradition, advances the ability to read in the original, and develops skills of critical analysis of poetic texts. To this end, it is based on a selection of texts from the 19th and 20th century, grouped under a series of broader or narrower thematic headings. The poems are chosen with a number of additional criteria in mind as well, such as accessibility in terms of language, variety (which may lead to the odd more difficult text), and links to other texts. The thematic headings provide material for one to three weeks, with on average three short poems per week. For contrast, three weeks are devoted to a detailed study of a longer work, Pushkin's controversial narrative poem Mednyi Vsadnik. Two module booklets containing all the poems studied on the course (apart from Pushkin's Mednyi Vsadnik), together with audio-recordings of the poems, are provided on Moodle.
The module provides a perspective on modern German history through the history of Berlin. It introduces research questions, problems, and historiography of urban history. It takes Berlin as an example for modern urbanisation, studies the impact of the city's growth on living conditions and social structures, and analyses the emergence of modern urban culture. It looks at the changes of Berlin's urban landscape and how it was reflected in depictions of the city. It analyses Berlin's role as Germany's political centre, concentrates on the key events that were played out in the city after the Second World War. We will make use of a wide range of sources: historiographical, autobiographical, and literary texts, but also paintings, photos, films and popular music.
In this module you will learn from world-leading experts and scholars who have been instrumental in creating some of the most important crime reduction policing models used by police and law enforcement agencies across the world.

You will be able to reflect on a range of contemporary policing issues and, as distance-learner, you will be encouraged to debate, discuss, share experiences and content relating to these issues with one another in the module discussion forum. In the module you will explore the application of these crime reduction policing models such as problem-oriented policing, community policing, intelligence-led policing and evidence-based policing from a strategic perspective and at a tactical level.

From an organizational perceptive, you will also conduct a transnational comparison to identify the advantages and disadvantages of the various models in different policing contexts, for example, comparing democratic, colonial, continental and decentralized models will to understand their relevance and effectiveness in the contexts in which they are applied. In this module you will also discover the mechanisms that these models activate to achieve intended outcomes and explore the merits of various approaches to crime reduction, such as situational and social crime prevention. You will also focus on specific tactics adopted under the aegis of these models such as hot-spot, zero-tolerance and broken-windows policing and discuss a range of real-world case-studies to evaluate whether and which models work, under what conditions and why.
This module develops students’ knowledge of how policy-making takes place and policies are made in the European Union (EU). The module considers a number of key theories of EU policymaking relating to the main stages of the policy process: agenda-setting, decision-making and policy implementation. The module considers the theoretical claims and observable implications of these theories with respect to EU institutions, policymaking processes and policy outputs, and evaluates them from the perspective of empirical evidence provided by political science and public policy research. Different theoretical perspectives and the most recent empirical research are incorporated throughout the course to help students analyse a number of substantive policy areas.
The module will consider issues shared by Nutritional Sciences and medical sciences including research integrity and governance, project funding and management, the scientific literature, critical
reading, the peer review process, scientific communication methods and experimental design. Consideration will also be given to research methodologies employed in particular medical sciences including specific experimental design and interpretation. Students will be required to develop a research proposal as part of the assessment.
The module will provide the student with knowledge and understanding of the methods and processes which comprise medical research from bench to bedside. This will include consideration of the scientific literature, the importance of critical reading, the requirement for good experimental design, the importance of research integrity and governance, and the practice of good communication. It will also cover the processes of drug discovery, knowledge transfer and scientific enterprise. Consideration of these topics will improve understanding of research translation and demonstrate how medical research returns value in terms of health and economic gain.
Students following this module will design and conduct their own small-scale research project, demonstrating a sound understanding of methodology, research methods, and ethics in relation to their work. Content focuses on the development of research skills in investigating some aspect of provision for children, or of children's lives. This will enable an understanding of methodology, including the collection, presentation and evaluation of data. Ultimately this module will lead to the development of the student as a researcher and the ability to relate their own study to an existing field of evidence.
This specialised module aims for you to gain updated, extensive knowledge of the current state-of-the art in HIV research and its applications in biology and medicine. Researchers within the Division of Infection and Immunity and external experts who are performing frontier research in a wide range of HIV fields will give lectures including their own cutting edge research. Clinicians will provide detailed understanding of the management of HIV. As the class size is relatively small, lecturers are looking forward to interactive, constructive sessions with you.

The aim is for you to gain current, in-depth knowledge of HIV biology, pathogenesis and clinical science through researcher-led teaching.

Learning outcomes

At the completion of the module, you will:

Gain an in-depth understanding of HIV biology by exploring virus-host cell interactions.
	Appreciate how HIV research has pioneered new fields of scientific research.
	Gain knowledge of infection history and pathogenesis of HIV in both cell and systemic levels.
	Acquire up-to-date knowledge on the approaches and progress made in the development of HIV prevention, therapy and cure.
	Acquire an understanding of the main principles of the clinical management of HIV infection.
As well as attending lectures/seminars you will have the opportunity to gain experience and develop your skills in critically reading a research paper of your choice and presenting this to your peers. You will also learn how to develop your own scientific ideas through preparing a small research proposal on an area that has engaged you, or on which you presented your research paper.
The module will consider the alternative models for public policy, governance and administration from those focussed on ‘market fixing’ to new ones that can be expressed as ‘market making’. The latter requires all organisations, including those in the public sphere, to be equally ambitious around experimentation and exploration. This requires building new competencies and dynamic capabilities inside public institutions, which are oriented towards producing, nurturing and evaluation ﻿the creation of public value.
“Gothic” is one of the most pervasive concepts in Western culture. First coined during the Renaissance as a pejorative label for the idiomatic style of Medieval European architecture c. 1140-1450, Gothic became an elastic and occasionally elusive term to characterize a variety of responses to the medieval past from the fifteenth-century to the present. In considering the history of Gothic as an ideal and anti-ideal in art, architecture, literature and film from the Middle Ages to the present, this course will offer a cultural history of medievalism in European, and particularly English, culture.
This module takes a diachronic approach to the socio-religious histories of death and dying in ancient Mesopotamia, primarily during the 3rd and 2nd millennia BC. Death is as vast a topic as it is fascinating, which necessitates drawing on sister fields such as archaeology and anthropology. Accordingly, the module is designed to place historical inquiry and source evaluation in an interdisciplinary framework. We will explore the cosmological notions, social attitudes, and political implications surrounding the ways in which ancient Mesopotamian societies dealt with the universality of death. In examining attitudes of the living towards the dead, we will be looking at sources that are awe-inspiring, thought-provoking, heart-wrenching, blood-chilling, and sometimes even side-splitting.
Teaching will consist of a weekly seminar on problems of theory and method of current importance to the study of ancient history, approached through specific research topics. Options include fields such as: social anthropology, historiography, archaeology, epigraphy, numismatics, papyrology, and textual criticism. Students will be asked to choose two topics among those proposed, and will write essays on them; this is meant to help students in refining their methodological approaches and use of sources for their dissertations. The seminar involves ancient historians from all the institutions participating in the Intercollegiate degree (UCL, King's College, RHUL and the ICS).
This module will explore the diverse artistic and religious cultures that enriched and enlivened medieval Jerusalem, with a particular emphasis on works created or recreated between the eleventh and fourteenth centuries. As well as investigating key sites in Jerusalem itself, including the Church of the Holy Sepulchre and the Haram al-Sharif/Temple Mount complex, students will explore the ways in which Jerusalem was understood and imagined beyond its physical borders, through such phenomena as mappae mundi, relics, architectural replicas and apocalyptic imagery. Taking a geographically decentred approach to the study of medieval art, the module will introduce students to the aesthetic and intellectual networks running between Europe, the Mediterranean and the Middle East. It will open a window onto relations between different religious and ethnic groups in the region. Finally, it will reflect on the modern legacies of medieval efforts to represent Jerusalem.
This module aims to give you an introduction to the study of literature which is written in Old and Middle English. By the end of the module you will have an acquaintance with the range and variety of this literature and some fluency in reading it.
This is the Report module for MA Social Justice and Education. The Report is 7,500 words and will be submitted on a topic negotiated between the student and their tutor. It is intended that the writing of a Report will offer an opportunity for the student to produce a piece of sustained writing, constituting critical theoretical/conceptual analysis on a topic of direct interest to them.
The aim of this course is to provide students with an introduction to heat and mass transport phenomena required to design bioprocesses. Focus is on the development of a physical understanding of the underlying 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:

Understand the key design features that determine the heat transfer capability of a fermenter
	Evaluate the consequences of process changes on the performance of fermenter sterilisation and cooling
	Apply heat transfer principles to design a spray drier for the rapid drying of heat-labile proteins
	Define conditions for successful operation of a freeze drying process
	Understand the principles of dispersion and mass transfer within a packed bed chromatography systems
	Understand the fundamentals of distillation and mass transfer
Design and Creative Practice Year 3 is driven by an interest in interdisciplinary research-based practice that looks outside of the institution and promotes public facing, socially engaged projects. Throughout the year students explore and experiment with strategies for creating projects that are sustainable within a wide cultural context, whilst collectively exploring a theme relating to architecture and the built environment.

In line with the ethos of Architectural and Interdisciplinary Studies, in which students have the opportunity to tailor their educational experience by selecting their own modules, we encourage students to take the lead. Projects are developed through collaboration and conversation within the peer group and with the guidance and direction of the tutors. Due to the broad range of research topics and multiple disciplines explored in the module we aim to invite external practitioners with specific skills or areas of expertise to contribute to the group discussions through a series of workshops, screening and talks. 

The module starts in term 1 with a series of short projects that are often carried out in pairs or larger groups. Building on the outcomes of these initial projects students then have the opportunity to develop their own brief in response to a specific strand of research initiated in term 1. 

 
Design and Creative Practice 2 is a unique module on the Architectural & Interdisciplinary Studies programme that enables each student to understand design disciplines, with a view to developing their own individual creative practice. 

This module encourages students to discover the work of a wide range of creative practitioners, including – but not limited to – architects, landscape architects, inventors, filmmakers, artists, designers and writers. This informs an understanding of the relevance of interdisciplinary discourse to architecture, sustainability and the environment. 

With a focus on questioning and experimentation, the course is highly process-led, and encourages working as individuals and in groups in the B-Made workshop, studio and on sites across London. The module’s open and self-led approach encourages exploration across media, performance and conversation, grounded in a theoretical and material acknowledgement of our environment and our impacts on it. 

The course is supported by a dynamic programme of workshops with invited guests from various creative backgrounds, and culminated in a collaborative event in which we celebrate students’ individual projects.

 
This module aims to equip students with the knowledge and skills to assess and manage sports and musculoskeletal injuries of the head, neck and spine. You will learn relevant clinical and functional anatomy and biomechanics; pain physiology, common mechanisms of injury; and evidence-based assessment and management strategies, including principles of rehabilitation and return to play criteria.
In this module, students are introduced to the various experimental methods used in the different disciplines of Psychology. The objectives are to develop the skills of scientific experimentation and communication, to develop skills needed for research projects in Years 2 and 3, and to develop important transferable skills in communication, critical thinking and scientific reasoning. Students participate in experiments and then the experimental design and procedure are discussed and the data collected. The analysed data are provided to the students in a report-back session the following week.
This course aims to introduce a selection of texts from twentieth-century francophone literature, examining the formal and aesthetic preoccupations of francophone writings politically contesting Frenchness. This course also explores the engagement of francophone writers with a range of topics such as alienation, identity, tradition, modernity, colonialism, ethnicity, sexuality, language, bilingualism and biculturalism. 

 

Primary Texts 

 

J-P Sartre, 'Orphée noir' (preface),  Anthologie de la nouvelle poésie nègre et malgache 

L.S. Senghor, Anthologie de la nouvelle poésie nègre et malgache 

Aimé Césaire, Discours sur le colonialisme  

Aimé Césaire, Une Tempête 

Leila Sebbar, Une enfance algérienne 

Frantz Fanon, Peau noire, masques blancs  

 

 

Coursework: Students will be required to give presentations in class. 

 
Trainees will develop an understanding of basic physical principles and how these apply to clinical monitoring in anaesthesia. Will include how common monitoring equipment works, why monitoring is necessary and how monitoring can be used to measure and analyse physiological status. To develop an understanding of the relevant physics and statistic sciences for understanding how equipment can be safely used in the operating theatre.
What can we learn about international politics from popular culture? What can we learn about popular culture from the study of international politics? This module engages with debates in the discipline of International Relations (IR) that move away from a narrow, state-centred understanding of international politics, drawing instead attention to the manner in which the work of “international politics” can be found in the minutiae of the everyday, from news reports to street protests, and from airport checks to fashion advertisements. This course focuses on the complex and inextricable relationship between international politics and popular culture, and encourages reflection on the nature of the international/political as well as the nature of IR theory more specifically.

The aims of the module are:

to introduce some of the theoretical approaches and methods for analysing popular culture;
	to explore the relationship between popular culture and international politics / IR theory;
	to analyse the political / moral / ideological intersections between various popular cultural artefacts and international politics;
	to develop interdisciplinary skills for international political analysis.
Only for affiliate students at UCL for Term 1 only or Term 2 only.

This module studies the Russian tradition of thought from the Enlightenment at the end of the eighteenth century through to the early twentieth century. At the centre of this tradition are questions of human nature and experience, and themes/topics covered include the individual and society, reason and faith, the meaning of love, Russian identity, existentialism, time and utopianism. The module takes in broad currents of thought, such as the debate between Slavophiles and Westernisers, nihilism, anarchism and populism, and also individual thinkers such as Chaadaev, Herein, Chernyshevskii, Dostoevskii, Tolstoi, Solov'ev, Fedorov, Rozanov and Berdiaev. At appropriate points the module makes connections with Russian literature, as well as offering a brief outline of the European philosophical context. The module takes in a wide range of writings; all of the reading can be done in translation, but much is also accessible in Russian if you have the appropriate level, especially as there are some marvellous writers in this tradition.However, it is not necessary to know Russian to take this module.
The module aims to develop a range of productive and comprehension language skills in spoken and written Serbian and Croatian at intermediate level; these skills will relate both to the students' studies and to practical situations in Bosnia, Croatia, Montenegro and Serbia. 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 Serbian and Croatian.
This module will cover theoretical and research literature on central concepts and methods of Cognitive Behaviour Therapy as applied to personality disorders and will include the practical teaching of fundamental skills for the application of CBT-PD. The focus will be on assessing the personality disorders and equipping students with core skills and knowledge to formulate different personality disorders presentations. Skills based competencies will be developed through small group experiential work and role-plays in workshops, linked to group supervision by programme members and individual/group supervision in the place of work. Self-directed study will include general reading for each programme and preparatory reading for each session. Web based resources will allow students to study examples of clinical therapy sessions and clinical demonstrations of specific techniques.
In this module, students will have the opportunity to build on the knowledge gained in Year 1 to consider clinical interventions and competencies needed to work with parents and young children. This module is second in a series of two modules that will introduce students to different clinical interventions presented chronologically, starting with those aimed at expectant parents, to those for parents and infants, as well as parents and young children, both in groups and individually.
The content of this module follows the curriculum specified in relation to Child and Young People IAPT. Specifically this module will provide students with knowledge and skills in effective brief (low-intensity) interventions for children, young people and family systems based on the most up to date evidence, and with knowledge of a range of interventions (including written and computerised interventions) and services available to CYP & families across CYP agencies. It aims to develop practical intervention skills.
This is an intermediate level module in generative grammar, with a special emphasis on theories that govern word order.

Main module aims:

To introduce students to questions related to syntactic derivation and movement, in relation to specific topics including the head-directionality parameter, the wh-parameter and the parametric variation in word order flexibility. 

Main module objectives:

To give an overview of some of the ideas that have shaped the study of syntax since the development of Chomsky's Minimalism.
	To enable students to read and understand primary literature.
	To enable students to do a close critical reading and write a review of research papers.
The aim of this module is to equip pharmacists with key clinical and professional leadership skills needed to lead pharmacy teams and services effectively. Pharmacists completing this module will develop a critical understanding of leadership and management theories and approaches and how to apply these in the healthcare setting, enabling them to develop their own leadership and management skills and those of others. Through critical evaluation of a change management project, and reflection on the effectiveness of different leadership styles, pharmacists completing this module gain insight into the practical application of key leadership components for successful management of change. Pharmacists are encouraged to identify a project in collaboration with relevant individuals or teams in their workplace.

This module is completed by pharmacists on the advanced professional practice route of the MSc in Advanced Pharmacy Practice (MScAPP) and can also be studied as a stand-alone short course. It is usually completed in six months, though pharmacists on the full MScAPP programme for over a year will complete this module over a longer period.
The module provides a detailed grounding in the development of communication and cognition, including an introduction to the experimental methods employed in this area, and lays the foundations for understanding and undertaking research in these areas. It examines psychological and linguistic theories of development and represents key aspects of cognitive development and their relation to social development.

It provides an overview of the nature of children’s language production and comprehension at different stages, including discussion of the processes by which language is acquired. Practical experience of early child development is provided through observation and data collection. 

Aims

To give an understanding of  theoretical approaches to the development of communication and cognition.
 To give an understanding of the methods used in developmental study of communication and cognition3. To provide cross-disciplinary insights in the phenomena of cognitive and communicative development through informed observation and data analysis.
On successful completion of the module students should be able to:

Describe typical processes of language, cognitive, and social development and how these can differ in children with developmental disorders (CW1, 2 and 3)
 Explain theories of language and cognitive development and how they can be help us to understand behaviour (mostly CW2 and 3, but also some moodle activities for CW1)
 Critically evaluate theories of language development and how these relate to social development (CW2)
 Apply theories of language development to interpret real language learning data (CW3)
The research project, which is for many students the most exciting and rewarding aspect of the Clinical Sciences course, runs throughout Terms 1 to 3.

The projects and project supervisors are carefully selected in discussion with the Course Director during term 1. The Director will provide a list and details of each project so that students will be able to make an informed choice a few weeks into the course. Every attempt will be made to match students to their choice of project as fairly as possible; however, students may approach other potential supervisors for projects after discussion with the Course Director.

Teaching staff will meet informally with students as a group throughout Terms 2 & 3. At each meeting students will provide brief project progress reports and several will present their work in more detail. Progress goals will be set for all students to ensure timely completion of the dissertation report. The final assessment will include a written report and an oral presentation. After the module is completed, particularly accomplished dissertations may be reformulated in collaboration with the supervisor for submission to a scholarly journal.
The course concerns two areas of theoretical biology, evolutionary game theory and population genetics where mathematics has played in important role in their theoretical development. While the necessary biological background is covered in the course, the emphasis is more on the mathematical theory. Models are developed and theorems are proved to determine how these models behave under various biological assumptions. Many of the models are dynamical systems, and a significant part of the course is introducing and using methods for differential equations and iterated maps to study them. The generality of the key models enables us to prove a range of theorems that yield important and fundamental results in both mathematical genetics and game theory.

The course may of interest to students from other departments, but they should be aware that it requires a strong mathematical background and a willingness to engage with mathematical proofs.

This course is independent of the course MATH0030 (Mathematical Ecology).
This module will investigate environmental law in a global context, examining the main principles, instruments and approaches of international and global law that address environmental challenges.

This module will explore the range of laws and norms that impact on global environmental problems. There are diverse bodies of environmental law that regulate and affect environmental law problems globally, including classic forms of public international law and increasingly transnational, regional and networked bodies of environmental norms. The module will explore these different kinds of law and how they have developed in an environmental context.
This module will investigate environmental law in a global context, examining the main principles, instruments and approaches of international and global law that address environmental challenges.

This module will explore the range of laws and norms that impact on global environmental problems. There are diverse bodies of environmental law that regulate and affect environmental law problems globally, including classic forms of public international law and increasingly transnational, regional and networked bodies of environmental norms. The module will explore these different kinds of law and how they have developed in an environmental context.
This module facilitates development of your knowledge and skills through designing and carrying out an independent project on a topic chosen from a range offered at the beginning of the academic year (guided by the Programme Director). You will produce a dissertation of 8,000 words, gaining independence and self-reliance through the process of evaluating evidence, assembling ideas and analysing data, and will become confident in presenting work both orally and in a written form.

On successfully completing this module, you should have increased knowledge and understanding of the chosen topic or field of research and the principles of evaluating evidence from published research and, depending on your subject choice, from clinical data or from the results of practical work in the laboratory. You would also gain the skills to:

• analyse and appraise the work of others

• formulate a research question

• write and deliver a short oral presentation

• make a logical argument

• write an independent dissertation that communicates facts and ideas

• work independently, manage time and work to deadlines.

and, where applicable, to use technical skills in the laboratory or apply key methods and concepts of statistical analysis.
This module provides an overview of systematic comparative analysis in the social science of education and shows you how to use this method for constructive explanation and theory building. We will ask crucial questions such as why some national education systems produce higher social equality than others, why market-oriented reforms in education have spread unevenly across Europe and the USA, and why some Asian countries score higher in the OECD PISA tests than most of Europe. The major portion of the module is devoted to classic comparative methods: Most Similar Systems Design (MSSD), Most Different Systems Design (MDDS), Qualitative Comparative Analysis (QCA) including process tracing, and related approaches. These methods are contrasted with statistical comparative methods at the macro level and the micro level. The aim of the module is to make you familiar with the basic rules of doing comparative research through these most influential methods and salient topics in the comparative social science of education, and to design your own comparative research strategy involving gathering, assessing, and using evidence.

This is a compulsory module for MA Comparative Education students.
Building on the 1st year ‘Education in the Age of Globalisation,’ and ‘Foundations in the Sociology of Education’ modules, and linking to the 2nd year ‘Educating and Organising for Social Justice’, and the 3rd Year ‘Rights, Equality and Justice in Education’ module – ‘Educating Minorities, Migrants and Refugees’ (EMMR) offers students an opportunity to:

consider both the sociological positioning of the minorities, migrants and refugees in education;
	policy approaches to educating minority populations;
	philosophical questions about inclusivity and rights to education;
	and a more comparative perspective on how different national education systems approach the issue and opportunity of minorities, migrants and refugees;
	and how in turn – these groups find strategies for succeeding within or challenging such provision.
In this module students will learn how new international economics theories and empirical evidence are used to analyse the aggregate and distributional impacts of recent and future policy changes. The specific topics covered will vary over time to keep the applications, and theories, up-to-date and relevant.

Suitable for: Final year BSc (Econ) Economics (L100, L101 and L102) students. Students from other degree programmes can also take the module if they meet the prerequisite requirements.

Prerequisites: ECON0013: Microeconomics and Term 1 of ECON0019: Quantitative Economics and Econometrics (or equivalent). Students can be taking ECON0019 in parallel.

Assumed knowledge: It is important that you are comfortable in using microeconomics concepts and tools as utility and profit maximization, market equilibrium, and imperfect competition. You should also be familiar with the following econometrics concepts: the difference between causation and correlation, OLS regression, instrumental variables, omitted variable bias.
Aims: To provide students with a thorough understanding of core techniques of quantitative economics and econometrics and their application to test economic theories and measure magnitudes relevant for economic policy and other decisions, as a foundation for subsequent study of quantitative topics within the degree programme, and as one of the key elements in the professional training of an economist.

Suitable for: This module is open to Term 1 Affiliates only. Full year students should see ECON0019. Students may take ECON0020 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 requirements of their home degree program.

Prerequisites: ECON0002: Economics, ECON0005: Statistical Methods in Economics, ECON0004: Applied Economics (or equivalents).

Assumed knowledge: Students should know the basic probability and statistics: probability models, conditional probability, independence, Bayes rule; discrete and continuous random variables; sampling and sampling distributions, point and interval estimation and hypothesis testing.
The aim of this module is to develop your ability and understanding in relation to defining research questions; understanding the relevant literature, theories and models; design strategies for investigating research questions by being involved in appropriate data collection and analysis, summarise your  findings in a research report.

Executing a research project will provide you with advanced skills in critical analysis, planning, working with participants, data collection and their statistical analysis. You will learn how to critically appraise of scientific literature, how to interpret your results and present them on a poster and in a dissertation.

Depending on the nature of your research, you may need to obtain ethics approval to ensure that the research conforms to general ethical principles and standards. Further information on the process and the staff and student responsibility can be found at Research Ethics at UCL (https://ethics.grad.ucl.ac.uk/) and will be discussed in the module.
This module aims to introduce more specialised procedures, such as muco-gingival surgery, advanced endodontics, occlusal splints and the restoration of dental implants, as well as a dedicated module on the contemporary management of tooth surface loss. The Diploma also covers documentations of clinical cases, diagnosis, prevention, occlusal management, diagnostic set-up and evaluation, 'Dahl' techniques, dental biomimetics and many other restorative options. Teaching consists of lectures, seminars, literature reviews and practical hands-on. The highlight of the Diploma is the clinical case portfolio modules, which allow graduates to practice, review and discuss clinical aspects within their own professional environment and to demonstrate competencies of restorative treatment techniques applied within their own clinical practice.
This module includes, but is not limited to, research design and methodology, critical appraisal of the literature, data collection and submission of a dissertation. Students are supported by research supervisors throughout the length of the project.
The study of sexuality and gender diversity encompasses a broad range of fields and disciplines. This module, team-taught by staff from several UCL Departments, combines theoretical, historical, social, legal, and cultural analyses of sexual and gender diversity with a range of case studies drawing on current research interests. Organised around broad themes it introduces key critical frameworks such as queer theory, LGBT and transgender studies. There will also be opportunities to explore sexual and gender diversity as aspects of global politics and to consider how these categories intersect with multiple axes of identity and belonging. Specific themes and case studies covered may vary from year to year subject to staff availability.

Preparatory Reading

Ahmed, Sara. Queer Phenomenology: Orientations, Objects, Others. Durham, NC: Duke University 

Press, 2007 

Eng, David, Judith Halberstam and Jose Esteban Munoz, What’s Queer About Queer Studies Now?. 

Special issue of Social Text. Durham, NC, 2005. 

Fahs, Breanne and McClelland, Sara I. ‘When Sex and Power Collide: An Argument for Critical 

Sexuality Studies.’ The Journal of Sex Research 53, nos 4–5 (2016): 392–416. 

Foucault, Michel. The History of Sexuality, 3 vols. London: Penguin, 1978–85. 

Fuss, Diana, ed. Inside/Out: Lesbian Theories, Gay Theories. London: Routledge, 1991. 

Johnson, E. Patrick, and Mae G. Henderson, eds. Black Queer Studies: A Critical Anthology. Durham, 

NC: Duke University Press, 2005. 

Puar, Jasbir K. Terrorist Assemblages: Homonationalism in Queer Times. Durham, NC: Duke University Press, 2007.

Sedgwick, Eve Kosofsky. Epistemology of the Closet. London: Penguin, 1990.

Sullivan, Nikki. A Critical Introduction to Queer Theory. Edinburgh: Edinburgh University Press, 2003.

Warmer, Michael. The Trouble with Normal: Sex, Politics and the Ethics of Queer Life. New York: Free Press, 1999.

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

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

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

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

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.
You will engage in a wider research project carried out at UCL and assigned a project supervisor; through pursuing your chosen project, you will gain in-depth knowledge, understanding and practical experience of your chosen research topic area. If you choose to undertake a research project that requires you to be present in a clinical setting, you will need to prove, as part of UCL occupational health checks, that you have been vaccinated against Covid-19. You will not be able to undertake a project that requires contact with patients in a clinical setting if you have not been vaccinated.

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

By the end of this module, students will have demonstrated the ability to:
• Describe, synthesise and critique scientific literature relevant to project.
• Formulate unique research question(s) with justified aims/hypotheses.
• Develop and apply appropriate research methodology to answer research question(s).
• Describe methods and report results clearly.
• Appraise and discuss findings in relation to wider literature.
• Evaluate limitations of own work and formulate next steps.
• Demonstrate effective academic writing skills.