This module will explore contemporary and post-war responses to the Holocaust more than 75 years after the liberation of Auschwitz. We will explore a range of responses to the genocide and look at: diaries, oral histories, literature, film, museums and music. During the module, we will explore the responses of those targeted for genocide and the post-war memory of these events among survivors, in intellectual circles and the political world. During the first half of the module, we will explore victims' responses. We will focus on victims' experiences of everyday life, including life in ghettos and camps and look at cultural and religious life, efforts to document what they were witnessing, and resistance. In the second half of the module, we will look at some external responses to the genocide, beginning with the Allied responses during the war and later looking at museums and memorials in Europe, Israel, and the United States. We will engage with topics such as the resistance of victim groups, questioning if the Allied government did enough to help, how we commemorate and memorialise a genocide and how this commemoration changes in different countries.
This module provides you with an understanding of contested Responsible AI principles such as fairness, transparency, privacy, and inclusiveness. The module explores practical measures for embedding the principles in AI technologies deployed across critical sectors, from education, employment, health, and financial services to criminal justice domains. Given the module鈥檚 interdisciplinary and global outlook, it is suitable for postgraduate students from diverse jurisdictions, professional backgrounds, and academic disciplines.
Working in an entrepreneurial context requires a different set of skills to those generally required in an academic or corporate environment. There is more emphasis on being self-reliant, being a creative problem-solver and planning your own path. It is often the case that progress must be made when there are only scant resources available. This requires creativity, efficiency, agility, making decisions when there is only partial information and where substantial uncertainty remains, proceeding by trial and error, learning from experience and mistakes; these are all essential skills. Dealing with setbacks requires resilience and determination. However, being entrepreneurial can be immensely rewarding if your innovations are successful and change the world for the better. This module will provide you with an entrepreneurial skillset that can support your future career as change makers in the MedTech sector and beyond. This module will provide you with the tools and skills to evaluate innovations and possible commercialisation through a responsible business lens, developing an understanding of what it takes to develop a credible business plan, work with investors and other industrial partners, understanding how to protect your intellectual property and when to create something that is open access, and mapping your business development plan against the required regulatory pathways. You will be supported throughout by business mentors 鈥 successful entrepreneurs from the MedTech sector 鈥 who will provide insights, suggestions and thoughtful discussions within your team projects. You will be trained in how to communicate ideas in various ways and for different purposes (written, investor pitches, academic presentations and group discussions). The learning and assessment from this module will be integrated with modules UK Healthcare Innovation & Design and 福利着片 Health Innovation & Design through context-dependent application of the materials. The relevant context dependent learning outcomes of this module will be assessed together with the learning outcomes of both the UK and 福利着片 projects.
Technology needs to be designed and developed responsibly to fit the demands and constraints of users, wider healthcare stakeholders, the health system, society (both now and in the future) and our planet. We need to move away from a disposable and consumables healthcare provision and design out waste during innovation. When we are designing new devices, we need to be thinking about the end of life of those devices. When we need to use single-use devices, we need to be thinking about material composition and decomposition of those materials. Responsible Innovation in Health Technology considers this, and much more. You will learn about the interaction and balance required between environmental, organisational, economic, population health and health system values. The principle of Responsible Innovation is central to the programme 鈥 it will run through all other modules and empower you to be a change leader in this area.
This module covers the principles and practices of responsible leadership. It looks at the philosophical foundations of ethics and applies principles to real-life cases and hypothetical dilemmas. Techniques of ethical management are presented. Causes and consequences of unethical business practices are discussed, along with theories of ethical decision-making.
We are all, in one way or another, participants in the consumer society. Whether we buy for necessity - life essentials such as food - or view it as an enjoyable leisure activity, our purchase of goods is part of a wider cultural movement pushing us to 鈥榮hop鈥. But how did we get to this point? Historically, what is it that has made us want to buy? This module explores how shopping, as we understand it today, evolved. Considering shopping at different points in Britain's history - the market places and specialist shops of the eighteenth century, the High Streets and warehouses of the nineteenth century, the department stores and malls of the twentieth century - we will examine the birth of the modern consumer society and within it, the roles played by manufacturer, seller, advertiser and shopper.
This module offers you an opportunity to learn about autism through the lens of neurodiversity. Neurodiversity offers a new perspective on our understanding of autism by emphasising the strengths and capabilities of autistic people, as well as challenging the marginalisation and underrepresentation of autistic voices in research and everyday life. As such, this module provides a counternarrative to the dominant ways in which autism has traditionally been defined, discussed, understood, and researched. You will learn about the first-person perspectives of autistic children, young people, and adults including their experiences of education, employment and society in general. You will take a critically reflective perspective on research to consider the extent to which first-person perspectives are taken into account. Where possible, autistic voices are woven through the module through invited guest speakers and inclusion of short video presentations.
The module provides an introduction to the theory and practice of Revenue Management
The module follows up on BIOL6087 in introducing core evolutionary knowledge and skills including writing. The content will be a mix of practical skills sessions in evolutionary analysis, lectures, discussions and a day trip to Down House and Crystal Palace dinosaurs. One session will link the students' transferable skills to employability. The students will gain insights into the fundamentals of evolutionary thinking from its origins to modern day questions and link them to the state-of-the-art methodical approaches and career planing.
How do novels, films, artworks and performances shape political struggles and transform the societies we live in? This module invites you to explore the powerful ways in which culture responds to injustice, imagines new futures, and drives movements for human rights and social change. The course focuses on key points of intersection between the arts and activism through a range of historical and contemporary social movements in the 鈥楲ong 20th Century鈥. These may include, but are not limited to: feminism, migration, climate crisis, BLM, 1968, oil, Human/Animal Rights. In these contexts, you will consider how writers and artists question the status quo, give voice to marginalized perspectives and inspire others to take action. Through close study of literary texts, films, visual culture and new media, you will gain tools for analysing the cultural politics of human rights and the role of creativity in moments of crisis and transformation. Drawing on theoretical and creative interventions into social change contexts, this module offers a chance to think deeply about how culture not only reflects the world, but helps to remake it.
Revolution is a modern concept in Islamic countries. Prior to the 20th century, no social or political change was either perceived as or called 鈥渞evolution鈥. However, the Iranian Revolution of 1979 was the biggest revolution of the 20th century after the Bolshevik Revolution of 1917. Earlier in the century, Iran had also experienced the 鈥淐onstitutional Revolution鈥 of 1907, and then the 鈥淲hite Revolution鈥 of 1962, although the latter was bloodless and consisted of a range of reforms presumably to pre-empt a bloody revolution. The idea of 鈥渞evolution鈥 was thus dominant in the political discourse across 20th-century Iran. It is significant that whilst the 1907 and 1979 revolutions were inspired by Western ideas, they were also distinguished by being led by the Shiite clerical establishment. Following the 1979 Revolution, Iran has entered a 鈥淧ost-Revolution鈥 era since revolution is no longer deemed a solution to socio-political crisis. However, for the Ayatollahs, another type of revolution, namely the 鈥淚slamic Revolution鈥 has begun and is now the mission of their regime in Iran; bound to continue until the return of the Mahdi, the hidden Imam, who will be assisted, according to Shiite traditions, by Jesus Christ. This module will discuss these revolutions in Iran and their perceptions by the different social and political forces who participated in them. Part 1 will examine the role of the clerics in the Constitution, in the light of their political motivations and intellectual background (the Shiite theory of government). We will also study two major events in the 20th century that, while they were not called revolutions, were certainly bloody: the coup d鈥櫭﹖at of 1953 and the insurgence of the followers of Khomeini in 1963 to oppose the 鈥淲hite Revolution鈥 of the Shah.
The 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first time that the clerics were involved in a popular movement in Iran. They took an active part in the movement for the establishment of a Constitution, even though the secular elites introduced the idea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainly aimed at removing the Shah from power, not least because he had ignored the application of the Constitution for the benefit of his autocracy. Significantly, however, while the clerics took power thanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy of Constitutional Revolution that they had supported a century earlier. This module will study this shift of attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during a period of 鈥渕odernisation鈥 in the twentieth century. Part 2 will examine the 1979 Revolution and explore the socio-political factors behind the Revolution and the triggering incidences that led to its occurrence. Relating to this period, we will scrutinise the different ideologies (socialism, liberalism and Islamism) and socio-political forces behind the 1979 Revolution and will discuss its religious and/or secular nature(s). Even though the first incidences that led to the Revolution began on university campuses with students seeking more freedom and democracy, the fact that the clerics were able to take over the helm of the Revolution and change its course towards an 鈥淚slamic鈥 Revolution, warrants exploring the question: Was the Revolution of 1979 inspired by socialism and Marxist-Leninist ideology or did it originate in the idea of the sovereignty of the jurist (vel芒yat-e faqih) that Khomeini tried to theorise since the 1940s? We will also examine the impact of the end of the Cold War on the timing of the 1979 Revolution. We will also look into the so-called 鈥淚slamic Revolution鈥, its aims and projects, based on the messianic ideology according to which clerics should rule until the return of the Mahdi. This study will provide insights into the current crisis in the Middle East, considering the involvement of the clerical regime in Syria, Lebanon, Yemen, Iraq, and elsewhere in the Islamic world.
This is a holistic module because it emphasises that its constituent topics dealing with diverse aspects of risk management are highly interconnected. Mastery of the subject is conceived as requiring a strong understanding of these interconnections. For example, someone lacking awareness of risk psychology and rick culture topics is likely to have poor insight into what risk management can offer as a decision support function in strategic and other organisational contexts. The lecture sequence and broader student experience are carefully structured with this in mind 鈥 and exam questions are designed to offer scope for demonstrating holistic knowledge. It is hoped this will equip students with a highly versatile risk management skillset which provides employers the flexibility they expect from the contemporary risk management function.
The ability to make effective decisions in the face of risk and uncertainty is essential to success in today鈥檚 fast changing world. This module seeks to equip you with the knowledge of decision-making processes and models that will help you achieve this objective. The module will take an inter-disciplinary approach and will emphasise that a mix of both qualitative and quantitative thinking, within a structured decision analysis framework, is needed to significantly improve risk taking behaviour. Throughout the module behavioural aspects of risk will be emphasised.
To critically examine current knowledge of the application of River Restoration techniques and their transferability to the UK and worldwide. As many river restoration projects are done to improve the status of fisheries, the costs and benefits of techniques from the perspective of fish populations will be considered. To critically review and evaluate the philosophies, policies and methods available for river restoration. To enable the student to find, review, interpret, critically evaluate and present arguments for alternative river restoration approaches and methodologies.
To develop an holistic approach to river basin management and restoration based on an understanding of physical processes and human modification of natural river systems.
This module is based on a professional training course for people working in River management and restoration. The course investigates how humans have modified River basins and river channels, and how these in turn have affected the rates and magnitudes of environmental processes within the river network with particular emphasis on the fluxes of water and sediments. Specifically, the module will focus on the contrast between natural and modified channel functioning through the use of research case studies and explore how the management of these complex environments is supported by scientific knowledge. The final component of the module looks at how we can use knowledge of natural processes to help restore damaged river systems. Specific topics to be included are: Definition of catchment sediment systems, processes of channel adjustment, Geomorphology and physical habitat, ecosystem engineers, the impacts of catchment land use change on river channel processes, river channel modification, river restoration, applied fluvial geomorphology.
Robots are becoming more widely used in society, with applications ranging from agriculture through to manufacturing, with increasing interest in autonomous systems. This module will introduce students to the concept of a robot, varieties of robotic systems and the some of the fundamental techniques which are required to get robot systems to work. The module concentrates on introducing students to the necessary kinematics, dynamics and control which are needed to analyse and design robotic systems. In addition, the course will discuss trajectory generation and path planning at a basic level. The course will use dextrous manipulators and mobile robots to illustrate the concepts which will be introduced.
This module will be first offered in the 2020/21 academic year. Robotics plays an important part in the development and operation of autonomous aerospace vehicles. The robotic element may consist of a complete vehicle either in outer space or on a planetary surface (e.g. a Martian rover) or a specific component (e.g. the ISS robotic arm). The module will examine design, construction and operation of such system. The students will gain an understanding of the challenges involved developing such a system, as well as operating at significant distances from the earth.
