If we are to address society鈥檚 waste problem we need to fully understand the environmental, occupational, public health, technical, fiscal, social, cultural, demographic and political influences on waste collection, reuse, recycling, minimisation and prevention. In this module, we will discuss all of these issues and draw upon real case studies to illustrate and illuminate the future challenges. Students will use their knowledge and skills to complete assignments that will test the learning outcomes for the module. This module does not have any pre-requisites. Students will be required to perform mathematical activities.
What can the voices and narratives of sex workers and asylum seekers depicted in world literature and visual culture tell us about the conditions and pressures of life in the contemporary world? How might considerations of narrative technique, genre, and imagery help us to make sense of these stories? And in what ways might these narratives enable us to map the profoundly unequal circulation of money, information, and people in the contemporary world system? This module seeks to address these questions through readings of a range of iconic literary and cultural narratives that tell stories about the postcolonial world. You will expand and develop your conceptual knowledge and close reading skills through an engagement with some cutting-edge novels and films about the pressures of the modern world. In doing so, you will also consider the extent to which these narratives can help us to imagine meaningful alternatives to predominant ideas about global culture and free trade.
This module will provide introduce you to the study of syntax within current linguistic theory.
Carbon-carbon bond forming reactions lie at the heart of organic synthesis. In this course we will cover methods for carbon-carbon bond formation using carbanions and radicals, and through thermally and photochemically induced pericyclic processes. The significance and importance of the reactions discussed will be illustrated by examples taken from the literature, including applications to synthetic and natural organic compounds possessing useful properties (e.g. pharmacological activity). An overarching theme will be selectivity (e.g. chemoselectivity, regioselectivity and stereoselectivity), and the factors controlling aspects of selectivity for reactions of anions, radicals and pericyclic reactions.
The goal of this module is to give students an overview of the theory and methods for designing and delivering large multi-component systems. There will be a particular emphasis on systems which combine requirements and functionality from learning, software, and hardware, and the ways in which the boundaries between them can be identified and managed. This module provides preparatory tools and techniques for the group project module in semester 2.
Systemic therapies approach people and their problems, not as isolated individual units, but as people in relationships who are influenced by the interactions and dynamics within the group be it a family or a larger organisation such as an employer. This module has been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation level training (AFT, 2015). Systemic theory and practice is one of the programmes two therapeutic models in line with guidance from the British Psychological Society that Trainees must 鈥渄emonstrate competence in a minimum of two evidence-based clinical models鈥 (BPS, 2025, p41 鈥 2.14.11).
Systemic therapies approach people and their problems, not as isolated individual units, but as people in relationships who are influenced by the interactions and dynamics within the group be it a family or a larger organisation such as an employer. This module in combination with module 2, has been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation training (AFT, 2007). Systemic theory and practice is the programmes second therapeutic model in line with guidance from the British Psychological Society that by the end of the programme Trainees will have the 鈥渁bility to implement therapeutic interventions based on knowledge and practice in at least two evidence-based models of formal psychological interventions鈥︹ (BPS, 2015, p23 鈥 2.2.4 Psychological Intervention Core Competency, point 3).
This module builds on Systemic Theory and Practice Module 1 (PSYC6120) which is delivered in your first year of training. Together both modules have been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation training (AFT, 2007). Systemic theory and practice is the programmes second therapeutic model, in line with guidance from the British Psychological Society that by the end of the programme Trainees will have the 鈥渁bility to implement therapeutic interventions based on knowledge and practice in at least two evidence-based models of formal psychological interventions鈥︹ (BPS, 2015, p23 鈥 2.2.4 Psychological Intervention Core Competency, point 3).
This module builds on Systemic Theory and Practice Module 1 (PSYC6170) which is delivered in your first year of training. Module 2 has been designed to offer teaching that contributes to the second year of the Systemic Psychotherapy Intermediate level training (AFT, 2015). It provides further teaching on core aspects of systemic theory/practice, systemic models and different ways of applying systemic approaches to your clinical practice. Systemic theory and practice is one of the programmes two therapeutic models in line with guidance from the British Psychological Society that Trainees must 鈥渄emonstrate competence in a minimum of two evidence-based clinical models鈥 (BPS, 2025, p41 鈥 2.14.11).
This module follows on from FEEG1201 Introduction to Engineering Design where students are introduced to design processes supported by computing methods. In FEEG2001 students address the design of a system consisting of a number of interacting sub-systems which may include mechanical and electrical parts, sensors, actuators and real-time computational devices. Students work within a group to practically apply their knowledge to design, build and test an artefact in response to an engineering brief within a proactive environment. Particular focus is placed upon the ability to work as an effective team and realise a coordinated and well-resolved engineering system. In semester 1 computational and design skills are extended in preparation for a challenging design project in semester 2, in which student teams will respond to one of a number of design project briefs for a mechatronic system with computational control. The review of the design process as well as the demonstration of the performance of the final design are fundamental to the successful completion of the semester 2 project. The prototype development (built and testing) are supported by the use of various facilities. This module is linked to FEEG2006 Engineering Management and Law where the management of each group鈥檚 semester 2 design project is assessed. This supports the development of effective management and group working skills within the context of designing and delivering a challenging engineering project.
This module follows on from the Part 1 Design and Computing Module where students focus on the design of a functional part. In this Part 2 module students address the design of a ship鈥檚 steering system consisting of a number of interacting parts.
This module seeks to expose students to research level studies in a number of areas related to the function of the nervous system, necessary to understand the pathophysiology of neurological conditions. The course will describe CNS development, and the structure and functions of neural cell populations; research into the mechanisms underlying learning & memory; and analyses of neural circuits controlling behaviour. Following this module, students will be expected to be able to integrate their understanding of cellular properties into coherent concepts of system level functions and be able to evaluate examples of current research in this field.
The aim of this module is to expose students to research level studies in a number of areas related to the function of the nervous system, necessary to understand the pathophysiology of neurological conditions. The course will describe CNS development, and the structure and functions of neural cell populations. Following this, research into the mechanisms underlying learning & memory will be discussed, as will analyses of neural circuits controlling behaviour.
The International Council on Systems Engineering (INCOSE) states that 鈥渢he fundamental principles of systems engineering have an important role in the education of all engineers 鈥 [in] recognition that most of today鈥檚 engineering tasks are performed in multi-disciplinary teams鈥. In the complex, safety-critical systems that are increasingly prevalent in everyday life, it is crucial to understand how to adopt and apply systems thinking throughout the lifecycle, from design, through operation, to decommissioning. This module introduces systems thinking as a perspective on engineering, safety and performance. Systems thinking takes a macro view of complex sociotechnical systems, considering how all the elements (people, processes and technology) interact within the context of their environment. It uses bespoke methods to analyse systems at a holistic level and to understand how to optimise overall performance. Both the subject and the module are transdisciplinary and applied in nature, with the module content being rooted in real-world examples from defence and security, plus cross-domain case studies from other relevant safety critical industries including transportation, nuclear and construction, delivered by a range of lecturers from industry and academia.
Homelessness results from different individual and systemic issues. Often, the systems put in place to help those who experience homelessness can miss crucial gaps or have policy that actively excludes those they intend to support. Lived experience of homelessness is key to understand and consider as a resource for homelessness services. Those with lived experience can provide understanding of the systems of support and help understand where things can be improved. Peer mentoring, where those with lived experience of homelessness help those who are currently experiencing homelessness, is becoming a standard practice within homelessness services.
This module offers a practical introduction to leading music ensembles within education contexts. Skills covered include arranging for, rehearsing and performing with ensembles of singers and instruments from beginners to professionals. It is particularly aimed at helping students interested in developing skills and techniques for working in community music or music education settings.
This module focuses on the principles and practices of task-based language teaching (TBLT) and its application in language education. In this module, we will explore the theoretical foundations, task design, classroom implementation, learner factors, and assessment in TBLT.
This module introduces you to the study of identity and agency in storytelling, as a way of gaining knowledge and as a powerful qualitative method for researching identity and our experiences as language teachers and learners over the course of our careers.
This module will develop your critical knowledge and understanding of aspects of the work and lives of teachers in schools and relate this to your own experience. You will develop an understanding of key themes relating to teachers, teaching and classroom practice. Themes might include recent research on effective teaching and teacher development, education policies which affect teachers and portrayals of teachers in popular culture.
In this module students will explore the fundamentals of teaching and learning at work. They will examine learning theories, theories of assessment, evaluate teaching methods and identify and evaluate appropriate educational resources. They will explore the context of professional development and key policy areas that effect how this takes place in practice. This module is taught at M level.
