This module will build on your level 4 modules and will enable you to appreciate, and start to apply an integrated approach, to successfully use occupation at the core of all occupational therapy practice. This module will develop your ability to apply and link theoretical concepts that underpin occupational therapy with people who have a range of physical and mental health conditions, including those who are disadvantaged and marginalised. This module will further prepare you for professional practice by developing an understanding of a broad range of physical health and mental health conditions seen in practice. This module will enable you to justify and implement professional reasoning. You will engage in weekly case study discussions exploring a range of assessments, interventions and outcome measures with a mix of client groups.
This module considers the intersection of fashion and society, prompting critical reflection on the broader implications of design choices. Through projects and discussions, you explore societal impacts, identity politics and ethical considerations, aiming to cultivate socially conscious designers adept at shaping narratives and fostering inclusivity. The module emphasizes understanding the intended audience, sources of inspiration and the integration of design work with communities and wider civic society, preparing you for the advanced experimentation and independence required in your final year of study or a Year in Employment.
This module provides a vital foundation in the biosciences for mental health nursing, highlighting the deep connection between physical and mental well-being. Students will explore the intricate workings of key physiological systems and gain insight into how mental illness can impact physical health. They will examine common physical health conditions—such as cardiovascular disease, metabolic syndrome, diabetes, and epilepsy—that frequently coexist with mental health disorders, along with the underlying pathophysiological processes. Students will also explore the role of genetics in shaping both physical and mental health across the lifespan. With a focus on holistic care, this module unpacks the biological effects of mental illness and the fundamentals of pharmacology, equipping students with the knowledge to understand how medications work in mental health nursing. Most importantly, students will develop the essential skills to assess physical health, recognise signs of deterioration, and provide compassionate, integrated care that bridges the gap between physical and psychological well-being, ensuring that individuals receive truly whole-person care.
The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learnt through clinical topic weeks, in which students learn in a style similar to problem based learning. This module focuses on integration of knowledge learned in Foundations, research and writing skills and professional/transferable skills of reflection and learning to work independently and as part of a team. The assessment is predominantly assessesing this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course, which is achieved by this module, alongside 2 other modules: – Foundations of Medicine 1, and Clinical Medicine 1. The emphasis of the assessments for each of these modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules. Further details will be provided on Blackboard.
The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learnt through clinical topic weeks, in which students learn in a style similar to problem based learning. This module focuses on integration of knowledge learned in Foundations, research, evidence based medicine and writing skills and professional/transferable skills of reflection and learning to work independently and as part of a team. The assessment is predominantly assessing this. However it is not a stand alone module and should be recognised by teachers and students alike as part of the whole course, which is achieved by this module, alongside 2 other modules: Foundations of Medicine 2 and Clinical Medicine 2. The emphasis of the assessments for each of these modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules. The majority of teaching and assessment will take place in semester 1; however some assessments will take place in semester 2. Further details will be provided on Blackboard.
This module will allow you to explore some key areas of intellectual property law, such as trademarks, copyright and patents. Emphasis is placed on the process of European Union (EU) harmonisation of intellectual property rights, and its implications for UK law, also in relation to Brexit. Some of the questions addressed in this course include: What is an ‘invention’ and is it industrially application? Who can be considered an author? What does ‘originality’ mean in a copyright context? Do you need permission from the copyright holder to provide links to his/her content over the internet? Can you resell your videogames, ebooks and iTunes music tracks? What form of IP protection is available to those businesses that use signs and symbols in the course of trade? What is a trade mark, and what are its functions? What is character and personality merchandising, and how can you have someone endorse your products? This module allows and encourages you to undertake a critical analysis of the state of the law in the field of trademarks, copyright and patents, as well as international influences and the impact of harmonisation at the EU level. Whilst seminar materials are provided, significant emphasis is placed on self-learning, enabling the seminars to concentrate on specific topics and issues.
To those interested in intellectual property (IP) law these are incredibly challenging and exciting times. At the EU level, debate around further harmonisation and review especially of copyright law has intensified over the past few years, and is very lively at the moment also on account of the activity (and activism) of the Court of Justice of the European Union. EU Member States have been reforming their own laws, also to provide a legal environment that favours innovation and creativity. Reform proposals have been also tabled in a number of Asian countries and Australia, considering whether the approaches under US and EU laws should be also taken there.
This module gives a broad introduction to the new and rapidly expanding field of agent-based computing. It introduces the key concepts and models of the field, dealing both with the individual agents and with their interactions. Particular emphasis is placed on automated negotiation, cooperation and on-line auctions, and students are required to program a trading agent in Java which will compete in a class tournament within a simulated trading environment.
This module teaches the theory and practice of robotic perception and reasoning needed for mobile autonomous vehicles to operate in dynamic, unstructured environments across land, sea and air. You will learn probabilistic methods so that robots can self-localise within and make sense of their surroundings. These methods will be implemented on real platforms to close the see-think-act loop for robust delivery of missions in complex fields that have not been designed to accommodate robots.
Interactive music and sound can be found in diverse forms, from video games and interactive installations through to data driven sonic art and works with audience/performer interventions. Such situations provide composers and sound artists with both exciting creative opportunities and technical challenges. This module provides you with an opportunity to explore non-linear sonic scenarios, introducing a range of software systems and hardware controllers with which to engage.
In this module you will build on your technical skills and creative approaches to develop an individual creative computing project. The broad themes of play and user interaction will be explored, within which you will identify, research and manage a project with a focus of your own choice. Theories and contexts of play in art, design and commercial contexts will provide a launchpad for your own creative and technical practice in, for example, physical space and interactive installations, the Internet of Toys, mixed reality games, interactive literature and media, playful AI and robotics, HCI and user experience (UX). You will be introduced to user and player testing methods to evaluate your project.
In a world of fast and easy communication, we are increasingly working and studying alongside people from different cultural and linguistic backgrounds. Understanding our intercultural encounters allows us to develop awareness of ourselves and others, as we grow as individuals, develop new relationships and enhance employability through the intercultural competence we acquire. Whether in social settings or various contexts of employment, intercultural communication in today's globalised world can challenge our established ways of thinking, feeling and behaving. This module prepares you to react to these challenges, and to understand how culture and communication operate around you.
Teams of students will work together to address practical, real-world problems set by industry or government partners. Each team will have an academic supervisor and an industrial advisor and will work together to produce a ‘demonstration’ of their solution to the challenge. Team size will depend on cohort size, but the expected size is around 4 students per group. The goal of the module is to facilitate inter-disciplinary team working and cohort development, whilst providing rapid solutions to real-world challenges, to emulate the demands of a job working in the D&S sector. Outcomes of the projects may be presented during the industry forum event, which will be held during the induction week from the second year of intake, to which industry, government and third sector stakeholders, and the wider University community will be invited (dependent on security considerations of each project).
