Module finder

EMHPs will operate at all times from an inclusive values base which promotes recovery, and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the Practitioner is operating. Practitioners must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. They must be able to respond to children and young people’s needs sensitively with regard to all aspects of diversity. The EMHPs will learn to demonstrate a commitment to equal opportunities for all and encourage children and young people’s active participation in every aspect of care and treatment. They will also demonstrate an understanding and awareness of the power issues in professional / student relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose them to the concept of diversity, inclusion and multi-culturalism and equip them with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. They will also learn to manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision-making. They will need to recognise the limitations to their competence and role and direct children, young people and families to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond competence and role.

This module you will develop the EMHPs knowledge in the core principles of CYP IAPT and in becoming skilled in enhancing their work with children, young people and their families/parents. This module underpins modules 2 and 3, and will provide the EMHPs with the necessary knowledge, attitude and competence to operate effectively in an inclusive, values driven service and in the wider services context.

This course seeks to examine the international relations of the Peoples’ Republic of China (PRC) addressing how and why China has reached its status within the international system today. As the world’s second largest economy, China is also a nuclear power with a huge military establishment representing about one quarter of the global population. Hence it is important for students of international relations to deepen their understanding of the way in which China has emerged as one of the rising powers at the global level. This module, aside from providing students with a detailed analysis of key issues and events pertaining to China and global politics, will also pay attention to existing scholarly debates over critical issues pertaining to China within the international system. The first half of the course is designed to provide students with a comprehensive overview of key trends and events in China’s international relations from the 19th Century to the present day. The sessions during the first part of the course will examine topics such as the role of history in China’s external relations, the PRC’s decision to enter the Korean War, and the rise and fall of Sino-Soviet alliance. The second half of the course will address thematic issues of relevance to China in global politics; these include the scholarly debate over the rise of China, Sino-U.S. relations, China and regional/global security, China’s role in regional/global economy, China and emerging technologies, issues of human rights and environment.

This course seeks to examine the international relations of the Peoples’ Republic of China (PRC) addressing how and why China has reached its status within the international system today. As the world’s second largest economy, China is also a nuclear power with a huge military establishment representing about one quarter of the global population. Hence it is important for students of international relations to deepen their understanding of the way in which China has emerged as one of the rising powers at the global level. This module, aside from providing students with a detailed analysis of key issues and events pertaining to China and global politics, will also pay attention to existing scholarly debates over critical issues pertaining to China within the international system. The first half of the course is designed to provide students with a comprehensive overview of key trends and events in China’s international relations from the 19th Century to the present day. The sessions during the first part of the course will examine topics such as the role of history in China’s external relations, the PRC’s decision to enter the Korean War, and the rise and fall of Sino-Soviet alliance. The second half of the course will address thematic issues of relevance to China in global politics; these include the scholarly debate over the rise of China, Sino-U.S. relations, China and regional/global security, China’s role in regional/global economy, China and emerging technologies, issues of human rights and environment.

Modern Chinese history can arguably not be understood without considering China’s role in the Cold War. Even China’s foreign relations today – for instance its relationship to Russia and to North Korea – are shaped by it. Vice versa, in understanding the Cold War in its global dimensions, it is crucial to look at China’s role in it, since it was an important player that sought to achieve a leadership role next to the two superpowers.

This module introduces China’s role in the Cold War. In part 1 (first semester), we will focus on the chronology of the Cold War. Among our themes will be the foundation of the Chinese Communist Party in 1921, the Chinese civil war that caused the tensions between mainland China and Taiwan, the Sino-Soviet friendship and its split, China’s involvement in the Korean and Vietnam Wars, as well as the end of the Cold War.

Modern Chinese history can arguably not be understood without considering China’s role in the Cold War. Even China’s foreign relations today – for instance its relationship to Russia and to North Korea – are shaped by it. Vice versa, in understanding the Cold War in its global dimensions, it is crucial to look at China’s role in it, since it was an important player that sought to achieve a leadership role next to the two superpowers.

This module introduces China’s role in the Cold War. In part 1 (first semester), we will focus on the chronology of the Cold War. Among our themes will be the foundation of the Chinese Communist Party in 1921, the Chinese civil war that caused the tensions between mainland China and Taiwan, the Sino-Soviet friendship and its split, China’s involvement in the Korean and Vietnam Wars, as well as the end of the Cold War.

Modern Chinese history can arguably not be understood without considering China’s role in the Cold War. Even China’s foreign relations today – for instance its relationship to Russia and to North Korea – are shaped by it. Vice versa, in understanding the Cold War in its global dimensions, it is crucial to look at China’s role in it, since it was an important player that sought to achieve a leadership role next to the two superpowers.

This module introduces China’s role in the Cold War. In part 1 (first semester), we will focus on the chronology of the Cold War. Among our themes will be the foundation of the Chinese Communist Party in 1921, the Chinese civil war that caused the tensions between mainland China and Taiwan, the Sino-Soviet friendship and its split, China’s involvement in the Korean and Vietnam Wars, as well as the end of the Cold War.

After having explored the political chronology of China’s role in the Cold War in the first semester, we will turn to central themes in the second semester. Among the topics we will talk about are China’s policies regarding the atomic bomb and the arms race; its quest for a leadership role in what Mao Zedong called the ‘Third World’ and how this affects China-Africa relations today; the impact of the Cold War on Chinese literature, on foreigners living in China and on foreign academic perceptions of China. We will also discuss theoretical frameworks that we should consider when approaching the topic of the Cold War in China.

After having explored the political chronology of China’s role in the Cold War in the first semester, we will turn to central themes in the second semester. Among the topics we will talk about are China’s policies regarding the atomic bomb and the arms race; its quest for a leadership role in what Mao Zedong called the ‘Third World’ and how this affects China-Africa relations today; the impact of the Cold War on Chinese literature, on foreigners living in China and on foreign academic perceptions of China. We will also discuss theoretical frameworks that we should consider when approaching the topic of the Cold War in China.

After having explored the political chronology of China’s role in the Cold War in the first semester, we will turn to central themes in the second semester. Among the topics we will talk about are China’s policies regarding the atomic bomb and the arms race; its quest for a leadership role in what Mao Zedong called the ‘Third World’ and how this affects China-Africa relations today; the impact of the Cold War on Chinese literature, on foreigners living in China and on foreign academic perceptions of China. We will also discuss theoretical frameworks that we should consider when approaching the topic of the Cold War in China.

The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken.

This particular module is aimed at complete beginners.

Successful completion of the full Stage 1, over 2 semesters, is approximately equivalent to having reached Level A1 of the Common European Framework or a good GCSE.
Taking this single semester module at Stage 1 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.