This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with the main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
The module will draw on the student’s prior learning with regard to various psychological areas; including but not restricted to, learning theory (operant and classical), attitude, attachment, behaviour change. An introduction to animal behaviour and welfare will be provided using example from various groups of species. Through the lens of One Welfare and consideration of current topical issues of human-animal interactions, the complexities of understanding and negotiating between the desires and needs of the humans and non-humans are investigated, and the potential for unintended direct and indirect consequences explored - be those relating to human or animal health/welfare, and/or environmental concerns. The field of human-animal interactions and the role of psychology within it is growing rapidly. It has importance at local, global, political and personal levels in a range of areas of One Welfare concern including; wildlife conservation, wildlife (pest) control, stray animals, animals kept in laboratories, farms, or as pets, 'dangerous' dogs and animals used for human therapy or entertainment. This module is intended to encourage students to synthesise knowledge from their degree and critically apply it to areas of human-animal interactions.
This module explores new possibilities for creative computing beyond the computer screen. Through group work you will devise a prototype project for a non-screen based experience that might be, for example, a location-aware or geolocation-based application, an interactive installation, robotic artwork, a digitally-supported physical game or a wearable system. You will draw on the skills and knowledge you have gained so far but be supported in developing and adding to them as you work on your project. Through this team-based project you will develop skills in collaboration, project management, and begin to identify your own areas of interest and expertise with creative computing.
This module comprises a portfolio evidencing your academic and clinical work completed over the course of your PG CBT training, aligned with BABCP requirements for accreditation.
The aim of this module is to understand applied pharmacology in light of the basic principles studied in BIOL2048. The course is structured to provide knowledge for the key areas in which drug actions are applied to treat disease. Lectures will be accompanied by practical, with alternatives in place if required to meet minimum learning outcomes.
On successful completion of the module, practitioners are eligible to register as an independent and/or supplementary prescriber in accordance with current professional standards and regulations. Students are required to fulfil all current professional requirements for course entry in accordance with the Nursing and Midwifery council (NMC 2018), and the Health and Care Professions Council (HCPC 2019). Nurses and midwives will normally be qualified for three years, and working in the area in which they will be prescribing for at least one year, prior to commencing the module. AHPs are required to be working in the area where they will prescribe for 3 years (HCPC). Paramedics are required to be qualified for five years and have undertaken or are working towards an advanced practice qualification (as defined by Health Education England, usually an MSc) (College of Paramedics 2018, annex F). Nurses and midwives must have a practice supervisor and practice assessor (NMC Standards for Student Supervision and Assessment 2018). The supervisor would normally be a medical prescriber, a pharmacist independent prescriber or an experienced nurse independent prescriber working in a similar area of practice, who holds an MSc level qualification. The practice assessor would normally be a medical doctor. AHPs are required to have a designated prescribing practitioner (DPP) in practice who facilitates 12 days (90) hrs learning in practice. This time can also be spent with experienced pharmacists and NMPs while retaining the DPP as the key assessor. All practice supervisors and practice assessors will be invited to an introduction to programme, to develop an understanding of the programme, the programme outcomes, their role as a practice supervisor and/or practice assessor, and to support them in practice. This will also be an opportunity to engage with other practice supervisors and practice assessors and share experiences. For those who are unable to attend there will be access to Blackboard for information, and a recording of the introduction session available. All relevant course materials and programme handbook will be emailed to them prior to course commencement. Support for their role can be offered, on an individual basis, if required. University policy/ placement guidelines apply.
On successful completion of the module, practitioners are eligible to register as an independent and/or supplementary prescriber in accordance with current professional standards and regulations. Please see special features section for detailed entry requirements.
The module provides an introduction to functional brain anatomy and important neurotransmitter signalling pathways. This is used as a framework on which to describe the symptoms and treatment of neuropsychiatric disoders, such as schizophrenia. The possible underlying causes of these disorders, and advances in therapy, are discussed in the light of the most recent research in these topics.
This module is to describe basic concepts in neuropharmacology e.g. on the localisation and putative function of neurotransmitter pathways in the brain, and to use this knowledge to consider different theories relating to the biochemical basis of action of psychotomimetic and psychotropic drugs. This is used as a foundation to consider the biochemical basis of major neuropsychiatric disorders including schizophrenia, depression and anxiety, and neurodevelopmental disorders e.g. autism spectrum disorders. It will progress to highlight emerging opportunities for treatment of psychiatric conditions.
Philosophical logic provides tools for the rigorous study of some of the most central notions of philosophy and of ordinary thought - for instance, necessity and possibility (modal logic), time (temporal logic), moral obligation (deontic logic), and knowledge and belief (epistemic logic). You will learn about some of these logical tools, and use them to explore the philosophical questions that they both raise and help to illuminate. For instance, is your existence necessary? What is the nature of time? Can you be obliged to do something you are unable to do? What’s the difference between knowledge and belief?
This module provides you with a critical introduction to the philosophical development of the common law through an examination of key concepts and principles within private and public law that are essential for full and critical engagement with the substance of any core module as well as with any more specialist area. The module will examine some of the central conceptual and normative notions that underpin the common law, such as the private vs. public; doctrine of precedent; coercion; desert and entitlement; justice; ownership; duties and rights; promises and agreements; causation; responsibility; community; authority; sex/gender. This list is not exhaustive and can vary slightly from year to year. By reflecting on these key concepts and principles you will gain a deeper understanding of the nature of law and be able to present innovative and persuasive legal argument as part of your studies and future legal practice.
Philosophical pessimism argues in various ways that life is negative in value, the most extreme position being that it would have been better not to have existed. It provides a challenge to many philosophical and commonsense assumptions about value. In the 17th and 18th centuries thinkers such as Bayle, Hume, and Voltaire had begun to develop pessimist views and were opposed by Leibniz’s optimism in Theodicy (1710). Arthur Schopenhauer (1788–1860) is regarded as the most serious systematic exponent of pessimism. He focuses on the suffering and unfulfillment of desires that characterize life, and controversially interprets Christianity and Buddhism as essentially pessimistic religions. Both Schopenhauer and Buddhism, however, offer a positive solution to suffering through a transformation in consciousness. Schopenhauer’s work influenced a German school of idiosyncratic pessimists in the late 19th century. In this climate, Nietzsche took on some aspects of Schopenhauer’s philosophy in his early work, The Birth of Tragedy (1872), but in later works argued for an attitude of ‘saying Yes to life’, disputing the negative value of suffering. In contemporary philosophy, David Benatar’s anti-natalism has revived the view that existing is always worse than non-existing, arguing that we should not bring new human beings into existence.
