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This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in form of composing a piece of economic research on your chosen topic. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a single topic, immersing themselves deeply in the methodology and furthering our knowledge using state of the art research methods.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in form of composing a piece of economic research on your chosen topic. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a single topic, immersing themselves deeply in the methodology and furthering our knowledge using state of the art research methods.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a range of set topics, composing concise pieces of work that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a range of set topics, composing concise pieces of work that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a range of set topics, composing concise pieces of work that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a range of set topics, composing concise pieces of work that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research.

This dissertation module is designed for students that prefer to work on a range of set topics, composing concise pieces of work that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers.

Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.

As language education seeks to prepare students to communicate in a world that is ever more interconnected, diverse and unequal, teachers and institutions are urged to explore how social justice-oriented pedagogies can help address forms of inequality, oppression and discrimination that are still reproduced in our learning materials, classroom practices and didactic spaces. In this module we examine the ways in which language educators and researchers around the globe are responding to calls for more inclusive and equitable approaches in education (UN, 2016, UNESCO, 2019), and the challenges resulting from efforts to eliminate barriers to participation and disrespect for diversity from language learning environments. Drawing from research on critical language pedagogies and classroom-based interventions from different global settings, we analyse: 1) the role that the language learning curriculum, materials and teacher agency can play in dealing with diversity as either ‘a problem’ or ‘a collective strength’; 2) what kinds of diversity and inequality dimensions need to be considered in our approaches to (English) Language Teaching and why (e.g. disability, race, rural/urban divides, religion, gender, class, emotionality); and 3) what resources, strategies and critical or social-justice pedagogies may be developed in local educational contexts to dismantle different forms of inequity, as we move towards a more critical, socially just and responsible (English) language education practice.

As language education seeks to prepare students to communicate in a world that is ever more interconnected, diverse and unequal, teachers and institutions are urged to explore how social justice-oriented pedagogies can help address forms of inequality, oppression and discrimination that are still reproduced in our learning materials, classroom practices and didactic spaces. In this module we examine the ways in which language educators and researchers around the globe are responding to calls for more inclusive and equitable approaches in education (UN, 2016, UNESCO, 2019), and the challenges resulting from efforts to eliminate barriers to participation and disrespect for diversity from language learning environments. Drawing from research on critical language pedagogies and classroom-based interventions from different global settings, we analyse: 1) the role that the language learning curriculum, materials and teacher agency can play in dealing with diversity as either ‘a problem’ or ‘a collective strength’; 2) what kinds of diversity and inequality dimensions need to be considered in our approaches to (English) Language Teaching and why (e.g. disability, race, rural/urban divides, religion, gender, class, emotionality); and 3) what resources, strategies and critical or social-justice pedagogies may be developed in local educational contexts to dismantle different forms of inequity, as we move towards a more critical, socially just and responsible (English) language education practice.

Allergic reactions to drugs are common, complex and often misunderstood. Drug allergy is a specialist area of allergy that requires dedicated training and therefore in this module, you will explore all aspects of drug allergy in depth. The module teaches about the immunological basis for drug allergy and will explore the variety of presentations of different patterns of drug allergy across the spectrum of hypersensitivity mechanisms including IgE mediated drug allergy and non-IgE mediated drug allergy. The sessions will include detail on pathogenesis, diagnosis, investigations and management. Key drugs will be covered, including antibiotics, analgesics and anaesthetic agents and we will go into the challenges and impact of drug allergy de-labelling. This module comprehensively covers both paediatric and adult disease and throughout, you will explore topics by interpreting clinical scenarios to reinforce your learning.

Our online module is delivered using a blend of live teaching sessions and pre-recorded sessions. You are expected to attend the live sessions which allows you to engage with our expert teachers and your fellow students and benefit from rich discussions. Our recorded sessions allow you to learn at your convenience within each teaching week. Most of our students continue to work while studying and benefit from this flexibility. Engaging with our blended learning each teaching week allows you to build on and synthesise your learning as you go.

This module is taught once a year and typically involves approximately 10 hours of student engagement per week. The module will take place during the following weeks (exact timetable to be confirmed):

•Teaching & guided learning: 10/02/26-03/03/26
•Self-directed learning: 04/03/26-25/03/26