The Module provides a critical reflection on the development and state of constitutional law in Canada. We will reflect on the way constitutional law founded the transition from colony to constitutional state. Furthermore the module considers how, in contemporary Canada, constitutional law is called upon to mediate deep historical social divisions and tensions and also to foster a social and political culture of tolerance and equality.
The Module provides a critical reflection on the development and state of constitutional law in Canada. We will examine the core content of Canadian constitutional law in its historical and theoretical context(s). In the process, we will gain an understanding of and be able to analyse each of its core components (viz., federalism, human rights, and Indigenous rights).
Consulting is a major global industry and understanding how consulting works is important both for students who might be interested in a consulting career and also for students who may need to purchase consulting and work with consultants in their career. In addition the consultative approach to problem-solving is a powerful set of skills and methods that can be used by any professional in their work. This Module provides an in-depth review of consulting and the consultative approach. It uses a mix of lectures, seminars and practical exercises to enable students to understand consulting methods and approaches, hear real-world examples of consulting case studies and have the opportunity to practice consulting methods. This module aims to introduce a range of skills required to successfully engage in management consultancy and to provide opportunities to apply particular skills. This is a challenging module requiring students to have good analytical and communication skills as the lecture(s) and assignment will require working in groups, analysis, presentation and report writing.
This module runs alongside Psychology in Professional Practice 1. During the first year of training you are placed in a primary and secondary school with a field tutor. The field tutor demonstrates casework skills, undertakes casework collaboratively with you, and facilitates you taking on casework independently. You may also undertake some school based project work, working at an organisational level. Over the course of the year you will undertake casework with increasing independence following a model of systematic psychological problem solving. By the end of the module you can expect to complete two pieces of casework in a primary school, and one in a secondary school. One primary and one secondary are submitted as Reports of Casework and form 80% of the module assessment. One of the pre-requisites for PSYC8043, PSYC8044, PSYC8045 and PSYC8046
This module aims to provide you with the opportunity to become fluent in consultative casework addressing high incidence needs and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. This module also enables you to develop greater independence in casework and to address a broader range of problem areas. Casework should demonstrate consideration of non-discriminatory and non-oppressive issues. One of the pre-requisites for PSYC8044 and PSYC8046
This module aims to provide you with the opportunity to become fluent in increasingly independent consultative casework addressing a range of needs, and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. Within their new context, you are again encouraged to make use of opportunities for joint working with other professional groups At the end of this module you should be able to demonstrate the skills of an applied psychologist working within a local authority. This module integrates the prior learning from PSYC 8041 and 8042, and aims to provide you with the opportunity to generalise and adapt your consultative casework skills to novel contexts and presenting issues. At the end of the year you should meet both the HCPC Standards of Proficiency and the BPS Core Competencies. You are assessed on these skills by means of a casework viva in which you discuss three self-selected pieces of casework and are expected to consider the following factors: •The legal and ethical boundaries of educational psychology •Non-discriminatory practice •Confidentiality •Informed consent •Professional duty of care •Effective self-management and resources •Working in partnership with other professional support staff service users and their families •Effective communication
Management Consulting has enjoyed significant growth in the previous 40 years and plays a large and important role in the private and public sectors of most national economies. Despite, or perhaps because of this success, the role of management consultants is controversial and has attracted criticism. This module explores these issues by looking at the context and environment in which consulting has grown and takes place, the concepts and theories that underpin consultancy and by which we can understand it, and some of the processes and practices that consultancy involves. The module uses both normative and critical lenses to reflect upon the sector as a whole, the rhetoric and the reality of consulting, and equip students with some of the practical skills and knowledge that being a consultant involves and requires. The module is split into three parts. First, we look at the management consulting phenomenon in general and how it fits into our understanding of the business world as well as some of the controversy surrounding it. We then move on and take a closer look at the historical evolution of the sector and the different types of firms and institutions involved. Week three involves a case study and introduces various types of capital (including human, social and client). In the second section of the module we examine the processes, relationships and practices involved with management consulting. In particular we look at clients, the consultants themselves and the way that they organise their work, the relationships between clients and consultants and finally approaches, methods and tools that they can use. This section of the module also includes the assessed practical role play activity. The third and final section focuses on careers in consultancy, the ethical dimensions and controversies of consultancy and a look at the darker side of the industry. Given the international dimension and reach of consulting, as well as environmental and sustainability concerns, this section is highly relevant for the future of the industry. This section includes a look at how people get in, get on and some of the reasons that they get out of the consulting sector.
Marketing raises many problems about how consumers buy and use products and how they react to marketing interventions. This module is concerned with evidence from research and theory about issues relating to consumer behaviour, and its application to marketing management.
The module builds on the foundation established by your work during year 1 Film. Furthermore the view that film can be viewed as an artform, cultural and historical artefact, and an industry is central to its rationale will be examined.
This module highlights the importance of critical thinking, reflection and analysis within creative practice through exploring fashion from a variety of socio-cultural, critical, historical and practical positions, that will enhance your ability to make connections, stimulate your research and widen your understanding for your Final Major Project. A series of lectures and seminars by leading professors in fashion are designed to inform and challenge your thinking to support and enhance your design concepts. Your output from this module is an illustrated essay themed around the analysis of current fashion relevant to your Final Major Project allowing you to identify how and where to situate your design concepts.
This module will provide you with a comprehensive overview of key issues and debates in contemporary education. Through studying this module, you will be introduced to some of the main approaches and concepts for understanding key contemporary education issues and debates. You will explore a range of topical and policy-related themes and you will become familiar with how such issues develop over time.
Contemporary archaeology operates within a broad remit: its traditional focus on understanding a deep past is now supplemented by studies of more recent material cultures, and issues of heritage, representation and the politics of the past. All of these dimensions of study, dialogue and practice are conducted within theoretical frameworks that are conditioned by contemporary perspectives on the world. The purpose of this module is to explore the interrelated themes of contemporary archaeological theory and practice, and archaeology’s place in the modern world. It is about the production of archaeological pasts for academic and non-academic audiences, and how such pasts are consumed and contested. Students will gain an understanding of the links between archaeology and anthropology, philosophy, sociology and history (among others), and develop a critical understanding of current issues and debates within archaeology which can then be deployed across other modules and dissertation study.
This course introduces contemporary themes associated with HRM, with the objective of creating an in-depth and critical exploration of some of the challenges that we face in the workplace today. Such issues include topics such as, managing diversity, changing patterns of work and careers, working ethically, how Corporate Social Responsibility (CSR) fits into HR; well-being at work and work-life balance in the context of HRM. This will involve learning about the multiple and often competing perspectives that pertain to HRM in today’s workplace.
The world of business is fascinating and complex in equal measure. The study of accounting business and management is important to organisations everywhere, and in particular the ability to communicate to a variety of audiences is highly valued. The calculations, techniques and frameworks we learn need to be applied in a context – the calculations need to be explained to clients, government and regulators need to be persuaded to appreciate the issues they might be passing judgement on. Furthermore, research and experience from a variety of business and management case might yield valuable insights into innovation in accounting, finance and strategy etc. The aim of this module is to introduce students to the following 1)The application of accounting knowledge to real world situations. 2)Extracting information – narrative, numbers, calculations and methods – from academic and professional literature. 3)How to communicate knowledge to both professional and non-professional audiences. 4)How to prepare written analysis.
The module builds on MANG6030 Financial Accounting 1 and exposes students to various accounting theories and approaches to further their understanding of accounting developments nationally (UK) and internationally. The module also exposes students to some of the complex and current issues related to accounting measurements, employee benefits, financial instruments and group accounts.
Building on the knowledge the students have gained from LAWS6158 Intellectual Property Law in a Global World, this module will explore contemporary issues in the world of IP. The module will review IP Law from philosophical, political, social and economic perspectives and review the purpose of IP laws and their interaction and interfaces with other areas of law such environmental law, competition law and healthcare. The module will explore UK, EU, US and international IP law. The course materials may undergo modifications to incorporate the latest developments in intellectual property issues. Some examples of the questions that the module will explore further are: Is it fair to enforce patents on pharmaceuticals in developing nations, especially during a worldwide pandemic? Does referencing or rephrasing in literature or art equate to copying, and is genuine creativity truly original? Should intellectual property rights be included in the restitution of pilfered cultural artefacts from museums? What is the significance of intellectual property in normative, commercial, and financial terms, and how is its value determined?
This module is designed to provide students from a range of multidisciplinary backgrounds, such as Physiotherapists, Occupational Therapists, Nurses, Prosthetists, podiatrists and Engineers with the opportunity to explore contemporary issues related to limb loss in a thriving environment bringing together expertise in research, clinical practice and enterprise. This will involve exploring key issues relating to a wide range of current issues facing the delivery of amputation and prosthetic rehabilitation in a wide range of different settings, such as the adult and children services within the NHS, other healthcare organisations within in and outside of the UK, the prosthetics industry, charity settings, Paralympic sport and the military. The module forms part of the MSc Amputation and Prosthetic Rehabilitation pathway within the MSc Health Sciences Programme and is closely linked to a second module amputation and prosthetic rehabilitation specific module called ‘Amputation and Rehabilitation and Prosthetic Use’ (20 ECTS), but can be carried out as a standalone module. This module is likely to attract professionals who are currently working in the field amputation and prosthetic rehabilitation or prosthetic use, or those who would like to move into a career in this area. The module will therefore undertake a flexible route for working professionals and will be taught in one weekly block involving weekend work. The module is currently endorsed by the British Association of Chartered Physiotherapist in Amputee Rehabilitation (BACPAR).
