Module finder

This unit entirely consists of a research-level project

Upon successful completion of the project the student will have completed the final year of their Physics with Particle Physics Year Abroad MPhys degree. The supervisor(s) at RAL and CERN will have directed completion of a significant research ideally of publishable quality.

This course introduces key theories and models in the study of political behaviour and political psychology and seeks to encourage students to develop a critical appreciation of how people develop their political beliefs and preferences, and how this affects their engagement in politics. The course is also designed to provide a practical and applied introduction to the study of political behaviour, applying theories to everyday political life and making use of the wealth of empirical data available on public opinion and political psychology. It deals with questions such as how people form their political beliefs and their attachments to political parties, how they evaluate political candidates and leaders, and why people do or don’t get involved in different forms of politics, be it voting, protest or civic action.

Equal opportunity

In line with the University’s Equal Opportunities Policy, individuals are treated on their relevant merits and abilities and are given equal opportunities within the module, School and University. The aim of the policy is to ensure that no prospective student or current student should receive any less favourable treatment on any grounds which are not relevant to academic ability and attainment. Every effort is made to ensure that disabled students are aware of and assisted in making use of the support provided by the University; to ensure access to lectures, classes, learning materials; and to ensure that where necessary appropriate variations to normal examining arrangements are made.

This course introduces key theories and models in the study of political behaviour and political psychology and seeks to encourage students to develop a critical appreciation of how people develop their political beliefs and preferences, and how this affects their engagement in politics. The course is also designed to provide a practical and applied introduction to the study of political behaviour, applying theories to everyday political life and making use of the wealth of empirical data available on public opinion and political psychology. It deals with questions such as how people form their political beliefs and their attachments to political parties, how they evaluate political candidates and leaders, and why people do or don’t get involved in different forms of politics, be it voting, protest or civic action.

This course introduces key theories and models in the study of political behaviour and political psychology and seeks to encourage students to develop a critical appreciation of how people develop their political beliefs and preferences, and how this affects their engagement in politics. The course is also designed to provide a practical and applied introduction to the study of political behaviour, applying theories to everyday political life and making use of the wealth of empirical data available on public opinion and political psychology. It deals with questions such as how people form their political beliefs and their attachments to political parties, how they evaluate political candidates and leaders, and why people do or don’t get involved in different forms of politics, be it voting, protest or civic action.

Equal opportunity

In line with the University’s Equal Opportunities Policy, individuals are treated on their relevant merits and abilities and are given equal opportunities within the module, School and University. The aim of the policy is to ensure that no prospective student or current student should receive any less favourable treatment on any grounds which are not relevant to academic ability and attainment. Every effort is made to ensure that disabled students are aware of and assisted in making use of the support provided by the University; to ensure access to lectures, classes, learning materials; and to ensure that where necessary appropriate variations to normal examining arrangements are made.

Students will recognise and demonstrate an understanding of collaborative and community conservation issues within the context of the WHO's One Health philosophy. Based on case studies of ongoing conservation work at Marwell Wildlife, this module highlights the interconnectedness of people, animals and ecosystem health, placing emphasis on the crucial nature of a partnership based approach for real world conservation.

The module includes a 10 day field trip to one of Marwell Wildlife's conservation and research sites in Kenya, with vital emphasis placed upon collaborative conservation in a real-world field setting, including Marwell’s Kenya-based partners and community-led initiatives. A combination of theoretical and practical field sessions will allow students to develop expertise in a variety of techniques and technical skills required for ecological surveying and monitoring of wildlife. Through facilitated discussion, drawing on colleagues' and classmates' knowledge and ideas and through facilitated discussions with community leaders and partners, students will plan and undertake a mini-survey and compare, contrast and critically evaluate success and limitations of data gained on the field course. Emphasis is placed upon how these approaches are crucial for informing conservation decision-making, and stakeholder engagement relating to wildlife.

Students will recognise and demonstrate an understanding of collaborative and community conservation issues within the context of the WHO's One Health philosophy. Based on case studies of ongoing conservation work at Marwell Wildlife, this module highlights the interconnectedness of people, animals and ecosystem health, placing emphasis on the crucial nature of a partnership based approach for real world conservation.

The module includes a 10 day field trip to one of Marwell Wildlife's conservation and research sites in Kenya, with vital emphasis placed upon collaborative conservation in a real-world field setting, including Marwell’s Kenya-based partners and community-led initiatives. A combination of theoretical and practical field sessions will allow students to develop expertise in a variety of techniques and technical skills required for ecological surveying and monitoring of wildlife. Through facilitated discussion, drawing on colleagues' and classmates' knowledge and ideas and through facilitated discussions with community leaders and partners, students will plan and undertake a mini-survey and compare, contrast and critically evaluate success and limitations of data gained on the field course. Emphasis is placed upon how these approaches are crucial for informing conservation decision-making, and stakeholder engagement relating to wildlife.

The 1960s are remembered in Britain as a time of dramatic change: political reforms, economic growth, social shifts and cultural freedoms. Sex, drugs, rock and roll; tie-dye, mini skirts and the Beatles. But the 1960s weren’t swinging for everyone. Some people welcomed these changes, but some people resented them: and for some people, life didn’t get better at all. Although many people experienced the decade as one of comfortable prosperity, this masked a decline in the competitiveness of the British economy against its European rivals. Strikes were increasingly common as workers tried to fight for better conditions, and the ‘rediscovery’ of poverty led to panic about inequality, with rising levels of homelessness and unemployment. The end of the British empire led to anxiety about Britain’s place in the world, and increasing levels of immigration led to a rise in racist politics that bitterly divided communities. Women enjoyed more freedoms than before, but still felt ignored and oppressed by male-dominated politics and society. In Northern Ireland, the divided sectarian politics erupted into the Troubles by the end of the decade. And British young people might have enjoyed listening to the Rolling Stones in their university halls; but they were also anxious about the Vietnam War, the Cold War, and their future in a turbulent and uncertain world. This module will explore the complex contradictions that made up Britain in the 1960s.

The 1960s are remembered in Britain as a time of dramatic change: political reforms, economic growth, social shifts and cultural freedoms. Sex, drugs, rock and roll; tie-dye, mini skirts and the Beatles. But the 1960s weren’t swinging for everyone. Some people welcomed these changes, but some people resented them: and for some people, life didn’t get better at all. Although many people experienced the decade as one of comfortable prosperity, this masked a decline in the competitiveness of the British economy against its European rivals. Strikes were increasingly common as workers tried to fight for better conditions, and the ‘rediscovery’ of poverty led to panic about inequality, with rising levels of homelessness and unemployment. The end of the British empire led to anxiety about Britain’s place in the world, and increasing levels of immigration led to a rise in racist politics that bitterly divided communities. Women enjoyed more freedoms than before, but still felt ignored and oppressed by male-dominated politics and society. In Northern Ireland, the divided sectarian politics erupted into the Troubles by the end of the decade. And British young people might have enjoyed listening to the Rolling Stones in their university halls; but they were also anxious about the Vietnam War, the Cold War, and their future in a turbulent and uncertain world. This module will explore the complex contradictions that made up Britain in the 1960s.