This module will familiarise students with some fundamental insights and principles in economics through participating, analysing and discussing experiments and it will introduce students to experimental methods as used in economics. This is done by using the modern tool of economic experiments in order to explore and illustrate central topics in economics. This module complements ECON1020/ECON1022 and ECON1021 by enabling students to experience central concepts in economics in an interactive way.
This module can be taken as part of one of our awards (PG Cert, PG Diploma, MSc) or as a short course with or without completing the assessment. During this module, you will explore all aspects of allergic skin disease in depth. The module teaches about the immunological basis for skin diseases which can have an allergic component including eczema (atopic dermatitis), allergic contact dermatitis, photoallergic dermatitis, urticaria, angioedema, and systemic allergies affecting the skin. The sessions will include details on pathogenesis, diagnosis, investigations and management. In addition, the module covers how to clinically distinguish allergic skin disease from other similar differential diagnoses. 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 live sessions is strongly encouraged as it 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.
This module is about exploring education systems in a wide range of different countries. In studying this module, you will develop your skills in assessing the outcomes and inequalities of different educational systems. You will also develop your understanding of the ways in which international comparisons of educational performance, such as PISA, have influenced the curriculum at both global and at local levels.
The module provides an understanding of the relationship between education and society. This includes the ways in which education systems reflect broader economic, political, social and cultural structures and values; how these inform education policy; the impact of policy on education practice; and the experiences of educators and learners. The module examines the processes and structures in different sectors, such as mainstream schooling, shadow education, vocational, and higher education and the impact these have on learners from different social groups. Issues of social class, gender and race and ethnicity are discussed. Drawing on theories of the sociology of education, we will look at educational inequalities (in relation to, for example, educational attainment, access and progression) and the factors that shape them. We will critique particular policy initiatives, such as in relation to widening participation. We will explore these from a macro-perspective (including the political and economic conditions that have shaped policy), at the level of educational institutions (the 'meso level') and at the level of the classroom and individual learners ('micro level').
This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 20 CATs and the assignment will be 4000 words(or equivalent).
This module is designed to support PGT and PGR students with their studies, for example our IPhD, MSc (Online) and Army programmes. IPhD students will work with their supervisory team to use this module as part of their studies. Personal Academic Tutors and Programme Leads will identify those students on other programmes who may need to follow a Flex module in order to complete their studies. The content and assignment details will depend on the individual student and may draw on materials from other programmes at the appropriate level within the school. If a student follows more than one Flex module then each module needs to be different in content and focus, as agreed with the supervisory team or tutor. This module is 40 CATs and the assignment will be 8000 words (or equivalent).
This module is designed to introduce students to Masters level study and to support them with their individual needs at the beginning of their studies. Its endpoint is an assignment with a maximum length of 3,000 words (or equivalent) on a topic of the student's choice, negotiated with the tutor, but thematically related to the topics of the subsequent modules. Through it, students are expected to begin to locate and select relevant literature and develop their skills in constructing a written argument within an appropriately academic genre.
This module is about exploring English education and the changes that lead it to exist in its current form. In studying this module, you will develop your skills in identifying and discussing the impact of the different changes in English education. Within the module, you will explore policy reforms and curriculum changes, historical context, pedagogical shifts, innovative teaching practices and more.
Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world. The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part. No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.
This module will introduce you to the content and structure of the dissertation and prepare you for designing and undertaking a small-scale research project in education. The sessions will focus on helping you formulate appropriate research problems and questions, consider when it is appropriate to use quantitative and qualitative methods for data collection and develop a good research proposal. You will also have the opportunity to develop your skills in analysing quantitative or qualitative data and presenting your findings.
These modules will focus upon the development of highly transferable practical skills relevant to specific sectors through which change can be affected. In this module we will explore the ways in which history and the humanities can be leveraged to effect change through the policy sector (e.g. civil service, local govt., consultancy, risk analysis) and public advocacy (e.g. charities, think tanks, public campaigning). The module’s Communication Workshops will train participants in the production of two specific outputs: concise policy briefs aimed at policy makers, and compelling opinion pieces intended for the general public. Digital Humanities Workshops will develop skills in data analysis and data visualisation to enhance the impact of these outputs.
These modules will focus upon the development of highly transferable practical skills relevant to specific sectors through which change can be affected. In this module we will explore how public history (e.g. exhibitions, magazines, documentaries, entertainment) and education (e.g. curriculum development, classroom resources) can address contemporary global and local challenges and effect change within society. The module’s Communication Workshops will focus upon the development of two specific outputs: public exhibitions and classroom lesson plans. Digital Humanities workshops will develop skills in the production of video essays and podcasts to enhance the impact of these outputs.
This module will focus on examining various aspects of teaching and learning and how they relate to theory, research and your own practice. In this module you will examine a range of concepts and theories from education, sociology and psychology that describe how children, adolescents and adults learn and study. You will also examine research on different approaches to teaching and learning, factors that influence them, and implications for practice.
This module is the lab programme for all first-year students enrolled on an ELEC degree programme. It aims to give students the opportunity to apply the theory that they learn in their other modules, and to provide them with transferrable, subject-based and professional skills that they will need for their degree and career. Structurally, the ELEC Part One Laboratory Programme is organised to cover all practical and laboratory based work in the first year of study on all ELEC Programmes in a single timetable organised into central laboratory locations. The module is structured into a series of activities. There are a series of general sessions which all students enrolled on this module are expected to attempt: •Information lectures. •Transferable skills laboratories •Professional skills laboratories. •Assignments. In addition, there are a number of technical laboratories integrated into the Laboratory Programme which cover practical Learning Outcomes from other technical modules in the Programmes.
This module provides the students with the opportunity to gain experience in different health, social or community care settings which can be in the UK or abroad - in accordance with prevailing University and Foreign-Commonwealth Office travel guidance. The module will normally take the format of 8 week placement in one or more healthcare or suitable alternative settings. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of the elective, the exact learning experiences of each student will be variable. However, all students should receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided. Students should be pro-active in securing experiences in areas in which they feel they are weak and/or in which they would like to gain more experience. Alternatively students may wish to explore a specialist interest or experience a non-NHS healthcare setting, including charitable organisations, care agencies or research. Further details will be provided on Blackboard.
It is difficult to imagine what the world would be like without electricity: homes without electric light, without television or radio, without motors to drive the washing machine, the refrigerator and the vacuum cleaner; offices without computers, word processors, telephones and photocopiers. It is almost impossible to think of a railway system without electric signalling and control or a factory production line without electric drives. Wherever we turn we see electricity at work distributing energy, transmitting information, and controlling every conceivable process. While it is certainly possible to build a mechanical system (mechanisms or machines) with mechanical components only (e.g. early steam engines, boats and aeroplanes), it is more common to see mechanical systems comprising a mix of mechanical and electrical components or mechatronic systems. Modern cars, boats, aeroplanes, robots and digital cameras are good examples. Learning the subject of electricity is therefore vital to all engineering disciplines including mechanical engineering, aeronautics and astronautics engineering, acoustic engineering and ship science. Not only that a mechanical/aero/astro/acoustic/ship Engineer need to be able to communicate with other electrical and electronic engineers in a multidisciplinary project he/she will often find themselves having to actually design or operate the electrical or electronic subsystems. The aim of this module is to introduce the subject of electricity and electrical systems focusing on the fundamentals of the subject in the context of applications in the areas of mechanical, aero, acoustic and ship engineering. These application areas are primarily in the areas of measurement and control. The fundamentals introduced in this module will be built on by other subjects such as advanced modules on electrical and electronic systems, measurement and instrumentation modules, avionics and control system modules. Additionally, some of the mathematical techniques applied to circuit analysis are also applicable to the analysis of heat transfer problems, mechanical system dynamics, fluid flow in pipes and others
This module equips students with a comprehensive understanding of how mechanical systems move and deform when subjected to external forces. We then progress to advanced topics including buckling and deformation of mechanical structures such as beams and cantilevers. The second part of the module covers materials response to applied electric and magnetic fields, e.g. polarisation and conduction in dielectrics, magnetisation and ferromagnetism. Materials for novel and emerging applications are considered as well, e.g. high-voltage cable insulations, electret materials, triboelectric series, piezo-electricity, ferro-electricity, pyroelectricity. The module includes one laboratory analysis covering dielectric material characterisation and one laboratory experiments on deformation of beams. Students will be supported by examples and tutorial questions with many real-life practical examples.
