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The module provides an overview of issues and ideas concerning the scope and organisation of Official Statistics and its processes and products, including Statistical Acts and Codes of Practice.

The module provides a general foundation for the more detailed study of these elements and identifies links with other relevant disciplines

The module provides an overview of issues and ideas concerning the scope and organisation of Official Statistics and its processes and products, including Statistical Acts and Codes of Practice.

The module provides a general foundation for the more detailed study of these elements and identifies links with other relevant disciplines.

The Statistics Project gives MSc students to conduct an in-depth study, either of a particular advanced statistical methodology, or of the application of one or more methods to real applied problems. The aim is to develop skills of organising work, identifying and directing your own work and writing a comprehensive report on a major piece of work. The choice of project is determined by the student's own interests and every student will benefit from one-to-one meetings with a supervisor, usually a member of academic staff.

The Statistics Project gives MSc students to conduct an in-depth study, either of a particular advanced statistical methodology, or of the application of one or more methods to real applied problems. The aim is to develop skills of organising work, identifying and directing your own work and writing a comprehensive report on a major piece of work. The choice of project is determined by the student's own interests and every student will benefit from one-to-one meetings with a supervisor, usually a member of academic staff.

This course is a showcase for how the various branches of physics come together to give rise to real life phenomena. Using the example of stars, we will revisit a wide range of different physics and see how the various ingredients interact and thus how all branches of physics play a role in creating the fundamental building blocks of the universe. The emphasis of the course is on the more theoretical aspects of physics. The course is compulsory for ‘with Astronomy’ students but offers a good opportunity for all Physics students who want to obtain a hands-on experience of ‘the bigger picture’ in physics.

This course is a showcase for how the various branches of physics come together to give rise to real life phenomena. Using the example of stars, we will revisit a wide range of different physics and see how the various ingredients interact and thus how all branches of physics play a role in creating the fundamental building blocks of the universe. The emphasis of the course is on the more theoretical aspects of physics. The course is compulsory for ‘with Astronomy’ students but offers a good opportunity for all Physics students who want to obtain a hands-on experience of ‘the bigger picture’ in physics.

This course is a showcase for how the various branches of physics come together to give rise to real life phenomena. Using the example of stars, we will revisit a wide range of different physics and see how the various ingredients interact and thus how all branches of physics play a role in creating the fundamental building blocks of the universe. The emphasis of the course is on the more theoretical aspects of physics. The course is compulsory for ‘with Astronomy’ students but offers a good opportunity for all Physics students who want to obtain a hands-on experience of ‘the bigger picture’ in physics.

The module will start with an introductory session on common research techniques used in Biomedical Science.

This will be followed by sessions covering the following topics:

1. Pluripotent stem cells (2 sessions)
2. Neural stem cells
3. Musculoskeletal stem cells (2 sessions)
4. Cancer stem cells
5. Ethics (2 sessions)

The sessions will combine a seminar and general discussion to clarify any points and to frame any questions arising from the lecture that the students find interesting.

Prior to each topic, a relevant primary research publication and supporting documentation that exemplifies research in the subject area will be provided. Students should read the paper prior to attending the session and pay particular attention to the methods section to ensure they are familiar with the basic principles of the techniques and/or any confusing abbreviations used. Methodological queries will be discussed at the session.

For topics 1 and 3, one or more students, depending on class numbers, will be designated to prepare an oral presentation on a selected paper for the following week. The presentation will comprise the paper and background questions arising from the article or the seminar. All students will be expected to join in the discussion of the paper during and after the presentation, although only those students who are presenting will be assessed. Presenting students will be expected to research other articles to introduce concepts in the paper. All students will be expected to research other articles to bring to the general discussion of the selected paper.

For topics 2 and 4, all students will write a critical appraisal of the selected paper stating the hypothesis and summarising the background, results and conclusions with comment on strengths, weaknesses and any new questions arising as a consequence of the paper. There will be no oral presentation for these topics.

For topic 5, all students will participate in a discussion/debate.

The module will start with an introductory session on common research techniques used in Biomedical Science.

This will be followed by sessions covering the following topics:

1. Pluripotent stem cells (2 sessions)
2. Neural stem cells
3. Musculoskeletal stem cells (2 sessions)
4. Cancer stem cells
5. Ethics (2 sessions)

The sessions will combine a seminar and general discussion to clarify any points and to frame any questions arising from the lecture that the students find interesting.

Prior to each topic, a relevant primary research publication and supporting documentation that exemplifies research in the subject area will be provided. Students should read the paper prior to attending the session and pay particular attention to the methods section to ensure they are familiar with the basic principles of the techniques and/or any confusing abbreviations used. Methodological queries will be discussed at the session.

For topics 1 and 3, one or more students, depending on class numbers, will be designated to prepare an oral presentation on a selected paper for the following week. The presentation will comprise the paper and background questions arising from the article or the seminar. All students will be expected to join in the discussion of the paper during and after the presentation, although only those students who are presenting will be assessed. Presenting students will be expected to research other articles to introduce concepts in the paper. All students will be expected to research other articles to bring to the general discussion of the selected paper.

For topics 2 and 4, all students will write a critical appraisal of the selected paper stating the hypothesis and summarising the background, results and conclusions with comment on strengths, weaknesses and any new questions arising as a consequence of the paper. There will be no oral presentation for these topics.

For topic 5, all students will participate in a discussion/debate.

Modern concerns like global warming and alternative fuels highlight the need for a STEM educated population. This module aims to provide a comprehensive overview of STEM education by examining current trends and best practices in the field. The module is designed to engage students in a hands-on and interdisciplinary approach to learning STEM subjects with a focus on Mathematics and Science. Topics to be covered include current trends in STEM education, theoretical frameworks in STEM education, real-world applications of STEM subjects, the use of games as a teaching tool and the benefits of informal learning.