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This module offers a critical perspective on the ways in which education is organised and delivered, the values and power relationships that underpin it, and the outcomes it produces. You will be introduced to a variety of sociology of education theories, enabling you to critically evaluate education systems, processes and practices. You will explore a range of current issues and debates, e.g. those relating to the (re)production of inequalities, the sociology of knowledge, and school-to-work transitions. Finally, you will investigate alternative approaches to education.

This module offers a critical perspective on the ways in which education is organised and delivered, the values and power relationships that underpin it, and the outcomes it produces. You will be introduced to a variety of sociology of education theories, enabling you to critically evaluate education systems, processes and practices. You will explore a range of current issues and debates, e.g. those relating to the (re)production of inequalities, the sociology of knowledge, and school-to-work transitions. Finally, you will investigate alternative approaches to education.

This module offers a critical perspective on the ways in which education is organised and delivered, the values and power relationships that underpin it, and the outcomes it produces. You will be introduced to a variety of sociology of education theories, enabling you to critically evaluate education systems, processes and practices. You will explore a range of current issues and debates, e.g. those relating to the (re)production of inequalities, the sociology of knowledge, and school-to-work transitions. Finally, you will investigate alternative approaches to education.

This final year module builds on the theoretical grounding students gain in LING 2011 Variation and Change in English and the instrumental analysis techniques from LING 2008 Sound and Voice. Through a series of computer, lab-based sessions, students test elements of sociolinguistic theory, specifically the Variationist Paradigm, and develop a methodological sociophonetic toolkit, which equips them to design and conduct their own small-scale sociolinguistic project.

This final year module builds on the theoretical grounding students gain in LING 2011 Variation and Change in English and the instrumental analysis techniques from LING 2008 Sound and Voice. Through a series of computer, lab-based sessions, students test elements of sociolinguistic theory, specifically the Variationist Paradigm, and develop a methodological sociophonetic toolkit, which equips them to design and conduct their own small-scale sociolinguistic project.

This final year module builds on the theoretical grounding students gain in LING 2011 Variation and Change in English and the instrumental analysis techniques from LING 2008 Sound and Voice. Through a series of computer, lab-based sessions, students test elements of sociolinguistic theory, specifically the Variationist Paradigm, and develop a methodological sociophonetic toolkit, which equips them to design and conduct their own small-scale sociolinguistic project.

This module gives students experience of working in a team to design and develop a significant interactive software system. This practical activity is balanced with taught material to give students a theoretical understanding of the supporting disciplines.

This module gives students experience of working in a team to design and develop a significant interactive software system. This practical activity is balanced with taught material to give students a theoretical understanding of the supporting disciplines.

This module gives students experience of working in a team to design and develop a significant interactive software system. This practical activity is balanced with taught material to give students a theoretical understanding of the supporting disciplines.

Conventional laboratory experiments are useful mainly to assist understanding or analysis. Because they are of necessity stereotyped, they are of limited usefulness when a circuit or system must be designed to meet a given specification. The majority of engineering tasks fall into this latter category, and therefore require design or synthesis skills, in addition to the understanding of underlying engineering principles.

Students on all Biomedical Engineering pathways will work together on the main design exercises but with a particular focus or task to complete depending on their pathway; either Electronic Systems/Mechatronics for Health or Artificial Intelligence/Digital Health. In this way they will work together to produce a prototype system

This module includes individual and team design exercises devised to provide a bridge between 'conventional' experiments and the project work in the third and fourth years, (which in turn provide a bridge to 'real' projects in industry). The exercise has real deadlines and concrete deliverables and students are encouraged to be creative, develop imaginative solutions and to make mistakes.

Exercises share common characteristics:
• Customer orientated rather than proscriptive specifications are given
• Design work carried out, bringing academic knowledge to bear on practical problems
• Laboratory sessions are used for development/ construction/ verification of designs
• Allow students to demonstrate their communication skills in writing individual and group reports/presentations.

In support of these design exercises, those on the Artificial Intelligence and Digital Health pathways will be introduced to the importance of human-computer interaction in software design and computer systems.

They will explore how the study of human-computer interaction affects the design of interactive systems, hardware and software and improve their awareness of the issues that determine the usability of an interactive computer system.