This module looks at the changing nature of material, social and cultural inequalities in contemporary societies, how they affect our everyday lives, and how we respond to them.
This module provides a comprehensive overview of how businesses can operate with a sustainable and socially responsible manner. The module is designed to explore what constitutes a socially responsible business, the impact of socially responsible business activities on shareholder wealth and return and the role of executive compensation.
In this module we will examine the principal themes of the political and social history of Britain during the Victorian era (c.1830-1900). We will investigate the development of new forms of political participation and examine the ways that men and women across the nation helped to shape Victorian society. While the main focus of the module will be placed on the metropolitan Britain, we will explore how ‘Britian’ and ‘empire’ were not separate or distinct entities but rather were mutually constitutive and completely interconnected. Taken as a whole, the module will interrogate how metropolitan Britain was reconfigured and reimagined in the Victorian period, always in ways that were shaped by gender, race and class.
This module introduces students to social and economic change, cultural diversity and spatial organisation in cities and western societies. The module also provides an introduction to three main fields in human geography - urban geography, social geography and cultural geography. The first part of the module examines major socio-economic change and its impact upon both the industrial and 'post-industrial' city including issues of community, inclusion, territorial conflict and segregation. The second part examines the growing cultural diversity of the advanced societies, whilst providing an introduction to key geographical ideas of culture, the body, representation and landscape. Topics for consideration include ethnic concentration, migration, LGBT communities, cultural economies, human-animal relations, social polarization, the growth of surveillance strategies in cities and changing urban landscapes.
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 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.
This modules aims to provide practical skills in how to approach the modelling and design of a large critical software project. The module covers modelling techniques from requirements analysis to design and introduces a range of tools and approaches. In particular, formal modelling and tools to support this are covered. The inclusion of these derives from the demand of critical systems for rigorous Requirements Engineering with strong Validation and Verification practice. The module is compulsory for MSc Software Engineering students. Experience of Object-Oriented programming is assumed and some familiarity with UML would be an advantage.
This module prepares students to develop an understanding of the critical issues and application of software project management. It introduces the students to the tools, techniques and body of knowledge involved in each stage of the project management life cycle, including project initiation, planning, execution, control, and closure. Students will learn how project management applies to all types of organisations and is essential to corporate strategy. The module also introduces the students to the secure engineering of software systems and its implication on software project management.
This module focuses on both theoretical and practical perspectives in the security of software and software systems, by exploring software analysis and reverse engineering. The aims of the module at a high level are to: - Explore common threats to the secure operation of software systems - Give students exposure to software system analysis and penetration of software systems - Provide practical skills in malware analysis and reverse engineering
This module provides an introduction to the principles of soil mechanics – how soil behaves when subject to engineering loads and construction processes. It also provides knowledge of simple analysis methods that are appropriate for assessment of geotechnical structures – foundations, slopes and retaining walls – and groundwater control problems. At the end of the module the students should be able to understand soil behaviour and apply their knowledge to straightforward engineering structures. The modules builds on the introduction to geological materials given in Part 1 Civil and Environmental Engineering Fundamentals (CENV1025) and provides a foundation for more detailed analysis of geotechnical structures which will be covered in Part 3 Geotechnical Engineering (CENV3020).
In this module you will learn about the fundamental theory of bonding in solids – band theory, and show how this can be used to understand the optical, magnetic and optical properties of solid phase materials. You will also be taught about X-ray diffraction, and how this can be used to determine the structure of crystalline solids. We will also attempt to understand the links between structure and properties. The module will also expand on your knowledge of organometallic compounds, considering their use in catalytic cycles, and introducing metallocene ligands.
How did people in early medieval England think, feel, and write about the world they inhabited? In what sorts of ways did literature and other forms of texts shape their engagements with landscapes, environments, and the beings – real and imagined – with whom they shared this world? This module will introduce you to the places and spaces of the early Middle Ages from demon-haunted fenlands to crumbling urban wastelands, from dense woodlands to bright open country, and from the plains of paradise to the horrors of the inferno. We will focus on a range of Old English literature in translation, read in the wider context of contemporary textual and material cultures, and consider the ways in which texts from a range of genres constructed ideas about the environments and landscapes of early medieval England, and how these in turn shaped the lives of their inhabitants.
The Sonic Performance Lab is a dynamic and explorative module designed for students to engage deeply with contemporary music performance practices and theories. The module invites students familiar with composition and music technology who are interested in performance, composition and/or technology to develop solo or small ensemble works that incorporate avant-garde or contemporary performance approaches. The module emphasises innovation, collaboration, and the fusion of sound, creative technology and performance.
This module builds on the basic concepts of articulatory phonetics introduced in the first year, and introduces theory and methodology of acoustic science for the study of the production and perception of speech sounds.
What is a “sustainable” music history? Anything that suggests present accountability towards the future can be called sustainable. The crisis of global heating illustrates what we mean: present convenience is destroying our future. The UN Sustainable Development Goals are a catalog of targets and areas of concern from “no poverty” (SDG 1) to “peace, justice and strong institutions” (SDG 16). The SDGs mean to put care for the future into practice. Thinking with second-year students about musical culture can be a very good way to teach the SDGs. Our starting point is that music has been, and can be, crucial to human well-being and flourishing in any culture. The module engages with material aspects such as energy use and conservation of resources in music history, starting with how the European extraction of natural resources in the Meso and South America from around 1500CE fuelled new styles and forms of music to current questions around the (un)sustainability of music streaming platforms. But it also goes beyond these, to consider the sustainability of past, present and future models of organising musical life by examining questions such as the history of musical labour, current challenges around the impact of technology on musical careers and the future of human music-making in light of the AI revolution. All of these issues demonstrate the relevance in the music classroom of SDGs relating to well-being, equality, decent work, reduced inequalities, sustainable cities, responsible consumption and partnerships for the goals themselves.
An early flute sits silently behind glass in a museum, grouped with others of its type to show changes in instrument manufacture through the ages. Fans flock to the childhood house of a former Beatle, hoping to achieve a new form of intimacy with a legendary pop icon. In an exhibit about World War I, the soundtrack includes rousing patriotic songs amid the noise of bombs exploding. Music features in all these museum contexts, but how and why? When is music used to interpret objects and spaces in cultural heritage, and how does the heritage industry shape the ways we understand music? How are concepts of cultural value created or maintained through musical museums and museum music? This module explores the place of music in heritage theory and practice, investigating how heritage creates cultural value and what role music may play in the process. We will consider museums and collections specifically devoted to music: these will include musical instrument museums and collections (such as the Cité de la Musique in Paris), popular music museums and exhibitions (such as the Pink Floyd exhibition at the V&A), and composer and musician houses (such as Handel& Hendrix in London). We will also investigate the use of music to interpret objects and create narratives on topics other than music itself, including in history museums (for example, on the Holocaust), art museums, and/or science and technology museums. We will ask how sound and music figure in new understandings of the sensory museum and how music can support or enhance storytelling in museum contexts. This module is suitable for both Music students and other students from all areas of the humanities; a prior study of music is helpful but not essential for successful completion.
An early flute sits silently behind glass in a museum, grouped with others of its type to show changes in instrument manufacture through the ages. Fans flock to the childhood house of a former Beatle, hoping to achieve a new form of intimacy with a legendary pop icon. In an exhibit about World War I, the soundtrack includes rousing patriotic songs amid the noise of bombs exploding. Music features in all these museum contexts, but how and why? When is music used to interpret objects and spaces in cultural heritage, and how does the heritage industry shape the ways we understand music? How are concepts of cultural value created or maintained through musical museums and museum music? This module explores the place of music in heritage theory and practice, investigating how heritage creates cultural value and what role music may play in the process. We will consider museums and collections specifically devoted to music: these will include musical instrument museums and collections (such as the Cité de la Musique in Paris), popular music museums and exhibitions (such as the Pink Floyd exhibition at the V&A), and composer and musician houses (such as Handel& Hendrix in London). We will also investigate the use of music to interpret objects and create narratives on topics other than music itself, including in history museums (for example, on the Holocaust), art museums, and/or science and technology museums. We will ask how sound and music figure in new understandings of the sensory museum and how music can support or enhance storytelling in museum contexts. This module is suitable for both Music students and other students from all areas of the humanities; a prior study of music is helpful but not essential for successful completion. This module explores the place of music in heritage theory and practice, investigating how heritage creates cultural value and what role music may play in the process. We will consider museums and collections specifically devoted to music: these will include musical instrument museums and collections (such as the Cité de la Musique in Paris), popular music museums and exhibitions (such as the Pink Floyd exhibition at the V&A), and composer and musician houses (such as Handel& Hendrix in London). We will also investigate the use of music to interpret objects and create narratives on topics other than music itself, including in history museums (for example, on the Holocaust), art museums, and/or science and technology museums. We will ask how sound and music figure in new understandings of the sensory museum and how music can support or enhance storytelling in museum contexts. This module is suitable for both Music students and other students from all areas of the humanities; a prior study of music is helpful but not essential for successful completion.
