This module addresses the question ‘What is Cinema?’ through an exploration of how cinema has converged with art and technology from its earliest manifestations to the digital forms of the present day. It traces film’s emergence and continued development through a culture of sensation and the commodification of art, leisure and entertainment in Europe and the United States. You will be introduced to key methods of understanding these developments that will deepen your knowledge of the history of cinema as an art and as an entertainment culture. Film Studies is an interdisciplinary subject, and this module seeks to develop cinema’s productive interconnection with the disciplines of literature, history, music, theatre studies, visual culture as well as the sciences. In most cases, examples of contemporary film and television will be used to deconstruct this fascinating genealogy of influence and reinvention. Through researching and examining a range of specific historical case-studies you will gain a broad understanding of the constellation of developments and discourses as well as the technologies and aesthetic practices that have helped fashion what cinema is today.
The analysis of social problems is a key area of sociological and criminological investigation. However, not all problems experienced by individuals are recognised as social problems by society and not all publicly recognised social problems are also discussed by policy-makers. Why do some issues come to be regarded as social problems ? Is this always because there is clear evidence the issues are socially harmful? What else affects this process? And why are only some of these issues taken up by policy makers? Are the public policy responses to the identified problems always appropriate? This course seeks to address these questions by exploring both theoretical and empirical perspectives. Empirically, it will focus on poverty, migration and youth crime (?). How have these issues been understood as problems and in what ways has this understanding affected the public policy response?
The twentieth century witnessed a seismic transformation in Britain’s relationship with the rest of the world. In 1914, Britain controlled the largest empire the world had ever seen. By 1960, the majority of Britain’s colonies were independent, or on the verge of independence. This has been examined in a good deal of detail. What has been less explored is what the people of Britain made of this change. How did they respond? The module examines a wide range of primary sources, including novels, the press, exhibitions and films in an attempt to evaluate public attitudes in the last stages of a collapsing empire. How did British society respond to this change in status? In this module, you will use a wide variety of primary sources, including newspapers, novels, and films to assess what Britons thought about the world in which they lived and the challenges they faced. Did Britons respond by facing up to such challenges, or by failing to do so? How did the end of empire affect British identities? How much did Britons invest in the notion that the Commonwealth would see to it that Britain’s global pre-eminence was perpetuated by another means? Looking at the period from the First World War, through the troubles of the Depression and the Second World War and out into the postwar period, this module will afford a look at a rapidly changing cultural environment and how popular culture sought to make sense of the end of an era.
The module consists of the following 8 components: 1. Introduction; 2. Data link layer; 3. Medium access control sublayer; 4. Network layer; 5. Queueing theory and queueing models; 6. Cellular wireless networks; 7. Wireless local area networks; 8. Resource allocation in OFDMA systems.
The module consists of the following 8 components: 1. Introduction; 2. Data link layer; 3. Medium access control sublayer; 4. Network layer; 5. Cellular wireless networks; 6. Wireless local area networks; 7. Assignment.
This module introduces both the wireless and optical propagation environments, the modelling of the corresponding channels as well as their implications on the design and architecture of wireless and optical communications systems. The basic principles of digital transmission in both wireless and optical communications are considered, including the techniques of enhancing the reliability of wireless and optical systems. The principles of spread-spectrum communications and that of spread-spectrum based code-division multiple-access (CDMA) are explored. Furthermore, the fundamentals of broadband multicarrer communications and orthogonal frequency-division multiplexing (OFDM) as well as their implementation challenges are introduced.
This course is intended to give students an outline of how wireless communication and computer networks work "above the physical layer". This includes the interoperability of wireless networks such as WiMax/GPRS and WiFi to provide WiFi on trains etc. How wireless sensor networks gather and report physical parameters including body sensor networks. We also look at the evolution of cell phone networks from 2G to 5G and beyond.
This course introduces the principles and techniques needed to design a wireless transceiver. We will cover the process needed to take the main principles of digital communications such as digital modulation and detection. Through lectures and coursework, we cover the engineering trade-offs needed to design a transceiver starting from a detailed performance specification. The module uses Matlab as a specialist computation/simulation tool. Additionally, Labview is also introduced and used in this module.
This module offers you the opportunity to study the history of witchcraft in England during the sixteenth and seventeenth centuries (the period during which the great majority of prosecutions and executions for that supposed crime took place). On the module you will explore a wide range of topics, including: the nature of popular witch belief in late medieval and early Tudor England; contemporary attitudes towards women and witchcraft; the passage of the first acts of Parliament against witchcraft in 1542 and 1563; the prosecution of witches under Elizabeth I; the appearance of the first ‘witch pamphlets’ in London; the notion of the witch’s ‘familiar’ (or attendant demonic spirit); representations of the witch on the Tudor and Stuart stage; the prosecution of witches under James I and Charles I; the great witch hunt of 1645-47; the decline in witch trials during the later seventeenth century; the passage of the Act of Parliament of 1736 (which directed that prosecutions for witchcraft should cease); and the remarkable persistence of popular witch-belief in the English countryside throughout the eighteenth, nineteenth and early twentieth-centuries.
Wittgenstein is the most important philosopher of the twentieth century. He offers a sustained critique of many of the most common assumptions underlying much contemporary philosophy of mind and language. He explores, among other things, the questions of how meaning and rule-following are possible, whether I can know even those things that are normally taken for granted – such as that I have hands – and whether there can be such a thing as a 'private language'. This module aims to introduce you to some of the central ideas in Wittgenstein's philosophical writings.
Using ‘Women and Hollywood' as its starting point, this module offers three areas of investigation: Hollywood's representation of women; women who make films in Hollywood and outside it; and the female spectators who make up the audiences and fans of Hollywood's women's films.
The period 1770-1900 was a pivotal time in the history of women’s writing in Britain. Writers like Jane Austen and Charlotte Brontë established their place in the literary canon, while their contemporaries struggled against conventions that suggested domestic duties and a literary career could not be reconciled. Women assumed a prominent role in debates that would shape the modern world, and lead to modern feminism. Exploring the formal innovations women made in different genres of writing--and the critical judgements they faced--offers a way into the relation between women’s writing and our enduring understandings of literary significance. Why have some of these writers become (as Brontë aspired to be) 'forever known' while others remain beyond the embrace of the literary establishment known as 'the canon'? Why did some writers openly admit (like Jane Austen) to writing 'for fame', while others hid behind a cloak of anonymity? On this module you will study fiction, essays, poetry, reviews, travel writing and autobiographical writing by a range of women writers within and on the borders of the canon. Lectures, seminars, and secondary readings will introduce you to theories of canon formation and its evolution over time and will consider how women’s writing reshaped definitions of gender, sexuality, social hierarchy and race, marriage, family, education and nation.
During the module you will develop a professional portfolio where you will have the opportunity to translate your knowledge gained through your studies into your practice by undertaking a work-based task. As a student, you have a significant amount of theoretical knowledge and, by seeing allergy healthcare provision through approved diagnosis and management schemes in practice, you will be able to identify novel areas to explore in your own workplace. This module is designed to offer you a unique and flexible approach to learning. It will provide you with opportunities for personal and professional development according to your individual learning needs. The module will allow you to gain academic credit for the knowledge and skills, further developed through your studies, that you will put into practice in your professional/working lives. Our online module is delivered through live teaching sessions. You are expected to attend all live sessions as it allows you to engage with our expert teachers and your fellow students and benefit from rich discussions. Engaging with the live sessions within 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.
The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract (see learning outcomes section). For those on an individual learning contract you must submit a learning contract within one month of the start date of the module. You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor. You will require: • Ability and motivation to work independently. • Skills in accessing evidence from a range of sources. • Skills in identifying your own learning needs. • IT skills and the confidence to use a range of technologies including email. If you are embarking on level 6 for the first time you are strongly advised NOT to use this as your first module.
The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract. For those on an individual learning contract you must submit a learning contract within one month of the start date of the module. You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor. You will require: • Ability and motivation to work independently. • Skills in accessing evidence from a range of sources. • Skills in identifying your own learning needs. • IT skills and the confidence to use a range of technologies including email. If you are embarking on level 6 for the first time you are strongly advised NOT to use this as your first module.
The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract (see learning outcomes section). For those on an individual learning contract you must submit a learning contract within one month of the start date of the module. You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor. You will require: • Ability and motivation to work independently. • Skills in accessing evidence from a range of sources. • Skills in identifying your own learning needs. • IT skills and the confidence to use a range of technologies including email. If you are embarking on level 7 for the first time you are strongly advised NOT to use this as your first module.
The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract (see learning outcomes section). For those on an individual learning contract you must submit a learning contract within one month of the start date of the module. You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor. You will require: •Ability and motivation to work independently. •Skills in accessing evidence from a range of sources. •Skills in identifying your own learning needs. •IT skills and the confidence to use a range of technologies including email. If you are embarking on level 7 for the first time you are strongly advised NOT to use this as your first module.
The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract (see learning outcomes section). For those on an individual learning contract you must submit a learning contract within one month of the start date of the module. You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor. You will require: A topic which is significantly different to that studied previously for work based learning. •Ability and motivation to work independently. •Skills in accessing evidence from a range of sources. •Skills in identifying your own learning needs. •IT skills and the confidence to use a range of technologies including email.
The module consists of your optional Semester 2 non-clinical-placement work experience. You will have preparatory sessions at university in Semester 1. This can be chosen prospectively together with AUDI3009 Work Experience 2 from the non-placement pathway or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007). Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
The module consists of your optional Semester 2 non-clinical work experience. This can be chosen prospectively from the non-placement pathway together with AUDI3008 Work Experience 1or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007). Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
Students undertake a period of work alongside professional environmental practitioners in a named workplace. The experience will provide insight into how the theoretical aspects of environmental science gained from courses within the University can be translated into applied practices within the sector. The timing of the placement is flexible and can be carried out either as a full-time placement consisting of four consecutive weeks, or a combination of weeks or weeks or on a part-time basis of a 20 day minimum.
This module is an invitation to embark into the rewarding journey of mental health nursing, where compassion, knowledge, and skill come together to make a real difference in people’s lives. Students will explore the foundations of mental health and well-being, gaining insights into the complexities of mental ill health and the diverse ways it manifests across healthcare settings. Through the lens of person-centered care, resilience, and hope, this module introduces the vital role of mental health nurses in empowering individuals on their recovery journey. It delves into key mental health conditions, essential nursing skills, and the importance of working in partnership with families, carers, and multidisciplinary teams. By the end of this module, students will not only understand the core principles of mental health nursing but also appreciate its profound impact in fostering dignity, autonomy, and holistic well-being.
This module provides a vital foundation in the biosciences for mental health nursing, highlighting the deep connection between physical and mental well-being. Students will explore the intricate workings of key physiological systems and gain insight into how mental illness can impact physical health. They will examine common physical health conditions—such as cardiovascular disease, metabolic syndrome, diabetes, and epilepsy—that frequently coexist with mental health disorders, along with the underlying pathophysiological processes. Students will also explore the role of genetics in shaping both physical and mental health across the lifespan. With a focus on holistic care, this module unpacks the biological effects of mental illness and the fundamentals of pharmacology, equipping students with the knowledge to understand how medications work in mental health nursing. Most importantly, students will develop the essential skills to assess physical health, recognise signs of deterioration, and provide compassionate, integrated care that bridges the gap between physical and psychological well-being, ensuring that individuals receive truly whole-person care.
