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.
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.
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.
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.
The aim of this course is to explore the physical processes which occur in the space environment. Theories of solar wind propagation and its interaction with the earth are developed and compared with data from satellites and ground based observatories. The course will provide a brief revision of key elements of electromagnetic theory. Magnetohydrodynamics (MHD) will be developed and applied, with application of kinetic theory to areas where MHD breaks down. The reasons why space plasma physics is important for modern day life will be discussed. The magnetospheres of other planets will be compared to Earth’s.
This module is intended for anyone interested in pursuing in more detail the space part of aerospace engineering. It looks at each of the key subsystems of a spacecraft in detail. It also introduces the overall theme of space systems engineering by emphasising the interfaces between subsystems and the iterative nature of spacecraft design and spacecraft systems engineering.
This module describes the development of spacecraft instrumentation, from the definition of the requirements to the final design and operation. You will also gain a good understanding of the interaction between the instrument and the platform and the space qualification process.
This module introduces students to the fundamental concepts of spaceflight orbital mechanics and then elaborates on trajectory design for planet centred and interplanetary missions. It covers the design and characterisation of planet-centred orbits in presence of perturbations and orbital transfer manoeuvres. The module investigates the modelling of orbital perturbation, Earth-bound and interplanetary trajectory design, gravity assist manoeuvres, and rendezvous & docking dynamics. Furthermore, techniques for analytical and numerical orbit propagation and orbit determination from observations will be considered. An introduction to concepts of modern dynamical system theory applied to missions to and around the libration points in the circular restricted three body problem will be presented. Finally, the modelling and applications of satellite attitude dynamics are introduced.
This module considers the basic theory and principles of operation of chemical and electric propulsion systems for spacecraft. Both solid and liquid propellant chemical propulsion systems are considered, as is a variety of electric propulsion systems utilising different propellant acceleration mechanisms.
This module introduces the fundamental concepts of spacecraft structural design. It leads on from the basic static analysis of structures covered in part I and II and introduces the student to the static and dynamic analysis of satellite structures along with the design methodology.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at complete beginners. Successful completion of the full Stage 1, over 2 semesters, is approximately equivalent to having reached Level A1 of the Common European Framework or a good GCSE. Taking this single semester module at Stage 1 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. Successful completion of the full Stage 2, over 2 semesters, is approximately equivalent to having reached Level A2 of the Common European Framework or a good AS level or C at A level. Taking this single semester module at Stage 2 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already achieved A or B in their A-Level or having successfully met the learning outcomes of stage 3B.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 4.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 5.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 6.
In this module you will learn about a variety of Special Educational Needs and Disabilities (SENDs). You will look at the impact of various SENDs on a child's education and progress. The module focusses mainly on the following aspects of Special Educational Needs: - Developing a general understanding of various SENDs. - Different Educational settings - including Mainstream and Special Schools - Policy and provision for students with SEND - The models of disability - The views of Teachers, Students and other Professionals who work with children with SENDs. - Diversity and human rights - International perspectives on students with SEND and their inclusion
