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.
This module provides you with the knowledge and skills to work with AI applications in various industries and problem domains. You will gain practical experience in implementing AI systems, using popular AI frameworks and tools, and understanding how to apply AI technologies to real-world scenarios. By the end of the module, you will be able to work effectively with AI tools and frameworks and develop AI solutions for practical use cases.
This module offers a deep and compassionate exploration of the challenges faced by individuals and families living with serious mental illness (SMI). Students will develop the expertise to provide meaningful support, using evidence-based interventions and innovative approaches to symptom management that promote dignity, autonomy, and hope. With a strong emphasis on ethical practice, risk assessment, and holistic, person-centred care, this module empowers students to navigate complex mental health needs with confidence and sensitivity. Through collaboration with multidisciplinary teams, students will gain the skills to advocate for and uplift those affected by SMI, ensuring they receive the support necessary to thrive in their recovery journey.
Things, both made and found, are a key source of information on human social worlds past and present. This module builds upon the introduction to the archaeology and anthropology of things/objects/artefacts/material culture provided in the Year 1 module ‘Thinking Through Things’ by developing skills in the observation, recording, analysis and presentation of artefacts. Through guiding lectures and practical sessions, we will cover: how to correctly observe and ‘read’ artefacts, their manufacture, use and material properties; matters of classification and characterisation; the collection and curation of artefact data; the use of formal analytical techniques; and written and graphic presentation of artefact reports. Throughout, attention will be paid to the ways, as archaeologists and anthropologists, we move from object to data, to the creation of interpretations about object worlds.
EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: 1. the educational context and 2. assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.
EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.
This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 3 assessment modules constitutes ‘Finals’. This module comprises Workplace Based Assessment (WpBA) component of Finals. This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment. In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures. The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 3 other assessment modules (Applied Knowledge Assessment, CPSA, and Data Interpretation and Summarisation. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals. This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment. In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures. The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
In this module, you will learn how to approach dramatic texts in a way that takes into consideration their place in the world as a complex political, economic, and cultural network. We will focus on questions such as: • What is the difference between reading a play and watching a play? • How do playwrights adapt popular stories and how do they create new work designed specifically for stage? • How can film accommodate texts written for live performance? • How will we approach a play differently if we take the world, rather than a community or a nation-specific setting, as its context? • How can our engagement with non-Western dramas help us reconsider our ways of seeing, judging and living in the world we know? This module will explore some of the most important ideas behind the development of theatre as an art form, both in English-speaking countries and beyond. It will enable you to understand the basic principles of dramatic composition, such as narrative, style, and structure, and it will introduce you to critical and theoretical methods for analysing dramatic texts on page, on stage, and on screen.
In this history department, we have historians working on periods from the ancient world to the contemporary moment, covering the whole world (and beyond!) and working on themes like gender, politics, environment, and technology. This module covers a range of overarching narratives, ideologies, and transformations by taking an expansive view of historical change over long periods of time. The module is split between four periods: Ancient; Medieval; Early Modern; and Modern history. Within lectures, you will be introduced to key themes such as faith, power, empire (and after), conflict, tolerance, prejudice, and migration, which will provide you with the opportunity to explore dynamics of change in world histories from antiquity to the modern period. In addition, you will develop the skills needed to be a successful historian, such as critical reading, effective writing, note-taking, and referencing.
This module covers the essential elements of writing for children and young people. It is a practical module that will look at a range of texts from picture books to novels for teenagers. It will cover the essential elements of writing quality fiction and drama for children and young people, including understanding audiences and age ranges, writing openings and endings, character development, plot, language and style.
The module will take you through the process, the product and the place of writing. Process will deal primarily with modelling cognitive operations, analysis of composing strategies, and individual differences and changes in processes over time. Product will deal primarily with text analysis, and contrastive rhetoric. And place will deal primarily with social construction, genre analysis, and analysis of the individual's knowledge , motivation, and needs.
